Araştırma Makalesi
BibTex RIS Kaynak Göster

CHALLENGES OF ACCEPTANCE AND USAGE OF A LEARNING MANAGEMENT SYSTEM AMONGST ACADEMICS

Yıl 2020, Cilt: 12 Sayı: 1, 63 - 78, 30.06.2020
https://doi.org/10.34111/ijebeg.202012105

Öz

Universities across the globe have invested heavily in a Learning Management System (LMS); however, the adoption and usage is hindered by a number of factors. Recently, a University of Technology (UoT) in KwaZulu-Natal embarked on a major re-circulation drive to embrace student-centred learning. However, this process was stalled by slow maturity use of LMS. Therefore, this paper evaluates the acceptance and usage of an approved LMS amongst academics at a UoT. An e-survey in which 111 academics participated, all having teaching designations, was superseded by semi-structured interviews. A significant finding of the technology acceptance model (TAM) was impugned, in reflecting the gap between low actual usage and high acceptance. Assessments seemed to be given lowest priority, with aspects such as communication and course management receiving highest priority. Little utilized were collaboration tools. Such include blogs, wikis, and a discussion forum. Dedicated training on features of the learning management system, covering its educationally progressive aspects, is of the essence. TAM may require closer scrutiny to account for successful LMS usage at universities.

Kaynakça

  • Abbad, M. (2011). A conceptual model of factors affecting e-learning adoption. Paper presented at the 2011 IEEE Global Engineering Education Conference (EDUCON), Amman, Jordan.
  • Abdous, M. (2013). Toward an alternative learning environment interface for learning management systems. International Journal on E-Learning, 12(1), 5-22.
  • Al-Busaidi, K. A., & Al-Shihi, H. (2010). Instructors' acceptance of learning management systems: A theoretical framework. Communications of the IBIMA, 2010(2010), 1-10.
  • Al-Busaidi, K. A., & Al-Shihi, H. (2012). Key factors to instructors’ satisfaction of learning management systems in blended learning. Journal of Computing in Higher Education, 24(1), 18-39.
  • Alharbi, S., & Drew, S. (2014). Using the technology acceptance model in understanding academics’ behavioural intention to use learning management systems. International Journal of Advanced Computer Science and Applications, 5(1), 143-155.
  • Alshammari, S. H., Ali, M. B., & Rosli, M. S. (2016). The influences of technical support, self efficacy and instructional design on the usage and acceptance of LMS: A comprehensive review. Turkish Online Journal of Educational Technology, 15(2), 116-125.
  • Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139-161.
  • Blewett, C. (2012). e-Learning terminology trends–A lens into institutional paradigms? Alternation, 19(2), 211-235.
  • Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education and Accreditation, 6(1), 33-43.
  • Coskuncay, F. (2013). A model for instructors' adoption of learning management systems: Empirical validation in higher education context. Turkish Online Journal of Educational Technology, 12(2), 13-25.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 13(3), 319-340.
  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), 982-1003.
  • Edumadze, J. K. E., Ossei-Anto, T. A., Edumadze, G., Tamakloe, W. K., & Boadi, E. A. E. (2014). Evaluating the awareness and perceptions of lecturers in using e-learning tools for teaching in university of Cape Coast. International Journal of Computing Academic Research, 3(1), 1-11.
  • Eslaminejad, T., Masood, M., & Ngah, N. A. (2010). Assessment of instructors’ readiness for implementing e-learning in continuing medical education in Iran. Medical teacher, 32(10), 407-412.
  • Fathema, N., Sutton, K. (2013). Factors influencing faculty members’ Learning Management Systems adoption behavior: An analysis using the Technology Acceptance Model. International Journal of Trends in Economics Management and Technology, 2(6), 20-28.
  • Fishbein, M., & Ajzen, I. (1977). Belief, attitude, intention, and behavior: An introduction to theory and research. Canada : Addison-Wesley Publishing Company
  • Horton, W. (2011). E-learning by design: John Wiley & Sons.
  • Igbaria, M., Parasuraman, S., & Baroudi, J. J. (1996). A motivational model of microcomputer usage. Journal of Management Information Systems, 13(1), 127-143.
  • James, R., Krause, K. L., & Jennings, C. (2010). The first year experience in Australian universities: Findings from 1994 to 2009. Melbourne: Centre for the Study of Higher Education, The University of Melbourne.
  • Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36.
  • Lee, Y., Kozar, K. A., & Larsen, K. R. (2003). The technology acceptance model: Past, present, and future. Communications of the Association for information systems, 12(1), 752-780.
  • Llamas-Nistal, M., Caeiro-Rodriguez, M., & Castro, M. (2011). Use of e-learning functionalities and standards: the Spanish case. IEEE Transactions on Education, 54(4) 540-549.
  • Mahmud, R., & Ismail, M. A. (2010). Impact of training and experience in using ICT on in-service teachers’ basic ICT literacy. Malaysian Journal of Educational Technology, 10(2), 5-10.
  • Overby, K. (2011). Student-centered learning. Essai, 9(1), 109-112.
  • Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. Quarterly Review of Distance Education, 12(2), 113-125.
  • Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29(1), 122-131.
  • Teo, T., & Noyes, J. (2011). An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. Computers and Education, 57(2), 1645-1653.
  • Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315.
  • Venter, P., Jansen van Rensburg, M., & Davis, A. (2012). Drivers of learning management system use in a South African open and distance learning institution. Australasian Journal of Educational Technology, 28(2), 183-198
Yıl 2020, Cilt: 12 Sayı: 1, 63 - 78, 30.06.2020
https://doi.org/10.34111/ijebeg.202012105

