Acceptance Of Learning Management System Research Articles

The Impact of Technology Readiness on Undergraduate Students’ Acceptance of Learning Management System

The Impact of Technology Readiness on Undergraduate Students’ Acceptance of Learning Management System

A REVIEW OF THE ACCEPTANCE ON LEARNING MANAGEMENT SYSTEM (LMS) USING UNIFIED THEORY ACCEPTANCE AND USE OF TECHNOLOGY (UTAUT)

Technology advancement in the world nowadays has dramatically evolved, especially in education trends. LMS has become increasingly popular in higher education institutions because it provides a centralised platform for course materials, assignments, and communication. However, despite the benefits that LMS can offer, its adoption by students is only sometimes guaranteed. Conversely, The Unified Theory of Acceptance and Use of Technology (UTAUT) is a popular model for understanding and forecasting whether people will adopt a technology. This review looked at how UTAUT has been applied to examine the acceptance of Learning Management Systems (LMS). It was found that the four main factors in the UTAUT model, “Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions”, can all be important predictors of whether users will accept and use an LMS. The UTAUT model provides a relevant framework for discerning key drivers of user acceptance of learning technologies like LMS. The review found that the relative importance of these constructs can vary depending on the context of use. For example, social influence may be more critical in the context of mandatory LMS adoption. At the same time, facilitating conditions may be essential in voluntary LMS adoption. This review shows things that affect whether people use a new LMS. LMS setup should address user concerns and expectations. Thinking about these user factors can lead to better LMS success. Developers and implementers of LMSs should consider the four key constructs of UTAUT when designing and implementing their systems. Hence, it can increase users’ likelihood of accepting and using the LMS. The findings of this review provide a valuable overview of the factors that influence the acceptance of LMS.

Analyzing effect of fear and uncertainty avoidance on use behavior of learning management system: Post COVID-19 era

This study examines the acceptance of mobile Learning Management Systems (LMS) in the telecom sector of Pakistan during the COVID-19 pandemic. The study employs the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) to gain a deeper understanding of the factors that affect the acceptance of LMS among workers and how it is affected by the moderating impact of Fear of pandemic and uncertainty avoidance. Data were analyzed using Partial Least Squares (PLS) and Structural Equation Modeling (SEM). The results of this study indicate that social isolation, price value, and habitat have a significant impact on users’ LMS behavior. Additionally, user behavior is significantly influenced by behavioral intentions. The study also found that coronavirus fears can moderate the relationships between performance expectancy, effort expectancy, social influence, price value, and behavioral intentions. On the other hand, uncertainty avoidance moderates the relationship between performance expectancy, social influence, facilitating conditions, price value, and behavioral intentions. This study highlights the importance of understanding user acceptance of LMS in order to improve work performance, save time, and eliminate costs. The findings of this study can be used by organizations to develop strategies to increase the acceptance and usage of LMS in the workplace, especially in the context of the COVID-19 pandemic. The study also provides insight into how fear of COVID-19 and uncertainty avoidance can be taken into account when designing and implementing LMS.

Efficacy of LMS for teaching biochemistry to medical students in India during the CoVid-19 pandemic.

During the pandemic, medical education shifted to online platforms, using the Learning Management System (LMS) for lectures, video recordings, e-resources, and assessments. An inductive qualitative study was conducted among I MBBS students for Biochemistry to assess LMS acceptance and performance. Out of 150 students, 99 responded with 70.7% finding LMS effective, 67.74% agreeing it was user-friendly, and 52.8% satisfied with the grading system. Challenges included internet connectivity, but overall, students' feedback indicated LMS acceptance with academic flexibility, highlighting its potential to enhance medical education, especially during times when e-learning becomes essential.

A systematic review on factors influencing learning management system usage in Arab gulf countries.

Although the successful implementation of the Learning Management System (LMS) in most of the universities in the Arab Gulf Countries (AGC), little consideration has been paid to exploring LMS usage. This paper provides a systematic review of the current literature focusing on the most critical factors influencing LMS usage in AGC. The extant literature was identified through six electronic databases from 2013 to 2023. Academic articles were reviewed if they contained a relevant discussion of the factors influencing LMS acceptance and adoption conducted in AGC. Results from a systematic review of 34 studies showed that 15 studies were centred in Saudi Arabia. The results also, revealed that Technology Acceptance Model was the dominant model employed, and students were the main subject of studies. Moreover, the quantitative approach was the preferred design. Overall, forty-one factors were identified, and the results show that the following eight factors appear most frequently: Perceived Ease of Use, Perceived Usefulness, Social Influence, Performance Expectancy, Effort Expectancy, Facilitating Conditions, Self-efficacy, and Attitude. This review will be valuable for future research and helpful for higher education decision-makers who intend to use eLearning to overcome the challenges they face in using LMS effectively.

