Analysis of the extrinsic and intrinsic aspects of the technology acceptance model associated with the learning management system during the COVID-19 pandemic

Abstract

Purpose The purpose of this study is to examine the effect of extrinsic aspects of the technology acceptance model, namely, information quality, functionality, accessibility, user interface design, system quality, functionality, facilitating conditions and computer playfulness as well as intrinsic aspects, namely, perceived self-efficacy, enjoyment and learning goals. orientation on perceived usefulness and perceived ease of use in the context of the learning management system (LMS) as a system to support employee learning and development. This study also analyzes the effect of perceived ease of use on perceived usefulness and analyzes the effect of these two variables on the intention to adopt a LMS. This study included 3,205 respondents who are employees of banking companies in Indonesia and who used the LMS for their learning and self-development needs during the COVID-19 pandemic. Design/methodology/approach This research is a quantitative study that uses online surveys to collect data and partial least squares statistical tools to analyze survey data. Findings The results showed that accessibility alone had no effect on perceived usefulness and perceived ease of use, while enjoyment had no effect on the intention to use LMS and perceived ease of use and functionality had no effect on the intention to use LMS. Research limitations/implications This research focuses on the concept of technology acceptance with extrinsic and intrinsic aspects. This research context involves employees working in the banking sector with the adoption of the LMS. Practical implications LMS in banking companies can be optimized by providing online training and reducing the operational costs of employee training. By using LMS, companies can offer online courses to employees and track progress in distance learning, become a learning choice and information dissemination during the pandemic and also support future business continuity. Originality/value This study focuses on testing the technology adoption model on LMSs in the banking sector by adding extrinsic aspects, namely, system quality, facilitating conditioning, computer playfulness and user interface design, and combining intrinsic aspects, namely, perceived self-efficacy, enjoyment and learning goal orientation.

Antecedents of Continuance Intention of Technology Acceptance Model (TAM) Associated with the Learning Management System (LMS) in Online-Merge-Offline (OMO) Learning

“…With the normalization of the global COVID-19 pandemic, the rapid development of information and communications technology has caused profound changes in traditional education methods (Chadda & Kaur, 2021). As an innovative practice of the integration of information technology and teaching, the online-merge-offline (OMO) learning is widely concerned (Rokhim et al, 2022). OMO learning is not a simple "online teaching" add "offline teaching", nor does it just add some information technology means to traditional teaching (Rughoobur-Seetah & Hosanoo, 2021).…”

“…Thus, the use of various learning Management system (LMS) became a necessity for OMO learning (Rokhim et al, 2022). Combined with the powerful technical support, formed a set of professional, efficient learning function, and created a digital learning environment for managing all aspects of the learning process (Kant et al, 2021).…”

“…In the field of education are several well-known LMS abroad, such as Moodle, Canvas, Blackboard, etc. (Rokhim et al, 2022), and domestic LMS in china, such as Rain Classroom, MOOCs, Treenity, WeChat, Tencent Conference, etc.…”

“…For this reason, education scholars have done extensive research on this issue, (Mohamed Riyath & Muhammed Rijah, 2022) employed evidence from Sri Lanka, it was confirmed that LMS providing wider access also meant inadequate regulation and potential technical problems. LMS has been designed to be as user-friendly as possible; however, some learners still find it difficult to use (Rokhim et al, 2022). It is proposed that the application of ICT reaches the level of integration, and students can switch between different learning software's, platforms, and systems quickly and smoothly (Kant et al, 2021).…”

“…If students have a deep understanding of the application of LMS and extensive practical knowledge, so they can gradually expand and innovate the acceptance and use of technological software (Zwain, 2019). How to improve students' intention to continue and explore the antecedents that affect students' acceptance of LMS are worthy of study (Kant et al, 2021;Mohamed Riyath & Muhammed Rijah, 2022;Rokhim et al, 2022).…”