Öz

Kaynakça

  • Abbad, M. (2011). A conceptual model of factors affecting e-learning adoption. Paper presented at the 2011 IEEE Global Engineering Education Conference (EDUCON), Amman, Jordan.
  • Abdous, M. (2013). Toward an alternative learning environment interface for learning management systems. International Journal on E-Learning, 12(1), 5-22.
  • Al-Busaidi, K. A., & Al-Shihi, H. (2010). Instructors' acceptance of learning management systems: A theoretical framework. Communications of the IBIMA, 2010(2010), 1-10.
  • Al-Busaidi, K. A., & Al-Shihi, H. (2012). Key factors to instructors’ satisfaction of learning management systems in blended learning. Journal of Computing in Higher Education, 24(1), 18-39.
  • Alharbi, S., & Drew, S. (2014). Using the technology acceptance model in understanding academics’ behavioural intention to use learning management systems. International Journal of Advanced Computer Science and Applications, 5(1), 143-155.
  • Alshammari, S. H., Ali, M. B., & Rosli, M. S. (2016). The influences of technical support, self efficacy and instructional design on the usage and acceptance of LMS: A comprehensive review. Turkish Online Journal of Educational Technology, 15(2), 116-125.
  • Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139-161.
  • Blewett, C. (2012). e-Learning terminology trends–A lens into institutional paradigms? Alternation, 19(2), 211-235.
  • Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education and Accreditation, 6(1), 33-43.
  • Coskuncay, F. (2013). A model for instructors' adoption of learning management systems: Empirical validation in higher education context. Turkish Online Journal of Educational Technology, 12(2), 13-25.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 13(3), 319-340.
  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), 982-1003.
  • Edumadze, J. K. E., Ossei-Anto, T. A., Edumadze, G., Tamakloe, W. K., & Boadi, E. A. E. (2014). Evaluating the awareness and perceptions of lecturers in using e-learning tools for teaching in university of Cape Coast. International Journal of Computing Academic Research, 3(1), 1-11.
  • Eslaminejad, T., Masood, M., & Ngah, N. A. (2010). Assessment of instructors’ readiness for implementing e-learning in continuing medical education in Iran. Medical teacher, 32(10), 407-412.
  • Fathema, N., Sutton, K. (2013). Factors influencing faculty members’ Learning Management Systems adoption behavior: An analysis using the Technology Acceptance Model. International Journal of Trends in Economics Management and Technology, 2(6), 20-28.
  • Fishbein, M., & Ajzen, I. (1977). Belief, attitude, intention, and behavior: An introduction to theory and research. Canada : Addison-Wesley Publishing Company
  • Horton, W. (2011). E-learning by design: John Wiley & Sons.
  • Igbaria, M., Parasuraman, S., & Baroudi, J. J. (1996). A motivational model of microcomputer usage. Journal of Management Information Systems, 13(1), 127-143.
  • James, R., Krause, K. L., & Jennings, C. (2010). The first year experience in Australian universities: Findings from 1994 to 2009. Melbourne: Centre for the Study of Higher Education, The University of Melbourne.
  • Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36.
  • Lee, Y., Kozar, K. A., & Larsen, K. R. (2003). The technology acceptance model: Past, present, and future. Communications of the Association for information systems, 12(1), 752-780.
  • Llamas-Nistal, M., Caeiro-Rodriguez, M., & Castro, M. (2011). Use of e-learning functionalities and standards: the Spanish case. IEEE Transactions on Education, 54(4) 540-549.
  • Mahmud, R., & Ismail, M. A. (2010). Impact of training and experience in using ICT on in-service teachers’ basic ICT literacy. Malaysian Journal of Educational Technology, 10(2), 5-10.
  • Overby, K. (2011). Student-centered learning. Essai, 9(1), 109-112.
  • Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. Quarterly Review of Distance Education, 12(2), 113-125.
  • Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29(1), 122-131.
  • Teo, T., & Noyes, J. (2011). An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. Computers and Education, 57(2), 1645-1653.
  • Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315.
  • Venter, P., Jansen van Rensburg, M., & Davis, A. (2012). Drivers of learning management system use in a South African open and distance learning institution. Australasian Journal of Educational Technology, 28(2), 183-198

