Learning Management System is a software-based technology that is widely adopted by universities. While the implementation of LMS has been successful in developed countries, the utilisation of LMS in developing countries is still considered low. It is believed that there are some barriers that may influence the use of LMS which include Technical Support, Instructional Design and Self-Efficacy. The present research aims at examining the influence of these factors on students' use of LMS. Thus, a research model will be developed based on extending Technology Acceptance Model (TAM). Using the Stratified Random Sampling (SRS), 400 students were selected from three Saudi universities. The participants completed the survey questionnaire that measures their responses to the seven constructs. The data was analysed using Structural Equation Modelling by AMOS. The results showed that the three proposed external factors including technical support, instructional design and perceived self-efficacy had a significant influence on students' use of LMS. These factors had significant direct effects on both perceived ease of use and perceived usefulness of LMS. The results confirmed the validity of the extended TAM model in determining users' usage of LMS. The study also addressed several significant implications for the practitioners and researchers in the field.

Aim/Purpose: The aim of this study was to examine the factors that may influence the use of virtual classrooms. Background: The coronavirus (COVID-19) pandemic has affected and interrupted several aspects of our lives, including education. Most educational institutes and universities have changed their teaching mode from being face-to-face or fixable learning to ‘emergency remote education’. As a result, virtual classrooms were utilised in most of these universities to keep the continuity of teaching and delivering education to their students Methodology: Through an online survey, data was collected from 235 of the teaching staff at the University of Ha’il, Saudi Arabia. Structural equation modelling (SEM) using AMOS was applied to analyse the data and testing the hypothesis of the proposed model. Contribution: The study findings have a theoretical, methodological, and practical contribution in the area of virtual classrooms. In terms of its theoretical contribution, this research has enriched the literature on virtual classrooms. Most of previous studies used the basic UTAUT model or other models for different technology, such as LMS, Mobile Cloud Learning and social websites. Few studies have focused on virtual classrooms, and, based on the best knowledge of the researcher, this study is the first study that has extended and modified the UTAUT model by adding an external factor (mobility) with virtual classrooms technology. Thus, it contributes theoretically to IS acceptance literature in general, and to UTAUT models specifically. In terms of methodological contribution, this study assessed all latent constructs in the model in a different context (Saudi Arabia), and tested them through an advanced analysis technique, which some call a second-generation multivariate, by applying a two-step rule in AMOS (CFA and SEM). The CFA has shown solid results that can measure all constructs in the model after deleting a few items that show a low factor loading to the construct. According to Awang (2015), examining the construct, convergent and discriminant validities is essential during the CFA before moving on a step and analysing data using SEM. Thus, this study has validated all constructs and its items using CFA which can be further used in a different culture, specifically in an Arab culture, such as Saudi Arabia. Findings: The results showed that effort expectancy and performance expectancy are significant predictors of behaviour intention toward the use of virtual classrooms. However, in contrast of our expectation, social influence, facilitating condition and mobility were insignificant factors and had no influence on teaching staff’s behaviour intention toward the use of virtual classrooms. Recommendations for Practitioners: This research has made a practical contribution. The findings of this study showed which factors can determine the use of virtual classrooms. Decision makers and university organizations and administration can improve their virtual classrooms services based on the factors that determine their use. Taking care of that will lead to an increased use of virtual classrooms and lead to a successful use of virtual classrooms, which will result in huge benefits in applying virtual classrooms in the teaching process. Recommendation for Researchers: Researchers may develop different models and examine other factors to assess their influence on the usage of different technologies. Understanding the factors that may influence the usage of a technology leads to an increase in its usage and adoption. Impact on Society: This study may increase the usage of virtual classrooms among teaching staff by understanding and examining the factors that might determine the use of virtual classrooms. Future Research: Future studies could examine the moderation variables to establish their impact. This study relied on only a purely quantitative design study. Future research might employ a mixed method using both quantitative and qualitative designs to apply an interview after the quantitative study for a better insight and deeper knowledge as well as confirming the quantitative results.

<p class="0abstract">This paper is exploring on maneuver to improve research instrument reliability in scientific research related to Educational Technology by analyzing the traditional Cronbach’s alpha reliability using SPSS software and the newer statistical tool, AMOS using Construct Reliability (CR) approach. Two sets of data were used as sample to perform the comparison. The first set of data is from a research involving Technology Enhanced Learning Environment. The second data are sampled from research in digital competency. Finding from this paper concluded that, conventional approach of using Cronbach’s alpha have lower reliability than the newer approach of using CR. Using Cronbach’s alpha show tendency toward measuring consistency instead of reliability. CR offer better definition of reliability and give a robust measurement of reliability in research. This paper had shed light into offering alternative approach to the commonly and widely uses of research reliability especially when it involves questionnaire as instrument.<strong></strong></p>

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This study investigates students’ readiness to adopt Massive Open Online Courses (MOOCs) at the University of Ha’il. It applied Student Online Learning Readiness (SOLR) model to examine the constructs that might influence students’ readiness toward using MOOCs. A questionnaire was sent to students that measured the model’s latent constructs: technical competency (TC), social competency (SC), communication competency (CC), and student readiness. A total of 111 responses were received, and the model was analyzed relied on structural equation modeling (SEM). The findings showed that TC and CC had a significant positive effect on the readiness of students to use MOOCs. Surprisingly, SC had an insignificant effect on students’ readiness. The findings of this study provide educational decision-makers and designers with essential input for delivering effective MOOCs.