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Adoption of Cloud Computing in the Universities: A case of USIU-Africa

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 Adoption of Cloud Computing in the Universities:
A case of USIU-Africa

Nyiendo Samuel Odoyo

School of Science and Technology
United Stated University of Africa

Abstract

In the last ten years, Kenyans have experienced the widespread of Cloud Computing networks and
services; that include: the broadband wireless equipment such as smart phones, tablets, and Wi-Fi
enabled laptops, that have generated new educational opportunities for learning institutions in the
country. Traditional classroom learning, however, has continued to confine students and teachers at
single physical locations, whereas, distant e-learning modes are minimally appreciated in Kenya.
This study aimed at investigating the appropriateness of Cloud Computing as a means of facilitating
higher education learning through cross-examining the perception of different users. The study was
conducted at the United States International University of Africa (USIU-A) in the Fall 2015. It
incorporated descriptive design together with simple random sampling from a sample frame of
twenty people, combining both qualitative and quantitative data collection models using a 5-point
Likert-Scale. The results analysis through Repertory Grid Interviewing (RGI) Idiogrid indicate that,
while there is substantial use of Cloud Computing Technology (CCT) in the universities, many
students, and staff, still prefer full-time and part-time learning models as opposed to Distance e-
Learning solutions nor the new Education as a Service (EaaS) modes. Utilization of the e-Library
resources and Blackboard, were found to directly and meaningfully correlated to the university’s
learning performances, university’s operations, its financial managements and the inter-
departmental communications. Theory of Technology Acceptance Model (TAM) and the Diffusion
of Innovations (DOI) were combined in the conceptual framework to explain the relationships. The
conclusion was that users acceptance level and appropriateness in cloud technology had affects
Cloud Computing acceptance in the USIU-A. Cloud Computing Risks, however, had
noteworthy negative effects on the usage of the web-based virtualization services. The paper
concluded with recommendations that may be used on decision-making and creation of Cloud
Computing policy ramifications.

Keywords
Cloud Computing Services, Diffusion of Innovations, Technology Acceptance Model, USIU-A

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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

1. Introduction

In the last ten years, Kenyans have benefited from the extraordinary proliferation of Internet
connectivity in the country, catalyzed by the fierce competition between telecommunications
and broadband Internet service providers, increased availability of smart phones and tablets, and
widespread of Cloud Computing technologies. The opening of global ecommerce market has
added new venture opportunities for learning institutions in the country (Muga, 2015). The normal
traditional classroom learning should no longer confines students and teachers in single locations,
however, in cases distant e-learning are blended with classroom sessions. But that latter has been
short lived. The number of students on collaborative cloud computing platforms, quickly decline
as years go by, many preferring face to face classroom teaching to virtually communicate with
their teachers, experts and other students who are remotely linked in real-time to access the
learning material or recorded sessions on demand, without missing lessons. In Cloud Computing
Technology, the enhanced education system takes place anytime, from anywhere inside or outside
the classroom, and with any device (Furber, 2013)! Bring Your Own Demand (BYOD) is a critical
success factor that many students fall short of fulfilling in Kenya (CISCO, 2012).

At the United States International University of Africa (USIU-A), Cloud Computing Technology
(CCT) has benefited students, teachers and researcher in many forms. For example, in the Fall
2015, 6032 students were able to access Blackboard teaching resources remotely in and out of the
compound besides the financial and administrative management staff (USIU-A, 2015). The
university has taken advantage of the CCT through affiliated banks, and Cloud Computing service
providers, such as IBM, Cisco and Ushahidi to provide not only faster transactions, but also
students’ result and reports (USIU-A, 2015; CISCO, 2012).

CCT has also enhanced USIU-A e-Library resource management in and off the campus in ways
that include: Online Public Access Catalogs (OPACs) information access, and provisions of direct
links to the university digital repository via the secure Virtual Private Network (VPN). The VPN
has been achieved through a collaboration with Kenya Education Network data centers (KENET)
which offer Software Storage as a Service (STaaS) solutions to for the USIU-A offsite backup
challenges (Sareen, 2013). This means that as a client of KENET, USIU-A is tapping of the
available educational research resources in all National Research and Education Network (NREN)
databases in African countries, Asian, European countries, and Americas (KENET, 2015).

