Abstract
The growing popularity of online learning has put learning management systems (LMS) at the forefront of learning technologies. The adoption of LMS by students has therefore been a major driving force for online education. However, true adoption must transcend initial use for significant success. This study utilizes the theory of planned behavior (TPB) to gain new insights on students' short-term versus long-term adoption of LMS. Specifically, it examines the determinants of initial use and continuance use through the lens of the TPB. Results obtained from a sample of 248 undergraduate students suggest that difference in continuing use and initial use decision depends on differences in the influences of personal control perceptions about technology and subjective norms. Protagonists of online education will find these results interesting in that it provides insights for developing intervention strategies that can help in increasing online education adoption regardless of whether the focus is long-term or short-term.
Highlights
Learning Management Systems (LMS) have been widely used in higher education institutions in the United States and around the world; and this trend continues to rise (Lang, 2016)
The purpose of this study was to examine the adoption of learning management systems through the lens of a well-known framework of the theory of planned behavior
We studied the effects of attitude towards learning management systems (LMS), subjective norms and perceived behavioral control on use intention behaviors
Summary
Learning Management Systems (LMS) have been widely used in higher education institutions in the United States and around the world; and this trend continues to rise (Lang, 2016). According to a 2014 EDUCAUSE Center for Analysis Research’s report, 99% higher education institutions in the United States have an LMS in place, and 83% of students use some type of LMS. Among 17000 faculty members and 75000 students surveyed, majority of students and faculty members viewed LMS as an important tool for teaching and learning (Dahlstrom & Bichsel, 2014). While initial acceptance to LMS is a good step in the adoption process, an investigation into continuing acceptance is critical for long-term success of LMS (Joo, Kim, & Kim, 2016)
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