Abstract
This research, using goal setting theory, proposes a new educational intervention to improve the perceptions of a Learning management System (LMS) as an organising technology, so as to improve the intention to continue using it. This research developed Visualised Weekly Learning Outcomes (VWLO) as a mechanism for exposing learners to the required learning outcomes week by week. The research used the Partial Least Square Method to analyse 151 responses from an IT university course and found that the perceived ease of use and usefulness of the VWLO, as an intervention, improves the learners’ perception of self-regulation and cognitive absorption from the LMS, which in turn affects the learners’ intention to continue using the LMS.
Highlights
A Learning Management System (LMS) is a web-based innovative educational system which has revolutionised the educational environment
Its ultimate aim is to improve a student’s ability to set educational goals, to organise the content and Highlights - Integrates Visualising Weekly Learning Outcomes (VWLO) and improves the continue using the LMS (CIU) of LMS - VWLO improves the learners’ perception of self regulation and cognitive absorption - VWLO is important for enhancing the value of the LMS
Since the ultimate purpose of the application is to regulate one’s own learning activities, the present study proposes perceived learning self-regulation (PLSR) as a mediator between perceived cognitive absorption (PCA) and CIU
Summary
A Learning Management System (LMS) is a web-based innovative educational system which has revolutionised the educational environment. Education and Information Technologies material being studied and to improve communication and collaboration between teachers and students (Cheng & Yuen, 2018). It confers clear benefits and has seen substantial market growth, LMS technology faces several challenges. The main challenge is the variations in the level of its use It aims to improve learners’ ability to plan and set education goals, more than 90% of learners use LMS only as a data repository technology (i.e., for data storage) and for taking online tests. Universities and service providers have made significant investments in new educational technologies to supplement the use of LMS, the full benefit of the LMS has not yet been realized (Barclay et al, 2018), nor have students yet been as satisfied as expected (Deng et al, 2019)
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