The Cloud Computing opportunities have motivated USIU-A Board of Trustees and Strategy
Planning teams to consider expanding the virtual learning space through the introducing Open

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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

Distant Learning (ODL) solutions and Education as a Service (EaaS) in the next five-year strategic
plan. However, that may a farfetched planning rather than in the near future, looking at the
increasing number of students linked to classroom teaching modes by the Fall 2015 (USIU-A,
2015). The exclusive online programs aimed at creating of consistent user acceptances across the
campus through the global reach, accelerating delivery, increasing productivity, saving time,
cutting travelling, increasing customers’ satisfaction and competitive advantages over the
growing number of public and private universities in Kenya. (Brown & et'al, 2015).

Popular CCT services in Kenya are the storage facilities such as the Office 365 OneDrive. Google
Drive, and Dropbox for file sharing accessibilities from anywhere anytime (Yadav, 2014). Other
free online cloud computing application widely used by the students and staff are Gmail, Hotmail,
YouTube, Facebook, Twitter, Google Apps, and social blogs. These have resulted in improved
students confidence in the institution, growth in students numbers, in both under graduate post-
graduate programs, that have been noted to have directly and meaningfully influenced the
university’s performance through the last three years (USIU-A, 2015).

The motivation of the research is the number of students population that continues to grow in
United States International University of Africa (USIU-A), thus, more and more space is
required. Instead of continuously expanding the physical space, the virtual space learning
concepts can be implemented at much lower costs (Furber, 2013). The additional stimulus was
the divergent views that lessons learned from study on adoption of the Cloud Computing and
Virtualizations may leverage educational benefits to less advantaged and geographically dispersed
population in different counties in Kenya.

Thirty questionnaires, were sent out to interrogate the level of acceptability of Cloud Computing
Technology at the USIU. Twenty results were analyzed through the RGI Idiogrid to evaluate
the level of emergent and implicit opinions (Hinkle, 2014). Technology Acceptance Model
(TAM) and the Diffusion of Innovations (DOI) theorems were, also, used to design and discuss
the conceptual framework on the suggested model (Wamuyu & Maharaj, 2011). The paper
concludes with recommendations that reflect on Cloud Computing policy ramifications, best-
practices, and decision-making.

The study objectives

This study sought to examine important factors that would influence successful adoption and use
of Cloud Computing and Virtualizations as a preference over infrastructure and instructor led

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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

models to increase learning spaces in the institutions of higher learning in Kenyan. The study will
also strived to scrutinize the position of cloud computing applications among students, facilitators,
and research staff in the United States University of Africa (USIU-A).

Research questions

Listed below are the questions that were used to guide the study. Each question was expanded in
triad to glean as much understanding as possible (Beck & Hunter, 2000) :

1. How much do user acceptance and technology appropriateness influence the adoption
and use of Cloud Computing and Virtualizations to facilitate e-learning at USIU-A?

2. What are the barriers to the adoption and use of Cloud Computing and Virtualizations to
facilitate the e-learning in the university?

3. What are the benefits of using of Cloud Computing to facilitate e-learning in the
campus?

4. Does the geographic location of the university influence the use of Cloud Computing and
Virtualizations to facilitate e-learning?

2. Literature Review

Hausman, Cook, and Sampaio (2013) defines Cloud Computing as: a complex ‘flexible self-
service tool, for providing network-accessibility through some computer resource pools allocated
across the world to meet service demands’. In deed Cloud Services, in any e-learning institution
such USIU-A, are meant to be flexible because the e-resources and processing powers available
in the network can easily be adjusted quickly to meet needed on-demands, based on the
configuration settings in the information technology (IT) administrative middleware, without the
direct Help-Desk personnel taking part (Hausman, Cook, & Sampaio, 2013).

Cisco (2012) listed four types of Cloud Computing Models in their website as follows:
First: Public cloud – that is a shared Internet infrastructure that would be accessible by everyone
in the organization. Almost all the applications and services required would be delivered through
the Cloud.

Second: Private cloud – a type that is run exclusively by or for an organization and its affiliates.
It has a restricted cloud computing infrastructure, where available cloud services are conveyed
through some private networks.

