A QUALITATIVE ANALYSIS OF THE IMPACT OF CULTURAL INERTIA ON STUDYNET/CANVAS USE IN TEACHING AND LEARNING AT A POST-92 UNIVERSITY

Since this line of inquiry is underrepresented in the literature on technology adoption, this study investigates the effect of inertia on technology usage and acceptance in Higher Education institutions. The paper considers the benefits and drawbacks of using technology, especially studynet/canvas and its effect on teaching and learning, as well as why some people embrace technology more slowly than others. The researcher used open-ended questions to assess the views of UH academics and students on a variety of topics, including self-efficacy, for example, self-confidence and self-belief in ones ability to master new technology compatibility instructor effectiveness and facilitating conditions and then analysed their overall influence on teaching and learning, especially in relation to technology use, adoption and acceptance in HEIs. The researcher discovered that users have a high level of self-efficacy, and compatibility has also been suggested to play a significant role in user adoption of the platform.


Literature Review:-
The review of the secondary data of several studies on the efficacy of technology use in teaching and learning, show that a staggering 87% (52 out of 60 studies) pointed out that, the slow acceptance is due to the inertia developed by users (lecturers and students), including compatibility, facilitating conditions, self-efficacy, and instructor effectiveness. Glegg&Levac (2018); Gudmundsdottir&Hatlevik (2018); and Mata-López &Tobón (2019) pointed to capability, motivation and self-confidence as crucial self-efficacy factors that influences the acceptance and use of ICT within the e-learning scheme. Islam et al (2019) identified additional factors responsible for students' internet self-efficacy, including learning content, instructor attitude and technology accessibility as central to the adoption of e-learning. The outcomes of their study show that, even though usefulness and ease of use positively affects the intention to use technology in learning, but argued that, they (usefulness and ease of use) are largely influenced by learning content. They, however, proclaimed that, instructor attitude is insignificant to the degree of adoption and usefulness of the technology in learning, but emphasised that, accessibility moderately influences ease of use and adoptability of the technology in students' learning. In a recent study conducted by Todd &Zvoch (2019) concluded that, prior self-efficacy studies were monolithic in nature and largely skewed to developed countries' settings, including the United Kingdom with limited recourse to understanding and/or investigating individuals' technological self-efficacy from developing countries' perspectives. Therefore, this study seeks to assess the ICT usage and adoption experiences of domestic and international students, including those from developing countries.  Huang et al (2019) found out that, innovation or modernisation of teaching and learning affect teacher's decision-making process in the formulation of learning objectives, learning content, media choice, organisational approach, instructional strategic choice and approach adopted in assessing students. In an earlier study, Acharya & Lee (2018) stressed that, many teachers and students are slow in adapting to the change process, and therefore, questions mainstream education's success in implementing innovative approaches in enhancing teaching and learning. Therefore, to overcome the sluggish response and participation of academics and students to the modernisation process of teaching and learning, Nuñez et al (2019) suggested that, the personal willingness of teachers to adopt and integrate innovations into their classroom practice would be crucial in achieving this fit.
Wu et al (2019) defined facilitating conditions as the factors in the environment, which exerts influence over a person's desire and enthusiasm to perform a task/activity. Thomas & Thorpe (2019) suggested that, HEIs should promote facilitating conditions as a practice to ensure staff comfortability and confidence in the use of new technology. Elnaghi et al. (2019) argued that, convenience and accessibility of the ICT infrastructure support is fundamental to its successful implementation in any organisation. This is consistent with the earlier views of Kirkwood & Price (2013), who suggested that facilitating condition enhances the availability of technical and infrastructure support, which provides opportunity for students and lecturers to adopt the use of Canvas at UH. Afanasyev Makarova et al. (2019) argued that, the drive and enthusiasm among policy-makers to integrate technology as an instructional instrument far outweighs its usefulness, as it is seldomly employed in teaching and learning, which significantly inhibits practitioners and students' ability to embrace it. The slow embrace of the technology in classrooms by practitioners and students, have led theorists, including Dunleavy et al. (2007) to conclude that, the significance of technology in teaching and learning have been oversold by enthusiasts and policymakers, whilst being underappreciated by academics and students. However, they argued that, irrespective of this overwhelming effort, there will be limited change in the approach to teaching and learning. This, Bordalba & Bochaca (2019) purported makes it increasingly difficult to dissuade them away from existing systems.
A review of the arguments of several theorists, for example, Bagozzi (2007); Dwivedi et al (2019); and Kemp et al (2019), suggested that, the Technology Acceptance Model (TAM), acts as an important precursor for the use of technology, as it determines individuals desire for adoption and use, including attitudes and subjective norms. Bagozzi (2007); and Dwivedi et al (2019) emphasised that, TAM provides an explanation to the causal relationships between internal psychological variables such as beliefs, attitudes, and behavioural intention and actual system use. Kemp et al (2019) professed that, TAM plays a critical role in assessing a person's perceptions with regards usefulness, adoptability and ease of use of a technology and suggested that, it is central in determining an individual's attitude to the use and acceptance of technology. Analyses of the views of various proponents, suggests that, TAM has been widely validated, used and accepted as a useful model for predicting a person's behavioural acceptance of stream of technologies, including their use and applicability (Tsai, 2014;and Bhattacherjee et al, 2018). Therefore, the researcher contend that the empirical findings were limited, and the researchers failed to undertake detailed literature search to evaluate and understand the factors influencing technology acceptance. Consequently, the current study will critically evaluate the factors that inhibits the use, acceptance and adoption of studynet/canvas among users (academics and students) at the University of Hertfordshire (Jung et al, 2018;. Invariably, the overarching aim of this study is to present a different perspective from other theorists' arguments of technology use, acceptance and adoption, and highlight the factors that promotes or inhibits the acceptance and/or adoption of technology by UH academics and students. Hence, this will enable the researcher to understand the role played by inertia in influencing studynet/canvas acceptance and use among academics and students and provide concise empirical data, which will add to the growing literature on technology use by exploring more thoroughly the inhibitors or promoters. Quintessentially, the findings of this study will throw a new light and redirect the argument of technology acceptance, use and adoption and provide managers with the underlying factors responsible for the slow or successful acceptance of studynet/canvas by staff and students.

