Students' acceptance of WhatsApp as teaching and learning tool in distance higher education in sub-Saharan Africa

Many educators are concerned about students' use of WhatsApp for learning purposes, especially in emergency remote teaching during the COVID-19 pandemic. This study applied the unified theory of acceptance and use of technology (UTAUT) model to examine factors that predict distance students' acceptance of WhatsApp for learning. Correlational design was employed. Questionnaires were used to collect data from 273 undergraduate and post-graduate diploma distance students in Ghana. Data were analyzed using partial least squares-structural equation modeling (PLS-SEM). The results showed that performance expectancy, effort expectancy, social influence, and facilitating conditions are significant predictors of distance students' intentions to use WhatsApp to support learning. However, mobile phone self-efficacy without mediation was not a significant predictor of behavioral intention. Finally, use behavior was significantly predicted by behavioral intention but not facilitating conditions. It was recommended, among other things, that before adopting WhatsApp for instructional activities, management and faculties of educational institutions should ensure the availability of suitable conditions such as WhatsApp-supported mobile devices for students' use.