Third: Community cloud – this is a multi-tenancy based type that is composed of a private cloud
computing infrastructure meant to support a particular community of more than two business
associates.
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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

Fourth: Hybrid cloud – provides a combination of two or more of the previous cloud computing
types.
Kiran Yadav (2014) mentioned three key areas that any dynamic learning environment such as
USIU-A would immensely befit from the Cloud computing services: shared software,
infrastructure services and platform services towards its learning resources to access online on-
demand services through its LAN / WAN computers networks or Cloud Computing hand-held
devices:

Software as a Service (SaaS) the users simply requires good Web-Browsers for their Google
Apps. Most e-Learning instructions opt for SaaS for its extreamely low cost and high
convenience. The best known case in point in online education system is the MicrosoftLive@edu
that is providing communications and office applications at the same time while enabling
connection between email and spreadsheets Anytime and Anywhere (Yadav, 2014). Both data
and application are thus stored in in the cloud in this case.

Infrastructure as a Service (IaaS) is a model where cloud computer service provider offers a firm
a cloud-based data center without need to connect new equipment. The client pays only for what
it uses, and the service provider supplies all the capacity the institution requires, however, the
client has to monitor, manage, and carry out regular updates her on-demand infrastructure. The
IaaS additionally enables an organization to subscribe for only the processors and online storage,
and use them, where needed, to run the firm’s operating system and application. A universities,
therefore, would easily obtain IT resources that would have been impossible to access, and even
sub-let (Yadav, 2014) .

Platform as a Service (PaaS) features have allowed the USIU-A to adjust its teaching and
learning applications rapidly during peak seasons at the start of each semester or during exams
without worrying of space. World example are, Salesforce Force.com, Amazon.com, the Google
Apps Cloud service. Besides the economies of scale and the convenience, the enhanced elasticity
the Cloud Computing would offer the USIU-A students more than 99.5 per cent network
availability (if power outages in in the Nairobi City are to be ignored) (Sclater, 2010). Cloud
Technology also encourages Green Computing that reduces the carbon footprint since fewer and
fewer people are traveling on the road (Yadav, 2014). Figure 1. below illustrates a simplified
university Cloud Computing network services most commonly found in learning institutions in
the developed world (Nabil, 2010):

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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

Figure 1. A typical illustration of Cloud Computing services in a University (Nabil, 2010)

USIU-A enjoys a cordially positive learning environment in spite of a multinational culture

cutting across more than 170 nations world-over (USIU-A, 2015). However, challenges in
support of the growing need of Cloud Computing educational expectations means that the USIU-
A management has to accommodate new challenges associated, not only with the infrastructure,
but also the increasing number students, sponsors, staff, and suppliers who hopes to connect to
the secure network regardless of who owns it (USIU-A, 2015). Balancing the compliance of the
security controls for the local area networks (LAN), wide area network (WAN) and VPN with
productivity. The new digital generation wants more than LAN and WAN networks services. In
such learning environments, the students and the research staff expect the same experience off
campus as on campus when accessing and doing their work from anywhere, by any device as
granted by the university policy, anyhow, and when on the go (Furber, 2013). Nabil Sultan’s
(2010) figure 2. below illustrates how the Cloud resource network would be shared:

Figure 2. An illustration of Cloud Computing Departments in a University

(Nabil, 2010)

The USIU-A strategic partnership with KENET has gradually helped university achieve its
planning goals on designing and implementing the best possible Cloud Computing network in
Kenya. Cost of running the server farms and their locations are no longer the fear of the USIU-

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Nyiendo, S. O. USIU-A Adoption of Cloud Computing

A management. Furthermore, upgrades and security updates of the database centers are the
responsibilities of the provider. The university also enjoys added cloud features such as flexible
pay per use, infinite on-demand scalability and self-service (KENET, 2015).

Alberta Cloud Computing Technology Briefing (2013) considerations reported that Cloud
Computing adoption approach has additional insight on security decision making when an
institution such as USIU-A is using highly sensitive data in its network (Reimche, 2013). The
management’s policy has mandated the administration and resource persons to use maximize
on usage of the available online resource to a stipulated thresh-hold. However, major concerns
about Cloud Computing had not been only on the unsolicited security of data but also on
privacy issues.
A major threat on data exchange is the Hackers who may flood the system with viruses for
mischievous reasons (Sareen, 2013). To mitigate on the risks, the university, adopted a
strong information technology management by monitoring usage and enforcing single sign-
on system across the network both inside and outside the campus in compliance with the
U.S. Privacy Technical Assistance Center educational guidelines (PTAC) and the Family
Education Rights and Privacy Acts (FERPA) (USIU-A, 2015; PTAC-FAQ, 2012). Another
worry was the possibility of lock-in to a Cloud provider’s products or services that would
not easily allow any future migrations whenever new opportunities are discovered (Sclater,
2010). A detailed contractual service level agreements (SLA) had been designed to ensure
that the contracts are renewable every two year period (USIU-A, 2015). Kiran Yadav
(2014) figure 3. below is a replica of the cloud based inter-departmental relationship
between in USIU-A:

Figure 3. Cloud based inter-relationship between in USIU-A (Yadav, 2014).