Methodology of the study
The study involved an on-line structured interview using Bristol online/JISC Online Survey, with the interview questions distributed among users (UH staff and students). The structured interview questions took approximately 20 minutes to complete with a reminder sent repetitively to encourage participants to participate in the exercise. The questions focused on four broad themes, including self-efficacy, compatibility, instructor effectiveness and facilitating conditions. A total of 45 respondents completed the questions online from a population of approximately 200 academic staff from the Business School and 500 students from various undergraduate and postgraduate modules, including Business Strategy, Managing Strategy and Global Business environment. The interview was designed using open-ended questions. Consequently, 13 academics and 32 students completed the structured open-ended questions forwarded across the business school. This enabled the researchers to obtain subjective perspectives of the respondents about the influence of inertia on studynet/canvas at UH. Due to time limitation and the cross-sectional nature of the research, the researchers opted not to classify the respondents based on their gender and age, as it will take a long time to analyse the data, but rather to generically classify them into academics and students (users). The participants were sent messages encouraging them to participate in the study by completing the questions using the studynet/canvas ‗announcement handle' for various Business undergraduate and postgraduate modules as well as the ‗generic Business School email portal. All participants in the study were active academics and students, and between the age range of 18 and 65 years. The sample was ethnically diverse to encompass all students and academics irrespective of their ethnic backgrounds. The recruitment of the participants was dependent on their willingness to participate and their withdrawal from the process was guaranteed at any time. Before conducting the research, the researchers obtained ethical approval from the ethics committee at the University of Hertfordshire.

Procedure
The recruitment strategy was based on circulating e-mails to willing participants (students and lecturers) using convenience sampling technique by requesting for their participation in the structured interview. Participants were required to give their consent to participate in the structured interview and appropriately informed about the purpose of the study: -the effect of inertia onstudynet/canvas at UH‖. To build trust, the participants were assured of the confidentiality and anonymity of their personal data, and the freedom to withdraw at any timethat is, before or during their completion of the structured interview template. They were also required to complete an informed consent before completing the structured interview template. The structured interview approach followed the use of open-ended questions, which enabled the researchers to obtain appropriate qualitative responses that addressed the research questions and objectives of the study. The process took approximately 20 minutes to complete and was conducted over a two-week period (14 days).

