Abstract
The market for the next-generation learning management system (LMS) for higher education is poised to grow by the US $3.04 billion during 2020-2024 (MarketWatch, 2020), creating technological opportunities in the higher education learning landscape particularly due to growth in remote learning due to COVID-19 pandemic. This rapid growth necessitates an urgent need to integrate technology with the instructional design in academic programs at the Higher Educational Institutes (HEIs) globally. The existing literature on the LMS suggests a considerable resistance among the instructor group towards technology adoption in pedagogic strategy. LMS has been in existence for almost two decades, however, they have not been leveraged to their full potential. An understanding of the nature of technology adoption among instructor group is even more pronounced for the HEIs of emerging market economies (EMEs). An efficient and technology-inspired educational construct will boost the overall competitiveness of the EME's in their respective population skill development and attracting foreign investments for industrial growth. Moreover, given the lessons learned from the epidemiological uncertainties, such as most recently, the COVID-19 pandemic, educators should be prepared to utilize LMS to their full potential. The purpose of this study is to investigate the barriers and motivators in LMS adoption among emerging market economy HEIs and to propose a technology adoption model based on the Unified Theory of Acceptance and Use of Technology (V. Venkatesh et. al., 2012). The results of this study suggest implementing a dynamic feedback mechanism of technology adoption by instructors, and the need for HEIs to articulate strategic plan goals that focus on faculty professional development in the use of technology to build confidence among instructor group to enable the adoption of technology for instruction.
Highlights
Technology-based learning has a strong potential to provide the EMEs with a tech-savvy workforce leading to overall competitiveness in attracting Foreign Direct Investment (FDI) and establishing new industry fueling economic growth
Recognizing the factors that influence the adoption of technology in teaching and learning will help institutions to develop remedial strategies to minimize both internal and external barriers for effective use of learning management system (LMS) technology at their institutions
This study contributes to the existing body of literature on LMS by understanding previous literature on technology adoption in teaching and learning
Summary
Technology-based learning has a strong potential to provide the EMEs with a tech-savvy workforce leading to overall competitiveness in attracting Foreign Direct Investment (FDI) and establishing new industry fueling economic growth. Several HEIs throughout EMEs are distributing computer devices to student populations reflecting an understanding of the importance of digital learning and staying connected via an LMS learning pedagogy. COVID-19 era has demonstrated that LMS based learning infrastructure may be a viable alternative to large brick-and-motor institutes which are difficult to build for cash limited emerging economies. LMS based learning has potential for wider coverage, essentially providing opportunities to less developed areas of an emerging economy. For an effective brick-and-motor alternative, it is important to understand the barriers and motivators for instructors to effectively adopt LMS based instruction delivery. The theoretical framework for designing the conceptual model was the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Venkatesh et al (2012) proposed UTAUT2 as a framework to explain a person’s behavior while using technology The theoretical framework for designing the conceptual model was the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Venkatesh et al (2012) proposed UTAUT2 as a framework to explain a person’s behavior while using technology
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