Acceptance of Learning Management System: A Comparison between Distance Learners and Instructors

Abstract

Distance learning increases access to learning opportunities to the people in different geographical areas, ages and different learning capabilities. Learning management system (LMS) is a web-based tool used to manage implement, and assess online learning and teaching which is suitable for distance environment. LMS provides instructors a platform to create and deliver the course content, assess learners performance and monitor learner involvement. On the other hand, LMS provide the students with ability to access lecture notes, and use communication and interactive features in their learning activities. This study examined the factors that influence distance learning student’s and instructor’s acceptance and use of LMS and tests the applicability of the Technology Acceptance Model (TAM). A survey was conducted to higher education students and instructors who involved in distance learning instruction. This study used a set of questionnaire which was developed based on TAM three factors which are Perceived Usefulness, Perceived Ease of Use and Behavioral Intention to Use. The finding of the survey has shown high acceptance level on LMS among distance learners and instructors. In addition, a regression analysis has revealed that perceived ease of use of the system give a significant impact on perceived usefulness. Furthermore, the Perceived Usefulness of the LMS has led to high Behavioral Intention to Use more than Perceived Ease of Use of LMS among learners. On the other hand, Perceived Ease of Use influences the instructor Behavioral Intention to Use of LMS more than Perceived Usefulness. In addition, the analysis also confirmed that Perceived Ease of Use and Perceived Usefulness have positive effect on Behavioral Intention to Use in both users.