The rapid advancement of information technology offers Higher Education Institutions (HEIs) opportunities to enhance teaching and research. Many HEIs invest heavily in IT platforms to maintain competitiveness. Technology facilitates socio-economic change, transforming education from traditional methods to interactive, technology-enabled learning environments. While Nigeria has seen increased adoption of IT in HEIs, e-learning in private institutions remains under-researched. This study addresses this gap by investigating factors influencing e-learning adoption among students in a private Nigerian HEI, specifically L-University, a leading institution in e-learning investment. The research aims to identify key factors affecting e-learning usage and to propose strategies for improving adoption rates. Understanding these factors is crucial for developing effective e-learning strategies in private HEIs, contributing to improved teaching and learning outcomes and enhancing the overall educational landscape in developing economies like Nigeria, where challenges such as funding limitations, inadequate infrastructure, and inconsistent power supply exist.

The paper defines e-learning as a digitally-enabled learning process using various technologies to facilitate interaction between students and teachers. It contrasts traditional teacher-centered learning with modern learner-centered, technology-driven approaches. The literature review highlights the benefits of e-learning for institutions, instructors, and learners, including time savings, enhanced institutional image, staff development, improved teaching methods, and adaptability to individual learning styles. The review traces the development of e-learning in Nigeria, noting its early stages with CD-ROM lecture notes and intranet facilities, hampered by poor maintenance and inadequate infrastructure. Challenges like poor awareness, inadequate training, funding constraints, and unreliable internet access are discussed. Existing research on e-learning in Nigerian HEIs is predominantly focused on public institutions, highlighting infrastructure deficits and access limitations. This study aims to address the gap in research on e-learning adoption in private Nigerian HEIs, exploring the factors influencing its adoption and use by students.

This study employs a qualitative research design using semi-structured interviews. The population comprises L-University students from three colleges: College of Business and Social Sciences (CBS), College of Science and Engineering (CSE), and College of Agricultural Sciences (CAS). Purposive sampling was used to select 15 students who had received e-learning training and used university e-learning facilities within the past year. The interview questionnaire included open-ended questions focused on the Technology-Organisation-Environment (TOE) framework, exploring participants' experiences with and perspectives on e-learning. The data analysis involved a hybrid thematic analysis. Initial coding was based on the TOE framework (technology, organization, environment), with an additional, empirically derived code ('impact') emerging from the data. The first four interviews were coded to ensure reliability and validity of the codes, which was then checked with experts in the area of research before the remaining data was analyzed using NVivo software. The analysis identified recurring themes and patterns within the data, linking them back to the defined codes. Reliability was further ensured using inter-rater reliability checks to ensure consistency in coding. The final analysis involved interpreting the validated codes and themes.

The study identified four key categories of factors influencing e-learning facility usage: Technology, Organisation, Environment, and Impact. Technology-related factors (ease of use, speed, accessibility, service delivery) were highly influential. Students appreciated user-friendly interfaces, fast access to materials, and reliable service. Organisational factors (training support, diversity of applications) also played a significant role. Inadequate training on new technologies and limited applications beyond lecture material delivery hindered adoption. Environmental factors (attitudes of users) were identified as crucial. Negative attitudes from lecturers towards the use of e-learning platforms were perceived to reduce student engagement. Impact-related factors (learning experience, skill development, academic performance, degree of engagement) highlighted that students valued e-learning for enhancing learning experience, developing skills, improving grades and fostering teacher-student interaction. The findings showed varying degrees of influence from these factors across the three colleges, with technology-related factors consistently ranked highly.

The findings demonstrate that successful e-learning adoption in private HEIs requires a multifaceted approach. While technological factors are critical (ease of use, speed, reliability), organizational strategies such as comprehensive training for both staff and students and offering diverse applications of the technology are vital. Positive attitudes from faculty towards the use of e-learning platforms are essential to encouraging student usage. The identified impact factors highlight the significance of ensuring e-learning facilities align with students' learning goals and contribute to improved academic performance and broader skill development. The results underscore the importance of considering the entire university community (students, faculty, and administrators) when planning and implementing e-learning initiatives. This integrated approach can enhance the effectiveness of e-learning in private HEIs within developing economies.

This study provides valuable insights into factors influencing e-learning adoption among students in private Nigerian HEIs. It emphasizes the importance of a holistic approach that considers technology, organization, environment, and user expectations. The findings suggest strategies for improving e-learning infrastructure, training, and faculty engagement. Future research could explore the impact of e-learning on learning outcomes across different disciplines, investigate the role of institutional support in e-learning adoption, and compare e-learning adoption rates across different types of HEIs in Nigeria and other developing economies.

The study's limitations include its qualitative nature and the relatively small sample size (15 students). The findings may not be generalizable to all private HEIs in Nigeria. Future research should address these limitations by expanding the scope of study to include a larger, more diverse sample and employ both qualitative and quantitative methods to provide a broader perspective. The focus on students' perspectives excludes the views of lecturers and administrators, which could provide a more nuanced understanding of e-learning adoption.