THE INFLUENCE OF TECHNICAL SUPPORT, PERCEIVED SELF-EFFICACY, AND INSTRUCTIONAL DESIGN ON STUDENTS’ USE OF LEARNING MANAGEMENT SYSTEMS

Year 2020, Volume: 21 Issue: 3, 112 - 141, 01.07.2020

Sultan Hammad Alshammarı

https://doi.org/10.17718/tojde.762034

Cited By: 17

Abstract

Learning Management System is a software-based technology that is widely adopted by universities. While the implementation of LMS has been successful in developed countries, the utilisation of LMS in developing
countries is still considered low. It is believed that there are some barriers that may influence the use of LMS
which include Technical Support, Instructional Design and Self-Efficacy. The present research aims at examining
the influence of these factors on students’ use of LMS. Thus, a research model will be developed based
on extending Technology Acceptance Model (TAM). Using the Stratified Random Sampling (SRS), 400
students were selected from three Saudi universities. The participants completed the survey questionnaire
that measures their responses to the seven constructs. The data was analysed using Structural Equation Modelling
by AMOS. The results showed that the three proposed external factors including technical support,
instructional design and perceived self-efficacy had a significant influence on students’ use of LMS. These
factors had significant direct effects on both perceived ease of use and perceived usefulness of LMS. The results
confirmed the validity of the extended TAM model in determining users’ usage of LMS. The study also
addressed several significant implications for the practitioners and researchers in the field.

Keywords

Learning Management System, Technology Acceptance Model, Technical Support, Self-Efficacy, Instructional Design

References

• Adzharuddin, N. A., & Ling, L. H. (2013). Learning management system (LMS) among university students, does it work. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(3), 248-252.