Learning management systems and technology acceptance models: A systematic review

2021 ◽  
Author(s):  
Maryam N. Al-Nuaimi ◽  
Mostafa Al-Emran
Keyword(s):  
Systematic Review ◽  
Technology Acceptance ◽  
Learning Management Systems ◽  
Management Systems ◽  
Technology Acceptance Models ◽  
Learning Management

scholarly journals Patterns in the appropriation of a learning management system by instructors based on Q-methodology

2019 ◽  
Author(s):  
Daniel Ebbert
Keyword(s):  
Technology Acceptance ◽  
Management System ◽  
Q Methodology ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Student Interaction ◽  
Management Systems ◽  
Technology Acceptance Models ◽  
Learning Management

Learning management systems are widely used and their adoption and usage is well researched. However, most of the research about learning management systems is based on technology acceptance models which do not include the users appropriation. Appropriation of learning management systems is understood as the combination of functionalities within the learning management system for new purposes. To study which functionalities are perceived as important by the instructors Q-methodology has been applied. The items for the Q-set are the functionalities of the learning management system. The result is that there are three factors. These are the usage of the learning management system for (1) convenience, for (2) tracking the progress of the students and for (3) facilitating student interaction.

scholarly journals A Qualitative Analysis On the Benefits and Limitations of Learning Management Systems (LMS) in Saudi High School Education

2020 ◽  
Vol 31 (1-3) ◽  
Author(s):  
Abdulrahman S. Basahal
Keyword(s):  
High School ◽  
Technology Acceptance ◽  
High School Teachers ◽  
Learning Management Systems ◽  
Management Systems ◽  
School Teachers ◽  
Starting Point ◽  
Technical Issues ◽  
Learning Management ◽  
Acceptance Model

ABSTRACT The past decade has been characterized by a strong global trend towards the adoption of Learning Management Systems (LMS) in the educational environment. Saudi Arabia has recently invested in the digitization of education. Taking the Technology Acceptance Model (TAM) as a starting point, this study sought to understand the knowledge and early experiences of Saudi high school teachers with a particular LMS, called Future Gate. Qualitative in-depth interviews with 20 Saudi high school teachers were thematically analyzed. Findings suggest that high school teachers are well-informed about Future Gate and its purpose and have mostly positive perceptions of this LMS. Yet, some limitations exist, including unfamiliarity, lack of infrastructure, technical issues, and quality-related concerns. The findings are valuable because they can inform both educational leaders and software developers on how to improve and facilitate the use of LMS.

scholarly journals A Study on the Factors Influencing Students’ Acceptance of Learning Management Systems (LMS): A Brunei Case Study

2020 ◽  
Vol 4 (3) ◽  
pp. 203-217
Author(s):  
Muliadi Abdul Hamid ◽  
Sallimah Salleh ◽  
Kumar Laxman
Keyword(s):  
Technology Acceptance ◽  
System Design ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Subjective Norm ◽  
Educational Process ◽  
Management Systems ◽  
Design System ◽  
Factors Influencing ◽  
Learning Management

The present study sought to explore and explain the factors influencing students’ acceptance of the Learning Management Systems (LMS) as well as to explain the effectiveness of using LMS in teaching and learning in the School of Business. The research model employed the Technology Acceptance Model (TAM) as the theoretical framework and extends it by adding System Design, System Accessibility, Technical Support and Subjective Norm as external variables. The model was tested using responses from 98 students (n=98) taking Business Information Systems module through the data gathered by means of survey questionnaire. The analysis of the collected data supported all of the generated hypotheses and was found consistent with the TAM original findings on behavioral intention. The study also revealed that the Subjective Norm and System Design have significant influence on the students’ LMS acceptance. Findings indicate that content delivery over the web portal helped to engage students and established viable interaction which allowed them to better understand and gain knowledge on each concept. Besides this, there are several key factors to consider when conducting educational process or activity over the technology such as originality of students’ ideas, specificity of content, comments and feedback as well as class size. Theoretical and applied implications of the obtained results are discussed at the end of this report within the context of education.

scholarly journals Análisis del efecto moderador de la edad en la aceptación de sistemas e-learning LMS / An analysis of the moderating effects of age in the acceptance of Learning Management Systems