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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

Greg Schulz (2012) Cloud Computing technologies and Virtualizations would require the
strategic teams to design Service Level Objective (SLO) documents that focus on opportunities
that can would help the firm achieve its broader business vision while aligning their current IT
resources and service deliveries to the changing business environment. It aims at improving
business efficiency by growing business demands for quality of service (QoS) with minimal
costs, and high returns (Schulz, 2012) . These would be achieved by consolidation of efforts
through agile online tools and flexible techniques in support of the management. Figure 4. below
illustrates the demand support focus:

Figure 4. Stable QoS availability, lower expenses, increasing demand support

Source: Greg Schulz (2012)

3. Research Methodology
Two main method used to capture and analyze the survey data were the questionnaire and the
Repertory Grid Interview (RGI) data analytical tool, also abbreviated RepGrid. The RGI interview
is an analytical model grounded on Personal Construct Theory (PCT) that was initially designed
by George Kelly in 1955 to investigate interpersonal relationships between personal constructs
(realities) and environmental elements in psychotherapy tests (Hinkle, 2014).

The twelve questions were used on randomly selected sampling techniques on a 5-point Likert-
Scale with two end-points; one (button 1) depicting those who strongly disagreeing and five
(button 5) capturing opinions of those strongly agreeing. Fifteen questionnaires were sent out to
the graduate scholars 2014/15 group email through the customized Google docs template
targeting twenty students, three to staff members and two to suppliers. The second: the
application of RGI using Idiogrid version 2.4 software to analyze the captured data. This was due
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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

to the small number of elements and constructs involved (Hinkle, 2014). Otherwise, use of a SPSS
statistic software would best suit large complex data analysis (Becerra & Sabherwal, 2010).
Theoretical model
The conceptual model shown in figure 5 (below) consisted of five constructs based derived
from theory of Technology Acceptance Model (TAM) combined the Diffusion of Innovations
(DOI) model initially by Wamuyu and Maharaj (2011) who’s showed the positive and
negative relations between the a new technical compatibility, its ease of use and students’
perceived needs with the university’s operational performances.

The case study to analyze users’ acceptance level and appropriateness of the cloud technology
for the defunct Telecom Kenya Limited (TKL), the results were that users perception towards
highly personalized technologies for a community may lead to success or failure of the
adoption of the adoption of the technology in the short run or in the long run. The two, TAM
and DIO theoretical models used by the scholars have been modified to suite this research on
the adoption of Cloud Computing in USAIU-A, as shown in Figure 5 (Wamuyu & Maharaj,
2011). While the research covered adoption of cellular technologies in open markets, it said
very little on institutions of high learning. Hence, the basis for this additional research.

Figure 5. Correlation between technology appropriateness, user acceptance and the

performance impact on the education system
Source: Wamuyu & Maharaj (2011
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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

While it may be relatively easier for start-ups to adopt Cloud Computing, it is quite a hard
task for an established institution such USIU-A to plan and implement the technology fully.
Several factors shall affect the level performance of Cloud computing in such a learning
environment as illustrated in by Wamuyu & Maharaj (2011 . These may include technology
appropriateness and its timeliness, user expectations and social environment and barriers that
may be micro (specific to the institution governance) or / and macro (external i.e. government
policies). The university would definitely not have any controls on the latter (Coulouris,
Dollimore, Kindberg, & Blair, 2012).

