This paper sought to investigate the extent to which economic factors influence eLearning implementation. The research is a case study of BOCODOL learners, grounded within the Unified Theory of Acceptance and Use of Technology (UTAUT) theoretical framework model. In the Botswana context, the few studies conducted were not adequate, resulting in insufficient empirical evidence upon which tertiary institutions can benchmark for eLearning initiatives. The few studies carried out do not provide the education sector with adequate information to address eLearning misconceptions that may result in adoption of generic solutions (i.e. techno-centric solutions and direct transfer of solutions) that have often notproved to be appropriate approaches to adopt in similar situations. The mixed methods research involved sixty-six (66) students and forty (40) staff members (Lecturers, Tutors and eLearning Specialists) from BOCODOL. Data were collected from Lecturers, Tutors and students using questionnaires, and a written interview for the eLearning specialists. The Statistical Packages for Social Sciences (SPSS) were used for data analysis. The study concluded that; economic factors had a positive influence on eLearning implementation at tertiary level. Furthermore, this research contributes to the existing body of knowledge by proposing a modified framework for eLearning implementation as an improvement of the theoretical framework used for this study. The results can be used to inform practice regarding how eLearning may be implemented in the context of Botswana tertiary institutions.
Technology, Elearning, Economic Factors
