Abstract
E-learning systems have become progressively more vital for universities, schools and other organisations to provide informational content and instructive resources. Incorporation of technology in learning and teaching environment is no longer an option, but a necessity. Still, the challenge for educational institutions is how to attract learners to their e-learning services. The study utilised an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model to investigate empirically the variables that influenced the students use of a Learning Management System (LMS) in Saudi tertiary education. The focus of this study is the impact of demographic characteristics of experience and training on the students’ use of the LMS. Based on survey data from 605 respondents, Partial Least Squares Structural Equation Modelling (PLS-SEM) in conjunction with multigroup analysis techniques were employed to assess the model. The results showed that experience moderated the relationship between behavioural intention and actual use, information quality and behavioural intention as well as social influence and actual use. Whereas only the association of information quality on performance expectancy was moderated by the training variable. These findings may contribute to a deeper understanding of e-learning students’ adoption behaviour. In light of these findings, the recommendations along with the study’s’ limitations were communicated.
Highlights
Technological advancements have progressed substantially in the past decades
This is similar to the Ameen et al [8] and Binyamin et al [50] conclusion in which not much difference was found between students with low or high levels of Learning Management System (LMS) experience
This study investigated the impact of moderating effect on the students’ use of LMS in Saudi higher education
Summary
Technological advancements have progressed substantially in the past decades. While the progress of technological innovations is continuing, the transfer of these advances into education has become a current issue. The successful experience of e-services around the world has led to the redefinition of the role of educational institutions. That is through the adoption of e-learning services and techniques. The goal is to create a lifelong learning environment with cost-efficient, flexible and accessible education regardless of geographic and time boundaries. Among the diverse educational technologies, the LMS is a common e-delivery medium within academic institutions, possessing robust capabilities for delivering online courses in distance learning as well as augmenting on-campus courses in blended learning [1].
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