Data Analysis
The researcher identified appropriate research gaps from various secondary sources about the impact of inertia on technology use in teaching and learning and formulated questions tailored to the research objectives. After an iterative process, the researcher decided on a set of questions considered appropriate for the field study. The researcher analysed the qualitative data obtained from the structured open-ended interview questions. The respondents were categorised into two groups: academics and students, and randomly selected without recourse to distinguishing their gender and age, as the study was cross-sectional in nature with very limited time span for completion. Therefore, the study is limited in scope and specificity, as generic data set was collected and used when conducting the analysis for the two categories defined.
The qualitative data was manually analysed using a thematic approach, which enabled the researcher to identify patterns and commonalities in the responses of the respondents. It eventually allowed appropriate themes to emerge after an iterative process, which were represented in a schematic diagram (see figure 1.6e)

Research findings
The Figure 1.6e is a schematic diagram from a field study of the factors influencing the use of studynet/canvas at the University of Hertfordshire, including self-efficacy, compatibility, instructor effectiveness, and facilitating conditions. It is a demonstrable representation of respondents' qualitative responses to the factors stifling studynet/canvas' adoption/use at UH. The schematic representation of this study's contribution to knowledge was derived from the themes of UH respondents' online standardised responses, which included students and academics.
Thematic analysis was used to create a graphical diagram of the inertia influencing studynet/canvas use at UH. This helped to set the field study apart from previous theoretical debates. Sub-factors arose organically from iterations and were then organised into themes, as shown in figure 1.6e. The factors influencing inertia of studynet/canvas use, such as self-efficacy, compatibility, instructor effectiveness, and facilitating conditions, were investigated in order to assess their impact on users, including students and academics, in the domain of teaching and learning.
To ensure validity and reliability, the qualitative data responses were triangulated with secondary data. The researcher was able to compare the results of the qualitative data, using contextualised quotes, with those of the literature review, and then conducted a comparative analysis. As a result, the researcher believes that by analysing the data using the study's themes/objectives, the results will collaborate and strengthen the research findings.

Theme 1: Self-efficacy
In this research, self-efficacy refers to students' and academics' belief and faith in their ability to use, embrace, and follow studynet/canvas in teaching and learning.

Objective 1: To evaluate whether Studynet/Canvas affects the self-efficacy of respondents at UH
It is apparent from the findings of the study that, most of the respondents show confidence in using studynet/canvas, as a teaching and learning platform. However, to attain self-efficacy, most of the respondents purported that, capacity building, including online and offline training, mentoring support, personal online support and the provision of induction at the start of each semester is central to building confidence and the ease of use, adoption and application of studynet/canvas as a platform for teaching and learning. They argued that, assigning digital assistants/digital web experts to continually support the needs of users in a timely manner can speed up the adoption, use and acceptance of the platform. Most respondents suggested that, the introduction of a chat option, including live video chat/function/feature and virtual drop-ins using MS Teams or Zoom can help build confidence and increase the acceptance of the platform. "Introductory training on using the site. It is always taken for granted that all students are familiar with it".

Respondent 018
"I think it would be useful to have an induction to canvas. Especially after being abroad we didn't have the opportunity to practice and were just expected to go with it".

Respondent 021
Despite the overwhelming consensus among respondents, a few were more inclined to indicate that partnering or collaborating with ‗Zoom' for the delivery of live lectures could be instrumental in enhancing their experience and increasing the platform's usability. Furthermore, a minority of users seem to have difficulty navigating and accessing services, limiting their ability to fully use the platform. It is evident that, the respondents were worried about the platform's complexity, believing it to be unfriendly to users, especially in terms of navigating notifications and finding the right announcements. This implies that accessing resources can be difficult and intimidating for certain people, limiting their ability to complete tasks and access resources efficiently.
"Maybe an instruction on how to use it. I am a 1st year student and I had a big problem with it and still learning how to use it with all its functions".

Respondent 017 Theme 2: Compatibility
Compatibility was defined in this study as the perception that innovation is compatible with existing principles, past teaching and learning experiences, including information acquired by students and academics, when comparing studynet/canvas to other teaching and learning channels and its ability to stimulate creative skills.

