Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach

Abstract

Technology acceptance research explains the adaptation of learning technology by accounting for the use of technologies. This mixed-method study investigated the use of Learning Management Systems (LMS) for distance education in Malaysia using the extended Technology Acceptance Model (TAM). Limited studies on LMS for Malaysia higher education studies focusing on distance learning are warranted due to the diversity of resources, maturity, and education as working adults contrasting from traditional undergraduates. The survey on 205 respondents revealed that the extended TAM, which includes perceived resources, explained variance in attitudes (R 2 = 56.2%) and actual use (R 2 = 34.5%) adequately. Concurrently, indicating perceived ease of use and perceived resources as a determiner for the attitude which predicts actual use. Subsequently, a semi-structured interview on 15 respondents supported this as it was inferred that respondents' attitude was mainly determined by their perception of the role of LMS to facilitate learning activities. Furthermore, inconveniences in accessing learning contents and lack of interactive learning activities are the respondents' primary concern, reflecting on the predictive role of perceived ease of use. The findings also provide appropriate guidance for the pedagogical design and LMS implementation for distance education based on affordance and inclusivity.

Intrinsic motivation between face-to-face and blended learning in surgical clinical education

“…It has been emphasized that to increase motivation to learn, course designers should use both synchronous and asynchronous knowledge to supplement face-to-face interactions and ensure a high level of transactional presence of an instructor. All these factors appear to increase learner's intrinsic motivation 25…”

University students’ and educators’ perceptions on the use of digital and social media platforms: A sentiment analysis and a multi-country review

“…In the case of Turkey and other European or Asian countries such as Romania, Poland, Malaysia and China, which are considered as technologically advanced countries that already promoted technological competences in HEIs curricula, 15 , 38 , 93 , 94 , 95 , 96 online learning had already been provided in some universities, including various LMS and asynchronous modes of teaching. Additionally, the literature reports the established centers in these HEIs dedicated to providing technical assistance, such as the Continuing Education Center (CEC) in Turkish universities or the Center for Distance Education (CDE), specialized in carrying out online education services.…”

Leveraging Computer-Aided Education for Enhanced Learning: Innovations, Benefits, and Challenges in the Medical Sector

“…Continuous analysis of student feedback and their responses to interventions helps educators to fine tune their approach and improve overall learning experience Data analytics is transforming education by shifting it from a one-size-fits-all model to an adaptive, personalized approach. However, it's important to strike a balance between data utilization and respecting student privacy while reaping the benefits of these technologies [30][31][32]. Figure 3 depicts the classification of educational data.…”