Abstract
Higher education institutions are increasingly adopting leaning management systems (LMS) as a complementary tool in improving learning systems. The purpose of this study is explore the factors influencing students' satisfaction in Palestine Technical University-Khadoury (PTUK) in Palestine toward using the learning management system (Moodle). Six potential factors were used including perceived ease of use, perceived usefulness, information quality, system quality, service quality, and computer self-efficacy. Surveying strategy was used to collect the required data; 372 questionnaires were analyzed using simple and multiple regression. The findings revealed that all the examined predictors had significant influence on students' satisfaction toward using LMS. These findings enrich the previous literature with input towards adopting learning management systems in higher education institutions. The authors recommended that the LMS at PTUK should be integrated with social media platforms, and designed in a way that allow it to work fully and properly on mobile phones.
Highlights
Nowadays the use of Learning Management Systems (LMS) in higher education is widely common (Navimipour & Zareie, 2015)
This study aims to analyze the impact of all the pre mentioned independent factors together on students’ satisfaction by building a model for predicting students’ satisfaction, the following hypothesis is proposed: Hypothesis Seven: Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Information Quality (IQ), System Quality (SyQ), Service Quality (SvQ), and Computer Self-Efficacy (CSE) together of the leaning management systems (LMS) have no significant’
After reviewing the available literature, selecting the potential factors influencing students’ satisfaction, proposing a research model, gathering and analyzing the data, the study in hand concludes that the six suggested factors positively influence students’ satisfaction with system quality as a dominant predictor
Summary
Nowadays the use of Learning Management Systems (LMS) in higher education is widely common (Navimipour & Zareie, 2015). This could be attributed to its potential to accommodate interactive, flexible and decentralized teaching (Luo, Murray, & Crompton, 2017). LMS could be defined as an information technology system that provides instructors with the flexibility needed to build, maintain and update information related to the courses hosted online by websites (Ghazal, Aldowah, Umar, & Bervell, 2018). LMS provides an integral role to the traditional educational system that allows students to access information related to their courses anytime anywhere (Al-Samarraie, Selim, Teo, & Zaqout, 2017).
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