Objective 2: To assess whether compatibility is central to the acceptance of CANVAS by respondents
The study's findings show that while most respondents find the platform easy to use, they would prefer a direct link to the canvas page rather than using a secondary route, such as studynet, to gain access. They claimed that it muddles communication and makes it difficult to navigate and access information, especially with the addition of the double security wall. They proposed that incorporating a live video/group/course chat option that allows users to connect directly with one another rather than utilising secondary pathways like MS Teams could boost the platform's use, acceptance, and acceptance. Most respondents emphasised that the platform is difficult to navigate due to the plethora of information provided and argued that, unless one is tech-savvy, it is difficult to know where the right features or functionalities can be accessed. This implies that many people avoid using certain features or functionalities because they are unaware of their availability, the nuances of their application, and the benefits they provide to users.
"Having a chat between students, like a "group popup" chat, where as a user you can create and set reminders".
Respondent 027, student "It is not as easy to personalise, and it is really messy because all the old data is on there and it is not as easy as the old system to "tidy up". I think it is easier for the students. I have no problem with it, I just do not find it instinctive".
Respondent 020, academic "I think canvas supports learning because all the resources are in one place and easily accessible".

Respondent 021, student
Despite the apparent consistency among respondents, a minority claimed that they prefer traditional face-to-face classroom teaching and learning or physically searching for resources in a library to using technology as a teaching and learning resource. It is evident that, a few also find the platform convenient and useful due to the asynchronous opportunity it offers to revisit and access resources as and when necessary. In addition, a few argued that, capacity building through one-to-one training, online support, self-learning, and revision/refresher courses can significantly increase usage of the platform. They emphasised that, assigning of digital experts to users can enhance accessibility and user experience. This suggests that, the provision of the requisite support services to users can stimulate and improve their experience and make the platform more acceptable.
"It gives me the opportunity to go back to the previous sessions and revise. It also enables me to see the deadline in real time".
Respondent 017, student "My skills as a teacher/trainer are enhanced but it is not the most optimal formthe classroom is better."

Respondent 015, Academic Theme 3: Instructor effectiveness
Instructor effectiveness in this study was defined as students' and academics' ability to adapt to the change from studynet to canvas, as well as their willingness to innovate and embrace innovative approaches in formulating learning objectives, learning content, media selection, organisational approach, instructional strategic choice, and other approaches to assessing students' learning.

Objective 3: To analyse whether CANVAS is an effective instructor tool for users
Most respondents said that capacity building, which includes training support, designating digital assistants, one-onone face-to-face support, informal discussions, and mentorship, is critical to ease of studynet/canvas uptake and acceptance. They contended that providing appropriate capacity-building instruments/tools could significantly increase their self-motivation, confidence, and willingness to explore and use the platform more frequently and effectively. It is critical that workload stress does not act as an impediment to users effectively engaging and exploring the platform, as most emphasised that designing personal training programmes tailored to users' needs, including users' inputs in the process, can be useful in overcoming the barriers. Furthermore, most respondents proposed that providing free time from other workload stressors can enable them to acquire the necessary technological skills and knowledge for ease of platform usage. This implies that efforts should be made to ensure that users have enough time to engage with and learn about the platform's features and functionalities.
"Currently we are being bombarded with online training invitations. This is a little overwhelming. We need to have a personal programme of training (which we have a say in) and sufficient time free from other work in which to do the training".
Respondent 022, academic "It's just fine as it is, I'm willing to try things on canvas, but as staff we might improve if we shared the way we use it more with close colleagues on an informal basis, I get more from that than training sessions".

Respondent 025, academic
It is important to note that, despite the overwhelming support for capacity building, a few respondents emphasised that technology upgrades should be accompanied by timely support/help, which they argued improves users' skills and knowledge. They stated that time and personal circumstances, such as the use of features/functionalities, limit their willingness and desire to explore the platform. A significant number of respondents believe that a better layout of the platform and ease of access can improve their knowledge and skills of its usage, allowing them to learn and understand the fundamentals of the features/functionalities faster and more effectively.

"Timely help when setting features up".
Respondent 023, academic "Time and personal circumstances such as the need to use the features".

Respondent 012, academic Theme 4: Facilitating conditions
Facilitating conditions was defined in this study as practices that ensure students and academics are exposed to opportunities that make access and use of studynet/canvas easy, and that they are comfortable and confident in using the platform with little difficulty.

