Factors Affecting Vocational College Instructors’ Usage of LMS in the Post-Pandemic Normal

Abstract

The use of a learning management system (LMS) in education is becoming more and more appealing. This study aimed to look at the variables influencing Turkish vocational college instructors’ behavioral intentions (BI) in using the college’s LMS, called the Course Portal (CP), following the pandemic. The LMS factors of self-efficacy (SE), area of scientific expertise (ASE), and interactivity (INT) are used in this extended Unified Theory of Acceptance and Use of Technology (UTAUT) model. A total of 105 instructors completed an online questionnaire. The regression model and artificial neural network approaches were used to analyze the data. The findings demonstrated that the instructors’ BI in using the CP could be anticipated from the SE and instructors’ ASE, and the instructors’ behavior in the use of the CP could be anticipated from facilitating conditions (FC), INT, and the BI to use it. Performance expectancy (PE), effort expectancy (EE), and social influence (SI) were ultimately excluded from the final model due to their insignificant connections with BI. It is suggested that instructors’ BI to use the CP will be high if their scientific expertise coincides with the e-learning and that instructors’ BI to use e-learning will also grow, in their opinion, as their SE increases. Nevertheless, it is reasonable to conclude that instructors’ BI, including the availability of FCs and an interactive LMS, will boost their overall use of LMS.