EXAMINING THE LEARNING MANAGEMENT SYSTEM ADOPTION IN A STATE UNIVERSITY USING THE EXTENDED TECHNOLOGY ACCEPTANCE MODEL

Denson  N. Liday,; Nobelyn  V. Agapito,

EXAMINING THE LEARNING MANAGEMENT SYSTEM ADOPTION IN A STATE UNIVERSITY USING THE EXTENDED TECHNOLOGY ACCEPTANCE MODEL

Discipline: Higher Education Research

Abstract:

This paper investigated the factors that determine how higher education teachers adopt and utilize a learning management system (LMS). It also verified the expanded technology acceptance model (TAM) in the context of a public institution. The link between eight TAM components was investigated using a non-experimental quantitative research technique with partial least squares-structural equation modeling (PLS-SEM). All faculty active users with LMS experience and training were included in the study sample. Overall, the fit and quality indices of the structural model were within acceptable boundaries. Several relationships among the model's eight components were confirmed, while others were not validated by this investigation. System quality and perceived usefulness, perceived self-efficacy and perceived ease of use, facilitating conditions and perceived ease of use, perceived usefulness and attitude towards use, attitude towards use and behavioral intention to use, and behavioral intention to use and actual use all had a significant and positive effect. The LMS used by the university. To be valuable to teachers, the system employed at the university LMS should be very performant. Faculty with greater perceived self-efficacy have a stronger sense of the system's perceived ease of use, whereas those with lower perceived competence find the system less useful and more difficult to use. If appropriate enabling conditions exist, faculty engaged users will develop favorable attitudes of the ease of usage. Furthermore, professors with favorable views regarding technology use were more likely to have higher behavioral intentions, which might result in actual technology use.