LMS Acceptance: The Instructor Role

Abstract

Learning management systems (LMS) have become the norm in recent years in higher education to further engage students and lecturers. The e-learning tools within LMS provide knowledge sharing and community building opportunities that can support both critical thinking and higher order learning skills through conversation and collaboration. However, the mere existence of tools does not guarantee users' adoption and acceptance. Several effective arrangements are required to engage users. This paper focuses on different aspects of lecturers' attitude that impact user engagement with LMS tools reporting on findings from 74 interviews with students and lecturers from different disciplines within a major Australian university. Results indicate that lecturers' teaching style and habits, active participation in online activities as well as designing appropriate tasks and assessment procedure are important determinants of lecturers' attitude in engaging students with LMS tools.

Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

“…With a LMS, an instructor can create online course content and subsequently manage that course to enhance critical thinking abilities and promote collaboration among university students (Zanjani et al, 2016). LMSs offer many tools such as online group chats, discussion threads, video conferencing, lecture materials, learning modules, grading and course evaluations, all of which may be customized to suit specific instructional needs (Fathema et al, 2015;Walker et al, 2016).…”

“…Using a LMS is an effective way of delivering instruction to students by offering 24/7 access to course content, while enabling convenient course creation and management for teachers (Bousbahi & Alrazgan, 2015). Despite the perceived benefits of using LMSs, many faculty members remain hesitant to adopt them as a teaching tool (Wichadee, 2015;Zanjani et al, 2016). Moreover, teachers tend to underutilize this educational technology despite its widespread availability in higher education settings (Fathema & Sutton, 2013;Bousbahi & Alrazgan, 2015).…”

Exploring lecturer and student perceptions and use of a learning management system in a postgraduate public health environment

“…In particular, lecturers who make best use of interactive elements and act as a facilitator of social interaction among students have been found to have a positive impact on student engagement (Cho and Cho, 2014; Selim, 2007). Despite this, available evidence suggests that lecturers generally adapt their face-to-face teaching style to fit the technology, rather than adopting a different teaching style that is more suited to the online environment (Zanjani et al., 2016). Therefore, understanding barriers to more sophisticated LMS use by lecturers would be valuable, especially when perceived usefulness of a LMS is associated with lecturer engagement with the LMS (Almarashdeh, 2016; Mouakket and Bettayeb, 2015).…”

“What I learn is what I like.” How do students in ICT-supported problem-based learning rate the quality of the learning experience, and how does it relate to the acquisition of competences?

“…Hillen and Päivärinta 2012), in which a positive effect from the mere usage of LMStools on systematic competence acquisition could not be demonstrated; rather, the nature and complexity of the tools had an influence (e.g. Zanjani et al 2016).…”