Objective 4: To evaluate whether appropriate facilitation conditions exists at UH for the implementation of studynet/canvas
Most respondents stated that providing appropriate technological support, such as virtual drop-ins, one-on-one support, mentoring, online training, and an IT Helpdesk, is critical to the adoption, use, and acceptance of studynet/canvas because it assists users in overcoming various complexities associated with their tasks. They suggested that rapid resolution and the assignment of a specialised cadre of digital assistants to assist users in resolving technical issues at critical times are critical in overcoming the lack of confidence and stigma associated with the platform's acceptance and use. The findings show that most respondents would like assistance in the areas of response time to important demands and the introduction of chat options, including short online videos for users to access as alternatives to attending training events. Most respondents also emphasised that simplifying the platform by displaying contents on a single page and providing search options that allow users to quickly and easily navigate and search for information/resources/written instructions can lead to increased use and acceptance of the platform. This implies that, complexity and time constraints in understanding the operationalization of the platform leads to its slow acceptance and use.
"Essential. We need a dedicated cadre of digital assistants to support tutors with on-line teaching, not just a few people, however willing and able, Tell the power to get on it".

Respondent 005, academic
"More support at the right times e.g. the lead up to and the early weeks of term. But continuing support needs to be available".

Respondent 010, academic
In contrast to the preceding arguments, it is clear from the findings that a few of the respondents cited delays or slow response times from digital assistants, as well as a lack of knowledge of appropriate contact support, as impediments to the platform's rapid acceptance, adoption, and use. Furthermore, a significant number of respondents suggested that users be provided with a quick adaptation timeline, particularly when new changes or improvements are made to the platform. Respondents argued that in order to improve and enhance the new skills and knowledge required for the changes and improvements, users should be allocated an appropriate timeline, which should be incorporated as part of their workload hours, to learn about the features and functionalities introduced. As a result, they believe that allocating hours to platform usage as part of their workload can go a long way toward improving user experience and promoting platform acceptance.

"Very important -but the GLJ team's support is overkill. The key thing is having local technical support from key individuals".
Respondent 013, academic "In this Pandemic crisis many tutors have had to quickly adapt their material for online. We haven't been given any training to do online delivery and I strongly believe in moving forward we ALL need more training and pedagogic direction of how we will deliver our modules in Semester A. OUP academics have a wealth of experience and training -some with over 10 years SDL experience".

Respondent 032, academic
Discussion:-This section will discuss the findings of the study and compare the outcomes with the arguments of past theorists.

Self-efficacy
The study's findings demonstrate that capacity building, such as online and offline training, mentorship support, personal online support, induction sessions, assigning digital assistants, and incorporating live chat options, including live video, can help users feel more confident about using the platform. This could be due to the frequent hiccups they encounter while using the platform, despite its widespread acceptance. According to the study's findings, despite increased user acceptance of the studynet/canvas platform, a significant number of users still find the platform unfriendly and argue about the complexity they encounter when using it daily. This means that techsavvy individuals are at ease with the platform, whereas those who prefer traditional classroom settings are still slow to embrace the technology and the benefits it brings to the larger institution. The essential arguments of Glegg&Levac (2018), Gudmundsdottir&Hatlevik (2018), and Mata-López &Tobón (2019) for capacity building and self-confidence are congruent with the findings of this study. It is also consistent with Islam et al's (2019) claim that learning content, instructor attitude, and technology accessibility are all important factors in technology adoption. However, this is the first study to highlight mentoring support, personal online support, induction sessions, assigning digital assistants, and integrating live chat options on the studynet/canvas platform as important in improving user self-efficacy. This means that the self-efficacy of technology use is determined by the users' motivation, requirements, and desires, which vary depending on their willingness to accept technology and their cultural backgrounds.

Compatibility
According to the study's findings, the primary compatibility issues inherent in the use, acceptance, and adoption of the studynet/canvas platform are accessibility, communication problems, and complexity. This could be due to information overload and the platform's lack of simplification. This implies that if the platform is made user-friendly and simple to understand, it will be more widely accepted by users, particularly international students and less techsavvy academics. On the other hand, a sizable proportion of respondents stated that they prefer the more traditional approach to the synchronous approach currently being promoted and embraced by the UH. Despite their dislike for the canvas platform, a few people love the unrestricted asynchronous access to resources that it allows. Furthermore, a few respondents cited capacity building as a means of improving compatibility, including one-on-one and online support; self-learning; revision/refresher courses; and the use of digital experts. Unlike previous theorists, such as , the study presented inconsistent arguments about the compatibility influencers of the studynet/canvas platform. It is worth noting that this is the first study to highlight accessibility, communication difficulty, platform complexity, asynchronous platform benefits, capacity building, revision/refresher courses, and the use of digital experts as critical compatibility arguments advanced by users. This means that users of different platforms may face different compatibility issues, depending on their platform's convenience or experience.