Learning Management System Acceptance Factors for Technical and Vocational Education Training (TVET) Institutions

Higher education institutions use Learning Management System (LMS) to support and enhance the teaching and learning process. However, teaching and learning activities at Technical and Vocational Education and Training (TVET) institutions differ from non-TVET institutions, so the LMS is believed to be underutilized. This paper aims to investigate why LMS use in TVET is different from the non-TVET institutions. Additionally, this paper seeks to discover important factors that can help improve the acceptance of LMS at TVET institutions. Important factors are identified from a literature review study involving articles related to LMS and TVET published between 2019 and 2022. Seven domain experts in LMS at TVET institutions were interviewed for their opinions on the initial list of factors and performed the content validity assessment. Based on Lawshe’s content validity ratio, nine factors with 51 items have been identified. These nine factors are System Quality, Service Quality, Information Quality, Motivation, Self-Discipline, Practical Training, Intention to Use, User Satisfaction and Actual Use. This study also reveals new factors that can increase the acceptance of LMS in teaching and learning in TVET institutions. Findings can assist researchers, developers, and LMS stakeholders in understanding the use of LMS at TVET institutions to ensure online TVET teaching and learning effectiveness.

Testing the Impact of Social Isolation on Students' Acceptance of Learning Management Systems After the COVID-19 Crisis Using a Modified UTAUT Model

After more than two years of the beginning of Covid-19 crisis, this research work investigates the students' acceptance towards utilizing learning management systems (LMSs) as a useful supporting learning medium while most of higher education institutions over the world have adopted these systems to become an indispensable, promising teaching tool and considering the distance learning as compliance to the conditions of social isolation is case of any crisis. This article analyzes the most significant factors effecting the adoption and led to the acceptance of LMSs through the higher education across 423 undergraduate and postgraduate students from several universities in Jordan. By applying the structural equation modelling, the results reveal that all proposed determinants have an impact on the adoption of distance learning, with noted significant impact for social isolation. The infection anxiety and students' level have moderated these effects on the behavioral intentions and actual use of learning management systems and show significant impact on them.

Students’ Acceptance of Learning Management Systems at the Peak of Covid-19 Pandemic by Employing a Modified Technology Acceptance Model

Objectives: This study aimed to investigate the motivating variables that affect students’ attitudes toward using Learning Management Systems (LMS) during the Covid-19 pandemic and beyond by extending the Technology Acceptance Model (TAM) to include perceived enjoyment and perceived trustworthiness. Methods: Data were collected from 599 tertiary students from across five public universities in Ghana using online questionnaires to measure Perceived Usefulness (PU), Perceived Ease of Use (PEU), Attitude Towards Use (ATU), and Behavioural Intention (BI). The collected data were analyzed using PLS-SMART. Findings: The study’s findings suggest that perceived usefulness and perceived ease of use affect students’ attitudes toward LMS use (That is, PEU — > ATU [O = 0.227, t = 4.747, p = 0.000] and PU — > ATU [O = 0.430, t = 8.993, p = 0.000]), which affects students’ behavioural intention to use IT (That is, ATU — > BI [O = 0.314, t = 6.828, p = 0.000]). In addition, the most vital relationship was “perceived ease of use” as a predictor of “perceived usefulness” (That is, PEU — > PU [O = 0.440, t = 10.025, p = 0.000]). Furthermore, contrary to expectations, perceived enjoyment and perceived trustworthiness, also considered critical predictors, did not affect students’ attitudes toward LMS use (That is, PE — > ATU [O = 0.085, t = 1.776, p = 0.076] and PT — > ATU [O = 0.033, t = 0.744, p = 0.457]). Novelty: These findings provide valuable insights which can enhance education quality and students’ acceptance of LMS during mandated environments such as the COVID-19 pandemic. The framework of the study is an extension of the original TAM model, including new constructs, perceived enjoyment, and perceived trustworthiness. Keywords: Covid19; TAM; User acceptance; Tertiary institutions; LMS; Perceived enjoyment; Perceived trustworthiness

Use of Technology Acceptance Model to Investigate the Acceptance of Learning Management System Amongst Academics using Selected Universities in Sri Lanka

