Instructors' Acceptance of Learning Management Systems: A Theoretical Framework

Abstract

In the knowledge age, the use of the information technology (IT) tools including learning management systems (LMS) has became an imperative. The adoption rate of LMS in academic and training institutions is very promising worldwide. Learning Management system includes several tools that provide academic and training institutions efficient and effective means to support distance education and supplement their traditional way of teaching. LMS also provide academic insinuations mechanisms and tools to store, manage, and share its academic resources and knowledge. Instructors' acceptance is essential for the deployment of LMS. The success of LMS in any institution starts by instructors' acceptance, which in turns initiates and promotes learners' utilization of LMS. Consequently, the objective of this paper is to develop a theoretical framework for evaluating instructors' acceptance of LMS based on the Technology Acceptance Model. This framework provides a comprehensive look of the critical factors that influence the instructors' perceived ease of use and perceived usefulness of LMS and consequently the actual use. These critical factors are related to the instructor, organization, and technology. Instructor factors include self efficacy, attitude toward LMS, experience, teaching style and personal innovativeness. Organization factors include motivators, technology alignment, organization support, technical support and training. Technology factors include system quality, information quality and service quality.

A Survey of University Students’ Perceptions of Learning Management Systems in a Low-Resource Setting Using a Technology Acceptance Model

“…7 The TAM provided a framework of the critical factors that influence users' perceived ease of use and perceived usefulness of learning management systems and consequently can be used to predict actual use. 7 Both these constructs are critical in facilitating adoption of new technology, and the underpinning factors of system design, technical issues, familiarity with technology, and time were the most frequent limiting factors identified in other studies. 8 The questionnaire consisted of 35 questions on demographics and questions structured to measure the TAM framework.…”

“…6 To achieve flexibility and greater utility of learning management systems, the evaluation of students' experiences in using learning management systems is essential to address the pedagogic needs of both the students and teaching staff. 1 Using a structured theory, such as the Technology Acceptance Model (TAM), 7 which models how students may accept and use a technology based on two factors (perceived ease of use and perceived usefulness), these systems could be regularly evaluated for ease of use and usefulness in providing students with feedback and to establish whether the systems can support material in different formats. 6 A systematic review found that perception of benefits or usefulness of the system was the most common facilitating factor in uptake.…”

“…To formally evaluate these issues, the TAM framework 7 was used to conduct a research study to test the hypothesis that individual factors, such as increased age and poorer access to computers and the Internet, would result in lower levels of computer literacy, difficulties in using the learning management system, lower perceptions of usefulness, and an increased need for training and support, and that the impact of training and support would affect the perceptions of ease of use and usefulness of the learning management system.…”

Factors Influencing Users’ Intentions to Use Mobile Government Applications in Saudi Arabia: TAM Applicability

“…www.ijacsa.thesai.org TAM is one of the most effective research models to determine factor acceptance of information systems/technology [43]. TAM is also commonly used to measure user behaviour and to identify the factors influencing users" acceptance of new technologies [38], [44]- [46].…”

Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities

“…The rationale behind adoption and usage of LMS can be best understood by its functionalities simply because it has become a complimentary medium for course-content delivery in both blended learning environments and completely online learning environments. As indicated in recent studies, LMS allows' students to access course information anywhere and anytime, according to their preferences (Asiri, Mahmud, Abu Bakar, & Mohd Ayub, 2012;Al-Busaidi & Al-Shihi, 2010). LMS also provides a medium for assignment marking, handout note making, and uploading and downloading (Asiri et al, 2012;Govindasamy, 2001).…”