Ayrıntılar

Birincil Dil İngilizce
Konular Yazılım Mühendisliği (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Sizwe Frances DLALİSA Bu kişi benim 0000-0002-1740-4541

Desmond Wesley GOVENDER Bu kişi benim 0000-0002-6115-9635

Yayımlanma Tarihi 30 Haziran 2020
Gönderilme Tarihi 13 Eylül 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 12 Sayı: 1

Kaynak Göster

APA DLALİSA, S. F., & GOVENDER, D. W. (2020). CHALLENGES OF ACCEPTANCE AND USAGE OF A LEARNING MANAGEMENT SYSTEM AMONGST ACADEMICS. International Journal of EBusiness and EGovernment Studies, 12(1), 63-78. https://doi.org/10.34111/ijebeg.202012105
AMA DLALİSA SF, GOVENDER DW. CHALLENGES OF ACCEPTANCE AND USAGE OF A LEARNING MANAGEMENT SYSTEM AMONGST ACADEMICS. IJEBEG. Haziran 2020;12(1):63-78. doi:10.34111/ijebeg.202012105
Chicago DLALİSA, Sizwe Frances, ve Desmond Wesley GOVENDER. “CHALLENGES OF ACCEPTANCE AND USAGE OF A LEARNING MANAGEMENT SYSTEM AMONGST ACADEMICS”. International Journal of EBusiness and EGovernment Studies 12, sy. 1 (Haziran 2020): 63-78. https://doi.org/10.34111/ijebeg.202012105.
EndNote DLALİSA SF, GOVENDER DW (01 Haziran 2020) CHALLENGES OF ACCEPTANCE AND USAGE OF A LEARNING MANAGEMENT SYSTEM AMONGST ACADEMICS. International Journal of eBusiness and eGovernment Studies 12 1 63–78.
IEEE S. F. DLALİSA ve D. W. GOVENDER, “CHALLENGES OF ACCEPTANCE AND USAGE OF A LEARNING MANAGEMENT SYSTEM AMONGST ACADEMICS”, IJEBEG, c. 12, sy. 1, ss. 63–78, 2020, doi: 10.34111/ijebeg.202012105.
ISNAD DLALİSA, Sizwe Frances - GOVENDER, Desmond Wesley. “CHALLENGES OF ACCEPTANCE AND USAGE OF A LEARNING MANAGEMENT SYSTEM AMONGST ACADEMICS”. International Journal of eBusiness and eGovernment Studies 12/1 (Haziran 2020), 63-78. https://doi.org/10.34111/ijebeg.202012105.
JAMA DLALİSA SF, GOVENDER DW. CHALLENGES OF ACCEPTANCE AND USAGE OF A LEARNING MANAGEMENT SYSTEM AMONGST ACADEMICS. IJEBEG. 2020;12:63–78.
MLA DLALİSA, Sizwe Frances ve Desmond Wesley GOVENDER. “CHALLENGES OF ACCEPTANCE AND USAGE OF A LEARNING MANAGEMENT SYSTEM AMONGST ACADEMICS”. International Journal of EBusiness and EGovernment Studies, c. 12, sy. 1, 2020, ss. 63-78, doi:10.34111/ijebeg.202012105.
Vancouver DLALİSA SF, GOVENDER DW. CHALLENGES OF ACCEPTANCE AND USAGE OF A LEARNING MANAGEMENT SYSTEM AMONGST ACADEMICS. IJEBEG. 2020;12(1):63-78.

Cited By