This study aimed to investigate the technology acceptance of Moodle learning management system (LMS) amongst academics in public and private universities in Sri Lanka. The study was carried out in 2019 before the Covid-19 pandemic plaguing Sri Lanka. As a result of e-learning adoption, LMS is a very popular tool that is used in an e-learning environment in public and private universities around the globe. The study population of this research was the academics who teach in Social Sciences & Humanities, Commerce & Management Studies and Computing & Technology at the University of Kelaniya (UOK) and Business, Humanities & Sciences and Computing in the Sri Lanka Institute of Information Technology (SLIIT). The sample selected using the Morgan table and sample size was 174 and 64 academics from UOK and SLIIT. This study selected stratified random sampling to get an accurate population. A total of 121 academics responded to this survey and those were 60 from a public university and 61 from a private university. The online and printed questionnaires were distributed to academics from selected faculties such as Social Sciences, Humanities, Commerce and Management Studies, and Computing & Technology in public and private universities. The objective of this paper was to develop a theoretical framework by testing five variables Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude toward use (ATU), Behavior Intention to Use (BIU) and Actual Use (AU) and tested model was Technology Acceptance Model (TAM). Both types of universities have been using common LMS which is based on Moodle, the public university called it ‘Computer Assisted Learning/CAL’ while the private university called it ‘COURSE WEB’. The research findings indicate that there is the strongest path coefficient between BIU and AU in both universities and the private university indicated the highest coefficient. Further, there is no significant relationship shown between perceived usefulness (PU) and behavioural intention to use (BIU) of Moodle LMS in both universities and no significant relationship between perceived ease of use (PEOU) and attitude towards use (ATU) of Moodle LMS in academics in the private university.

The Implementation of a Learning Management System in Achieving SDGs for Creating Decent Work and Sustainability of Organization

Learning management systems have helped many companies in providing work comfort to their employees and protecting them from the impact of the pandemic. Another goal of the companies is to support government programs in achieving sustainable development goals (SDGs), especially health security. This study describes employees’ acceptance of learning management systems in Indonesia. The study analyzed system quality, perceived self-efficacy, facilitating conditions, functionality, user interface design, perceived ease of use, perceived usefulness, behavioral intention, enjoyment, learning goal orientation, and employees’ attitudes. Data were collected through interviews and analyzed using thematic analysis.
 Keywords: Learning Management System, SDGs. Sustainability Organization

Exploring students' learning management system acceptance patterns: Antecedents and consequences of profile membership

Although numerous studies have revealed various mechanisms involved in users' technology acceptance behaviors, the literature lacks insights about distinct profiles of teenagers' e-learning technology acceptance and how these profiles are associated with teenagers' contextual backgrounds and continued technology use. This study fills this gap by unpacking teenagers' learning management system (LMS) acceptance patterns through three-step latent profile analysis (LPA). The results of LPA on a survey of 1180 junior secondary students from 25 Hong Kong school identified three profiles, namely: Reluctant Pattern (8%), Embracing Pattern (61%), and Affirmative Pattern (31%), with ascending acceptance of LMS. A number of contextual factors were identified as antecedents of LMS acceptance, including school factors (i.e., school banding), family factors (i.e., family socio-economic status (SES), family environment, and both parents' parenting styles), and personal factors (i.e., gender, experience, conceptions of learning, and ICT literacy). All the antecedents were significantly associated with profile membership, except for family SES and experience. In addition, the three acceptance patterns also affected consequences of LMS acceptance, represented by LMS continued use and use satisfaction. Students from Affirmative Pattern had higher satisfaction and more intensive LMS use than other acceptance patterns. The findings of this study not only contribute to theory through the development of teenagers' different latent profiles of LMS acceptance and relating these profiles to teenagers' contextual characteristics and LMS continued use, but also provide strong implications for future research on teenagers’ e-learning technology use and for practitioners to improve LMS implementation and LMS use among teenagers.

Modeling teachers acceptance of learning management system in higher education during COVID-19 pandemic: A developing country perspective.

The ubiquity of the World Wide Web has provided massive opportunities to teachers and learners around the globe to share knowledge anytime anywhere via learning management system. Hence, considering the needs of the students; universities have arranged the facilities of the learning management system. This study is an empirical evaluation of university faculty members' intention to use a learning management system. We extended Davis's (1989) Technology Acceptance Model (TAM) to evaluate faculty members' intention to use learning management system amid COVID‐19. Data were obtained from the faculty members of Pakistani universities through the convenience sampling technique and analyzed using PLS‐SEM. The outcomes of the study revealed that perceived ease of using a learning management system, user‐interface design, and faculty members' innovativeness have a favorable impact on their intention to use learning management system. Facilitating conditions positively influenced intention to use learning management system. However, the positive relationship between facilitating conditions and perceived ease of using the learning management system was insignificant. The results indicate that the extended TAM model has effectively predicted faculty members' intention to use the learning management system. The findings of the current study can be used for the training and development of faculty members by institutions and regulatory bodies in developing countries.

