Abstract
e-Learning can generally be applied by employ-ing learning management system (LMS) platforms designed to support an instructor to develop, manage, and provide online courses to learners. During the COVID-19 pandemic, several LMS platforms were adopted in Saudi Arabian institutions, such as Moodle and Blackboard. However, in order to adopt e-learning and operate LMS platforms, there is a need to investigate factors that influence the capability of faculty to utilize e-learning and its perceived benefits on students. This paper examines how training support and LMS readiness factors influence the capability of faculty to adopt e-learning and student perceived benefits. A quantitative research method was conducted using an online questionnaire survey method. Research data was collected from 274 faculty members, who used Moodle as a main LMS platform, at Shaqra University in the Kingdom of Saudi Arabia (KSA). The results reveal that training support and LMS readiness have a positive influence on the faculty’s capability to adopt e-learning, which leads to enhancing students’ perceived benefits. By identifying the factors that influence e-learning adoption, universities can provide enhanced e-learning services to students and support faculty through providing adequate training and powerful e-learning platform.
Highlights
The COVID-19 pandemic has affected education worldwide [1]
The findings of this study show a positive association between training support and the faculty’s capability to adopt e-learning
The proposed research model describes a set of constructors that could impact e-learning adoption from faculty’s perspective
Summary
The COVID-19 pandemic has affected education worldwide [1]. Universities have adopted e-learning as an alternative to conventional ways of learning as its relevance have never been as significant as during this pandemic. Given LMS’ enormous benefits in education during the COVID-19 pandemic, many researchers have examined the adoption of e-learning systems and investigated the key factors that can increase its adoption at their institutions. These studies focus on varied e-learning perspectives such as student adoption’s evaluation. Reference [5] explores a small interpretive case study that finds students realistic and social perceptions.That have impacted positively by habitual activities. It recommends that faculty should engage informal social platforms such as Facebook and WhatsApp in e-learning approaches. Reference [8] examines four factors from the perspective of students such as ease of use and technical usage of LMS in order to investigate the student’s behavior toward using the LMS
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