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Awareness, Perception, and Utilization of E-Learning Platforms: A Community-Service Framework for STEM Teacher Development

Aminat Aderonke Agoro(1),


(1) Emmanuel Alayande University of Education
Corresponding Author

Abstract


This study examined STEM teachers’ awareness, perception, and utilization of e-learning platforms for self-study and translated the findings into a community-service framework for professional development. A quantitative survey assessed platform awareness, perceived ease of use, perceived usefulness, and utilization among public junior secondary school teachers in Akinyele Local Government Area, Oyo, Nigeria. Teachers demonstrated strong personal awareness and generally positive perceptions of e-learning platforms, although institutional promotion and regular self-study engagement remained comparatively limited. Perceived ease of use and perceived usefulness were positively associated with platform utilization. The findings support community-service activities focusing on digital literacy, guided platform use, collaborative professional learning, institutional awareness, and sustained teacher support to strengthen technology-mediated self-study and professional development.

Keywords


Community service; Digital professional development; E-learning platforms; Self-study; STEM teachers

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