Explaining faculty members’ behavioral intention to use learning management systems

Utilizing learning management system (LMS) in higher education and the factors could explain it is an emerging research field. Limited research has investigated factors influencing the adoption of LMS as a distinct system of e-learning as well as these studies mainly investigate the determinants of intention to use LMS from students and less from the point of view of the university instructors. This study investigates the factors that explain LMS acceptance from the faculty members. A version of the technology acceptance model including five external factors (perceived self-efficacy, subjective norm, image, technological complexity, and facilitating conditions) is proposed. The sample consists of 378 faculty members from 20 universities of Greece who declared to use LMS. A variance-based structural equation modeling was applied and ten out of thirteen hypotheses were confirmed. The total explained variance of behavioral intention to use LMS is estimated at 73%. Attitudes toward use, perceived usefulness, perceived easy of use, technological complexity, perceived self-efficacy, and subjective norm are the main determinants of faculty members’ behavioral intention to use LMS. Implications for training, educational policy, as well as the design and/or use of educational information systems are discussed.

Development and validation of an instrument to measure online assessment acceptance in higher education

AbstractMany educational institutions have adopted online assessment in recent years. Previous studies on online assessment have often been tied to studies on learning management systems. As such, questions of online assessment acceptance have typically been overshadowed by a focus on the acceptance of learning management systems in general. The focus of the present research on online assessment is relatively rare. This paper describes the validation of an instrument to measure online assessment adoption by lecturers in higher education. A total of 213 participants responded to a 20‐item online questionnaire. With the data collected and the model fit, the instrument developed was able to meet the expectations to measure online assessment. The preliminary evidence of the validity of the extended Unified Theory of Acceptance and Use of Technology model, based on its reliability found in the current study, supports the use of the instrument as a technology acceptance framework for online assessment systems. Practitioner notesWhat is already known about this topic Unified Theory of Acceptance and Use of Technology (UTAUT) model has been found to be a reliable and robust model to study and explain technology acceptance and use across various educational contexts. In the UTAUT model, performance expectancy (PE), effort expectancy (EE), social influence (SI) and facilitating conditions are direct determinants of user acceptance and use behaviour. Subsequent validation by Venkatesh et al. (2003) in a longitudinal study found that the UTAUT model was a competent model that explained the relationships between PE, EE, SI and user behavioural intention (BI). What this paper adds An extended UTAUT model has been proposed, with the removal of EE as many UTAUT studies have shown that its influence has not been as consistent as compared to that of the other original constructs. In its place, constructs such as usability and learnability have been added as potential influences on both BI and use behaviour. Attitude as a construct has been added, as this was first included in an earlier Technology Acceptance Model but absent in the original UTAUT model. Development of a validated instrument suitable for assessing educators' acceptance of online assessment based on the extended UTAUT model. Implications for practice and/or policy The instrument proposed in this study can be used as a tool to examine educators' perception on online assessment. The instrument can also be used as a tool to inform educational institutions the factors that influence the successful implementation of online assessment or assessment‐related systems. Based on its reliability found in the current study, this study supports the use of the instrument as a technology acceptance framework for online assessment systems.

Implementation Of LMS-CIDOS In Polytechnic English Language Classroom: Issues And Challenges

Abstract: The wide implementation of the Learning Management System (LMS) in many Higher Education Institutions (HEIs) in Malaysia is seen as strong support for eLearning. Many LMS have been developed and adopted based on their features, usability and functionality that can offer benefits for the whole faculty of the institution. In Malaysia’s Polytechnic, LMS-CIDOS is a platform used for eLearning. A blended learning platform has become a need for many lecturers. This study investigated the perception of English Language lecturers in utilising the platform to implement eLearning in language classroom teaching. This study explored the issues and challenges in implementing the blended learning concept in Muadzam Shah Polytechnic. The lecturers’ perceptions in this study were measured using the Instructors LMS Acceptance Model proposed by Kamla and Hafedh (2010), which was modified from the original Technology Acceptance Model (TAM) by Davis (1989). Seven experienced English Language Lecturers were also interviewed using the semi-structured interview approach. Among the themes that emerged through the thematic analysis was the reliability of hardware, software & internet connection, design and content organisation, temporary record-keeping, complex system structure, inadequate time and work management, insufficient training and support from the institution, the need for teaching guide from the expert, lack of skills to encourage active communication using LMS-CIDOS and students’ lack of digital literacy skills. The findings of this study offer an expanded understanding of LMS acceptance among higher education instructors and a reference for related areas of study. 
 