1. The number of users in the institution. In order for the investment to be cost effective
a much larger students population would be required in addition to the 6,032 students
in the school (USIU-A, 2015).
2. The usage would be affected by both technological appropriateness and the user
acceptance. Reliability as well as general social interactivity, among others, play a
great role in sustainability of the investment. Furthermore, an organization that is
already investment in a Wire Area Network would find it extremely difficult to change
its system to suite the external network storage platform. Unless it is a very important
reason for the changes (Wamuyu & Maharaj, 2011).
3. Cloud computing security controls –including encryptions, interoperability and
standards across multiple providers. Others are resource limitations to prevent costly
overruns in the failure to deliver due to external interferences (Hausman, Cook, &
Sampaio, 2013).
4. Barriers to the continuous usage include concerns on Data security, lack of clear policy
that would be applicable in case of breach, together with Network latency –the time
taken by data to travel from one point to the other. Factors such as electricity power
supply reliability, which is quite low in Kenya. This definitely affects the network
node counts apart from the number of hops and the transport channels that rely heavily
on stable power (Schulz, 2012).
5. Self-service provisioning – that shall require a thorough scrutiny of the Service Level
Agreements (SLA) in order to align the Cloud computing deployment strategy with
university business policy and goals. This shall eventually allow flexible on-demand
scalability (Schulz, 2012).

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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

4. Analysis of the Research Model

The questionnaire results were fed into the Repertory Grid Interview (RGI) data analytical
tool. A multipoint Likert-Scale was applied in a 5-point rating scale , as indicated in figure
6 below. The low scores indicate the implicit (negative) poles, while the high score are the
emergent (positive) poles .

The four questions formed the desired twelve constructs of triad with each set focusing on
specific components as grouped here under. The “triading” method encourages discussion on
similarities and contrasts on the proponents’ construct views. RepGrid enable capturing of
divergent views and preferences and quick correlation mechanism to determine the dominant
points. The results would be quite useful in decision making, especially where attitudes are
concerned (Beck & Hunter, 2000). Detailed results of the questionnaire is shown in the
RedGrid inputs (page 13)

Table 1. Study population

Element Group Description Frequency Percentage %
Categories
1 Students 15 75
2 Teaching Staff 3 15
3 Suppliers and Contractors 2 10
4 Total 20 100

The focus of each of the four developed personal components (PC) as listed (Hinkle, 2014):
 Personal Component –1: User acceptance
 Personal Component –2: Ease of Use
 Personal Component –3: Appropriateness
 Personal Component –4: Accessibility

6. Discussions

Figure 7: shows the negative poles or positive poles simply show the direction of the vector
in Figure 7. However the values indicate the levels of the participant’s perception in relation
to the focus personal component (PC) one to four (Pike, 2003). All had average positive
perception on the constructs except on appropriateness and the anytime anywhere that require
students to Bring Their Own Devices (BYOD). The most likely reason for the minimal
approval is the low penetration of the Internet accessibility in the per-urban regions in Kenya.

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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

Figure 8 and Figure 9: compares User acceptance with the cloud computing technology Ease
of Use and appropriateness. However, there was close link to the time saving on the travelling
when one would choose to use the Cloud Computing in university.

Figure 10 and Figure 11: are comparisons of results generated by view on User acceptance
verses Accessibility. Most proponent views were that once there would be enough
information on the increased benefits such as lower fees then a good number would opt for
the Cloud Computing mode of learning

Figure 12 and Figure 13: Accessibility and Use acceptance and the technology
appropriateness. Most participants felt that the timing of the launch will be crucial. Many still
prefer class teacher-lead learning to e-learning. However, the result indicates that Cloud
Computing would result in lowering absenteeism and course attritions, while increasing the
student enrollment in the long run.

7. Conclusions

The overall result of the research on the adoption of Cloud Computing in institutions of higher
learning indicate that while there is increased use of Internet services across the world, in
Kenya the accessibility is quite limited due high cost of sustainability. While many citizens
see the need and agree that Cloud Computing learning will lower their class absenteeism, and
increase enrollment number in the coming years, quite a good number cite security threats,
BYD device affordability and network reliabilities as some of the major concerns. Electricity
supply is quite unstable country over due to unexplained reasons from the suppliers.

Much inclination of the respondents are, therefore, in the opinion that investments in Cloud
Computing in the Kenya may not yield enough revenue in the higher learning environment.
Quite a large number in universities in Kenya are Government sponsored through the Higher
Education Loan Board (HELB), a condition that may be difficult to change in the near future
due to high poverty index across the Kenyan population. Institutions should continue
providing the blended learning. The future research in this area, therefore, should focus how
the cost running of Cloud Computing can be reduced to accommodate a large number of users.

