Usage of Learning Management System (Moodle) among Postgraduate Students: UTAUT Model

Abstract

The application of a learning management system (LMS) Moodle is learning and teaching platform in Universiti Utara Malaysia. To examine the level of acceptance of this technology, the UTAUT (Unified theory of acceptance and use of technology) Model is used to infer individual students' technology acceptance by explaining the variants in Behavior Intention (BI). This study is conducted on 65 postgraduate students pursuing their study at UUM. The students are all studying the same course and they are exposed to the application of LMS known as 'Moodle UUM Learning Zone'. A set of questionnaire, in the UTAUT Model which is developed by Venkatesh et al. (2003), is used to collect data which is then descriptively analyzed by using IBM SPSS Statistics Version 20 and SmartPLS 2.0. The findings of the study found that Performance Expectancy (PE) (β=0.418, p<0.01), Social Influence (SI) (β=0.238, p<0.01) and Facilitating Conditions (FC) (β=0.120, p<0.01) have positive influence towards 'Behavioral Intention' (BI). The value R 2 = 0.520 showed that 52.0% of the variants in the application of Learning zone can be explained by Behavioral Intention (BI). Consequently, the result related to moderator influence in terms of gender showed that all the four UTAUT Model constructs failed to reject HO5. The results also showed that moderator influence in terms of gender with PE, EE, SI and FC does not have significant positive influence towards BI. The findings of this study which are hoped to help encourage instructors and students to use this technology in their learning and teaching processes, have proven that LMS 'Moodle' is beneficial and effective for learning and teaching processes.

Assessing eLearning Systems Success in Nigeria: An Application of the DeLone and McLean Information Systems Success Model

“…The technology acceptance model (Davis, 1989), the theory of planned behavior (Ajzen, 1985), the unified theory of acceptance and use of technology (Venkatesh et al, 2003), as well as the DeLone and McLean IS success model (Delone & McLean, 2003) were built on the premise that behavioral intention results in actual behavior. The findings in this study are consistent with the mentioned theories as well as other studies in the context of eLearning (Mohammadi, 2015;Olatunbosun, Olusoga, & Samuel, 2015;Raman, Don, Khalid, & Rizuan, 2014).…”

Simulation acceptance scale (SAS): A validity and reliability study

“…The UTAUT model is one of the most frequently used models cited in the literature, and has been used to examine many different technologies such as social media (Escobar-Rodríguez et al, 2014), homecare technologies (Kutlay, 2015), medical devices (Kurtuluş, 2015), mobile learning (Carlsson et al, 2006;Thomas et al, 2013), online family dispute resolution systems (Casey & Wilson-Evered, 2012), tablet devices (Magsamen-Conrad et al, 2015), information systems (Oktal, 2013), and learning management systems (Jong, 2009;Maina & Nzuki, 2015;Nicholas et al, 2017;Raman, Don, Khalid, & Rizuan, 2014;Sedana & Wijaya, 2010;Sezer & Yilmaz, 2019). Among these technologies, simulation tools/practices (screen-based simulation, part task trainers, mannikins, haptics etc.)…”

Learning management system acceptance scale (LMSAS): A validity and reliability study

“…UTAUT is one of the most frequently used models found in the literature and has been used to examine many different technologies. It has been used with different technologies, such as social media (Escobar-Rodríguez et al, 2014), homecare technologies (Kutlay, 2015), medical devices (Kurtuluş, 2015), mobile learning (Carlsson et al, 2006;Thomas, Singh, & Gaffar, 2013), online family dispute resolution systems (Casey & Wilson-Evered, 2012), tablet devices (Magsamen-Conrad et al, 2015), information systems (Oktal, 2013), and LMSs (Jong, 2009;Maina & Nzuki, 2015;Nicholas et al, 2017;Raman, Don, Khalid, & Rizuan, 2014;Sedana & Wijaya, 2010). Among these technologies, the LMS has a prominent place as a frequently used educational material or resource.…”

“…With those advantages, LMSs are potential tools for use in education. LMSs improve the effectiveness of instruction (Aydın & Tirkeş, 2010;, student learning (Raman et al, 2014), interaction (Özgür, 2015), student performance (MacFadyen & Dawson, 2010;Cleary & Zimmerman, 2012), motivation (Erdoğan, 2013) and communication (Lonn, Teasley, & Krumm, 2009), contributing to their more widespread use.…”

“…Studies on the acceptance of LMSs have examined the acceptance of these technologies at the college level, using various technology acceptance models. Some of the studies (see Jong, 2009;Maina & Nzuki, 2015;Nicholas et al, 2017;Raman et al, 2014;Sedana & Wijaya, 2010) have used the UTAUT model. Measurement tools used in all of these studies, conducted on the basis of different acceptance models, have serious validity and reliability problems.…”