Abstract
This paper investigates the mediating role of perceived usefulness and perceived ease of use on the effect of online learning self-efficacy factors: learning in an online environment, time management, and technology use to the students' behavioral intention to use learning management system. A cross-sectional explanatory research design was employed to collect and interpret the data gathered from 470 senior high students. Mediation analyses were initiated using PROCESS v3.5 following the procedure of Hayes (2013). Findings revealed that the three online learning self-efficacy factors, perceived usefulness, and perceived ease of use could explain the variation of students' behavioral intention to use. The results further showed that perceived usefulness and ease of use are both significant mediators in the relationship between online learning self-efficacy factors and student's behavioral intention to use. These results suggest that the future intention to use is higher when the students' perception of LMS found it valuable and easy to use. Development and adoption of LMS in educational institutions should consider the usefulness and manageability features to increase usage, fostering successful LMS-based course implementation.
Highlights
The educational transition from a conventional learning set-up to a flexible learning setting powered by the digital revolution has paved the way for utilizing the learning management system (LMS) [1]
This study reported the mean and standard deviation for the online learning self-efficacy in terms of 1) learning in an online environment; 2) technology use; and 3) time management, Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Behavioral Intention to Use (BIU) to use learning management system
This study showed that all the factors of online learning self-efficacy such as learning in an online environment, time management, and technology use, emerged to influence the students’ BIU significantly
Summary
The educational transition from a conventional learning set-up to a flexible learning setting powered by the digital revolution has paved the way for utilizing the learning management system (LMS) [1]. Implementing LMS-based courses in conjunction with educational technology integration has promised a better quality and more student-centered education that promotes independent and active learning [2]. LMS is a web-based platform that enables educational institutions to provide the learners with lesson content and educational resources flexibly. It is an effective and responsive way for teachers to create, deliver, and manage their content and monitor participation and assess performance among learners [3].
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