2012 ◽  
Vol 13 (1) ◽  
pp. 317-333
Author(s):  
Óscar Lorenzo Dueñas-Rugnon ◽  
Santiago Iglesias-Pradas ◽  
Ángel Francisco Agudo-Peregrina
Keyword(s):  
Theory Of Planned Behavior ◽  
Technology Acceptance ◽  
Planned Behavior ◽  
Learning Management Systems ◽  
Perceived Usefulness ◽  
Management Systems ◽  
Unified Theory ◽  
Use Of Technology ◽  
E Learning ◽  
Learning Management

El presente estudio analiza las intenciones de los usuarios acerca del uso de sistemas de tele-enseñanza LMS (Learning Management Systems), basándose en un modelo que integra el Modelo de Aceptación Tecnológica (TAM, Technology Acceptance Model), la Teoría del Comportamiento Percibido (TPB, Theory of Planned Behavior) y la Teoría Unificada de la Aceptación y Uso de la Tecnología (UTAUT, Unified Theory of Acceptance and Use of Technology), tomando la edad como variable moderadora. Así, este artículo estudia la influencia de la intención conductual, la actitud hacia el uso, la facilidad de uso percibida, la utilidad percibida, la norma subjetiva y la influencia social en la intención de utilizar sistemas e-learning LMS. Como antecedentes de estos factores de influencia se plantean las características del sistema y del usuario. El resultado de la revisión teórica es un modelo unificado que ha sido validado con datos recogidos de 94 estudiantes a través de un cuestionario en línea. Estos datos han sido analizados utilizando la técnica de mínimos cuadrados parciales, y los principales resultados confirman la relevancia predictiva del modelo para usuarios de entre 26 y 35 años y de entre 36 y 45 años.   This study analyses students’ intentions to use e-learning management systems based on an inventory which integrates the Technology Adoption Model (TAM), the Theory of Planned Behavior (TPB) and the Unified Theory of Acceptance and Use of Technology (UTAUT), with the difference of age as moderating variable. In particular, the most relevant learning management systems (LMS) adoption models have been reviewed from literature. Thus, this paper studies the influence of behavioral intention, attitude toward use, perceived usefulness, perceived ease of use, subjective norms and social influence in the intention to use e-learning management systems. User and system characteristics have been proposed as antecedents of the former factors. The result of this review is a unified model which has been validated with data collected from 94 students through a web questionnaire, and the results from this data have been analysed using the partial least squares (PLS) method. The analysis has demonstrated the predictive relevance and the validation of the model for users between 26 to 35 years old and 36 to 45 years old.  

scholarly journals Assessing the Adoption of Learning Management Systems in Higher Education

2019 ◽  
Vol 7 (3) ◽  
pp. 204-209
Author(s):  
WJAJM Lasanthika ◽  
WDNSM Tennakoon
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Learning Management Systems ◽  
Jel Classification ◽  
Management Systems ◽  
Educational Institutions ◽  
Teachers And Students ◽  
Learning Management ◽  
Acceptance Model

Objective - At present, higher educational institutions are heavily reliant on Learning Management Systems (LMS) to effectively manage communication with students and to enable technology-based learning. However, the success of LMS depends mostly on the adoption of LMS by students and teachers. The aim of this study is to incorporate different important factors of the Technology Acceptance Model to compare the behavioural intention of students and teachers to adopt LMS. Methodology/Technique – Structured instruments are used for a sample of academics and undergraduates as the main contributors of LMS. The attitude towards LMS adoption of academics and students was compared. Finding - The results suggest that the attitudes of teachers and students towards LMS adoption significantly differ as both contributors and users of LMS. Novelty - In addition, the research highlights different aspects of LMS that can be manipulated for the successful adoption of LMS Type of Paper: Empirical. Keywords: LMS Adoption; Technology Acceptance Model (TAM); University Community; Attitude Reference Reference to this paper should be made as follows: Lasanthika, W.J.A.J.M; Tennakoon, W.D.N.S.M. 2019. Assessing the Adoption of Learning Management Systems in Higher Education, Global J. Bus. Soc. Sci. Review 7(3): 204 – 208. https://doi.org/10.35609/gjbssr.2019.7.3(5) JEL Classification: A20, A23, A29.

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