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Nyiendo, S. O. USIU-A Adoption of Cloud Computing

8. Questionnaire results:

Fig.6 The Idiogrid constructs, elements and questionnaire inputs

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Nyiendo, S. O. USIU-A Adoption of Cloud Computing

The RGI Idiogrid Principal Components Analysis Text Outputs

Fig 7a. Summary of the RepGrid Text Outputs

– coefficient and participants elements – Fig 7b. RepGrid Text Outputs
Showing participants elements

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Nyiendo, S. O. USIU-A Adoption of Cloud Computing

RGI Idiogrid Principal Components Analysis Graphic Outputs

Fig 8. Comparison of User acceptance with Ease of Use Fig 9. Comparison of User acceptance with Appropriateness

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 Nyiendo, S. O. USIU-A Adoption of Cloud Computing

Fig 10. Comparison of User acceptance with Accessibility Fig 11. Comparison of Ease of use with Use Appropriateness

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Nyiendo, S. O. USIU-A Adoption of Cloud Computing

Fig 12. Comparison of Ease of Use with Accessibility Fig 13. Comparing Appropriateness with Accessibility

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Nyiendo, S. O. USIU-A Adoption of Cloud Computing

9. SECTION A: ADOPTION OF CLOUD ON THE BASIS OF USER

ACCEPTANCE AND PERCEIVED BENEFITS

Please state the extent to which you agree or disagree with the following statements
regarding Adoption of Cloud Computing System the USIU-A. Tick once in appropriate
box on a scale of 1-to-5(1 Strongly Disagree, and 5 Strongly Agree)

1 2 3 4 5
Would you accept using Cloud Computing learning away
from the physical class if benefits are well understood?

Would you consider Cloud Computing learning as flexible as

in the teacher-led classroom?
Would you consider Cloud Computing learning mode more
convenient than in a physical classroom

From your opinion, how can the USIU-A effectively adopt the Cloud
Computing learning system

SECTION B: ADOPTION OF CLOUD ON THE BASIS OF EASE OF USE

AND LEARNING BARRIERS

Please state the extent to which you agree or disagree with the following statements
regarding Adoption of Cloud Computing System the USIU-A. Tick once in appropriate
box o n a s c a l e o f 1 - t o - 5 (1 Strongly Disagree, and 5 Strongly Agree)

1 2 3 4 5

Would you consider Cloud Computing system easy to use

learning as compared to the physical class?

Would you enroll more lessons in Cloud Computing

system if the fees are considerably lower than physical
classroom?
Do you agree that Cloud Computing Technology would lead
to increased class attendance for the USIU-A students?

From your opinion, what are the barriers towards adoption of the Cloud
Computing learning system in the USIU-A?

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Nyiendo, S. O. USIU-A Adoption of Cloud Computing

SECTION C: ADOPTION OF CLOUD ON THE BASIS OF TECHNOLOGY

APPROPRIATENESS AND SECURITY ISSUES
Please state the extent to which you agree or disagree with the following statements regarding
Adoption of Cloud Computing System the USIU-A. Tick once in appropriate box o n a s c a l e
o f 1 - t o - 5 (1 Strongly Disagree, and 5 Strongly Agree)

1 2 3 4 5
Do you agree that Cloud Technology is an appropriate
technology for USIU as per your knowledge
Would you consider using Cloud Computing data to be as
secure as in physical records?
Do you agree that Cloud Computing Technology would be a
more secure learning environment for the USIU-A students?

From your opinion, how can the USIU-A effectively adopt a secure Cloud
Computing learning system?

SECTION D: ADOPTION OF CLOUD ON THE BASIS OF GEOGRAPHIC

LOCATION AND INCREASED ENROLLMENT OF STUDENTS

Please state the extent to which you agree or disagree with the following statements
regarding Adoption of Cloud Computing System the USIU-A. Tick once in appropriate
box o n a s c a l e o f 1 - t o - 5 (1 Strongly Disagree, and 5 Strongly Agree)

1 2 3 4 5
Would you consider Cloud Computing learning anytime,
anywhere and with any device?

Would you consider using Cloud Computing learning rather

than travelling to attend physical classroom?

Do you agree that Cloud Computing Technology would lead

to increased number of student enrollments for the USIU-A?

From your opinion, how can the USIU-A effectively adopt the Cloud
Computing learning system

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Nyiendo, S. O. USIU-A Adoption of Cloud Computing

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