 Keywords: Blended learning, e-learning, LMS-CIDOS.

The use of learning management system (LMS) moodle in the midst of covid-19 pandemic: Students’ perspective

This study reports on students’ acceptance of Learning Management System (LMS) Moodle as e-Learning system at the University of Education, Winneba. The participants of the study were 392 undergraduate students purposively selected from the Department of Integrated Science Education. Technology Acceptance Model (TAM) instrument which has four factors; Perceived Usefulness, Perceived Ease of Use, the Behavioural Intention, and the Actual Use was the main instrument employed to collect the data. Findings from the descriptive analyses of data collected revealed a considerable high acceptance of the LMS Moodle by students. Although challenges like internet connectivity and lack of prompt feedback from lecturers were reported, students found the LMS Moodle as convenient and user-friendly. To promote effective teaching and learning in future, virtual learning should be integrated into the normal traditional classroom.

Applying technology acceptance model to Gauge University students’ perceptions of using blackboard in learning academic writing

Many higher educational institutions have adopted Learning Management Systems. Blackboard, characterized as one of the technological educational systems, is one of the leading and extensive Learning Management Systems adopted by most universities. However, literature showed that a missing link appears between Blackboard adoption and Blackboard poor usage in teaching and learning. Therefore, this study aims to gauge the perceptions of students toward using Blackboard Collaborate in learning English as a Foreign Language academic writing. Online survey was conducted and distributed to 248 respondents. This study is quantitative in nature, employing Technology Acceptance Model theory to check Learning Management System acceptance at Saudi Electronic University in Saudi Arabia. The findings showed that all the constructs were relatively strong and had positive relationships; they were correlated with each other and the whole six hypotheses were supported as well. In this paper, the proposed model indicates that Attitude toward Use is the strongest predictor of Behaviour Intention. This study offers implications for further studies.

Correction to: The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID‑19

Following publication of the original article, the authors identified an error in Fig. 1. The correct Fig. 1 and its caption is given in this erratum. The original article has been revised. (Figure presented.). © Springer Nature B.V. 2021

Identification of critical factors affecting the students’ acceptance of Learning Management System (LMS) in Saudi Arabia

Objective of the study: The objective is to identify factors that influence student’s acceptance of Learning Management System (LMS) using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study investigates how UTAUT factors affect students’ intention and attitudes to use Blackboard as a LMS at King Abdulaziz University in Saudi Arabia.Methodology/approach: This study proposes a research model based on UTAUT factors ‘Effort Expectancy (EE), Performance Expectancy (PE), Perceived Functionality (PF), Facilitating Condition (FC), Social Influence (SI)’, Behavioural Intention to use (BI) and Usage Behaviour. The survey research methodology was adopted using questionnaire to identifying factors that influencing the students’ intention and attitudes towards LMS. Originality/relevance: The study relates corporate LMS to support educational institutions to enhance the students’ acceptance and attitudes to use in Saudi Arabia.Main result: The results indicate that PE, PF, FC and SI factors were significant and directly influence on students' BI Blackboard. Both PE and FC are second factors that affect students’ intention and EE factor does not impact the student's BI.Theoretical/methodological contributions: The study contributes to the body of knowledge in developing the research model using UTAUT model by showing the factors affecting the students’ intention in using LMS and usage behavior in Saudi Arabia. Social/management contributions: This study contributes in understanding the critical factors affecting the Saudi Arabia students’ intentions in using Blackboard. Another study should be extended to other universities by using different methods to test the model and incorporate different moderating factors to accept and use the Blackboard.

The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19

During the outbreak of the Coronavirus (COVID-19) pandemic, higher education institutions (HEIs) have shifted from traditional and blended learning approaches to a fully virtual course delivery. This research investigates the students’ perceptions on remote learning through asynchronous learning management systems (LMS) and via synchronous video conferencing technologies like Google Meet, Microsoft Teams or Zoom, among others. The data was gathered from a sample of 501 higher education students in a Southern European context. A survey questionnaire included measures that investigated the participants’ acceptance of interactive technology to better understand their utilitarian motivations to use them. The findings suggest that the research participants accessed asynchronous content and interacted with online users, including with their course instructor, in real time. While there are a number of theoretical or opinion papers on the impact of COVID-19 on higher education services, currently, there are still a few empirical papers that shed light on the factors that are having an effect on the students’ attitudes and intentions to utilize remote learning technologies. This contribution underlines the importance of maintaining ongoing, interactive engagement with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journey.