Instructor effectiveness
Most respondents suggested that, capacity building, less workload stress, and the incorporation of timely technology usage into instructors' workloads can significantly increase and improve their effectiveness. This could be due to the instructors' inability to obtain valuable time outside of their assigned workload hours to learn more about the platform's features and functionalities. This implies that instructors should be given free time outside of work hours to improve on their studynet/canvas skillsets and, most importantly, to increase their frequency of use of the platform. However, the study found that a few respondents emphasised the importance of timely information/training being provided to instructors whenever the studynet/canvas platform is upgraded. On the other hand, a significant number of respondents expressed concern about the platform's layout, stating that it is unfit for purpose because users must navigate through multiple channels to access the platform, particularly after the introduction of the double security wall. This implies that users' desire to frequently engage and learn about the platform's rudiments is stifled by its ease of accessibility. This study's findings are consistent with those of Huang et al (2019) and Nuez et al (2019), who identified learning objectives and learning content as significant influencers of instructor effectiveness. This is the first study to identify capacity building, workload stress, free time, timely technology upgrades, better platform layout, and accessibility as key factors in improving instructor effectiveness. This means that, depending on the type of platform users are exposed to, their experiences may differ across HEIs.

Facilitating conditions
Most respondents believe that capacity building, such as virtual drop-ins, one-on-one support, mentoring, online training, IT helpdesk, digital assistants, timeliness, chat options, and platform simplification, are critical facilitating conditions for the ease of use of studynet/canvas. This could be due to the important role these features/functionalities play in improving users' familiarity, knowledge, and experience, as well as their ease of use of the platform. This implies that the technologist and management should pay close attention to these critical elements in order to create an environment that facilitates and stimulates better users' experience of the platform. The study's findings suggest that, a few of the respondents were concerned about delays in providing appropriate and timely assistance, a quick adaptation timeline, and an overwhelming workload hour as a major drawback in facilitating the platform's usage. The perspectives of Kirkwood and Price (2013), Afanasyev et al (2019), and Lee and Blanchard (2019) of facilitating conditions, such as technical support, infrastructure support, training, appropriate resources, and expertise, are consistent with the findings of this study. It is worth noting, however, that this is the first study to propose virtual drop-ins, one-on-one support, mentoring, online training, IT helpdesk, digital assistants, timeliness, chat options, and platform simplification as key facilitating conditions affecting the ease of use of the studynet/canvas platform. This demonstrates that users can only perfect their platform use if they are exposed to a variety of opportunities that improve their understanding, experience, and knowledge of the platform.

Conclusions And Implications:-
The findings indicate that users are extremely confident in using the studynet/canvas platform, with most stating that they are becoming increasingly comfortable with operating the functionalities/features as well as accessing resources. Despite the overwhelming confidence expressed by respondents, the results suggest that a small number of people had trouble using the platform as a teaching and learning tool. This suggests that users' requirements and skills vary, as does their level of awareness of how the platform works. As a result, additional work needs to be done to increase broad adoption and acceptability, especially among those who are having trouble completely embracing the platform as a teaching and learning tool. In other words, providing users with timely support and training can go a long way toward facilitating platform adoption and acceptance.
It is evident from the findings that, most respondents prefer platform simplification and the need for direct link and/or access to the studynet/canvas page without the need for a secondary route. This implies that there are significant structural compatibility issues, such as platform navigation, communication barriers, and information overload, that must be addressed in order to increase user adoption and acceptance of the platform. As a result, upgrading the platform to provide users with direct access to contents and materials, including communication tools, can significantly improve compatibility and increase the platform's general acceptance and adoption.
The study's findings reveal a need for capacity building, such as training, allocating digital assistants, one-on-one face-to-face help, and informal dialogues and mentorship, in order to boost users' self-motivation, confidence, and willingness. This implies that in order to increase the willingness and frequency with which users use the platform, all hands must be on deck to provide an appropriate user-friendly environment that is stimulating and enticing.
Enabling conditions, such as suitable guidance, technical assistance, and training, are critical in encouraging user acceptance and adoption of the platform. Furthermore, the findings underlined the necessity of timely help as a key component in overcoming the challenges connected with using the platform. It also emphasised the importance of easy navigation and the use of online videos as a substitute for face-to-face training sessions. This indicates that the right conditions must be supplied for users to feel comfortable exploring the platform, as well as ensuring that the provisions are supplied in a timely, convenient, and acceptable manner.