scholarly journals Applying technology acceptance model to Gauge University students’ perceptions of using blackboard in learning academic writing

2021 ◽  
pp. 316-333
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educational Systems ◽  
Learning Management ◽  
Acceptance Model

Many higher educational institutions have adopted Learning Management Systems. Blackboard, characterized as one of the technological educational systems, is one of the leading and extensive Learning Management Systems adopted by most universities. However, literature showed that a missing link appears between Blackboard adoption and Blackboard poor usage in teaching and learning. Therefore, this study aims to gauge the perceptions of students toward using Blackboard Collaborate in learning English as a Foreign Language academic writing. Online survey was conducted and distributed to 248 respondents. This study is quantitative in nature, employing Technology Acceptance Model theory to check Learning Management System acceptance at Saudi Electronic University in Saudi Arabia. The findings showed that all the constructs were relatively strong and had positive relationships; they were correlated with each other and the whole six hypotheses were supported as well. In this paper, the proposed model indicates that Attitude toward Use is the strongest predictor of Behaviour Intention. This study offers implications for further studies.

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.

Supporting Learning through Learning Management Systems in an ODL Environment amid Covid-19: Technology Accessibility and Student Success

2020 ◽  
pp. 97-114
Author(s):  
Rendani Sipho Netanda
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Technology Acceptance ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management ◽  
Acceptance Model ◽  
Support Students

Although prior research looked into the effects of LMSs upon student success, little is known on the effects of LMSs on student success, particularly during the current Covid-19 pandemic. Informed by technology acceptance model (TAM), this study explores the linkage between the geographic setting and the accessibility of NTs, and examines effects of LMSs upon student academic success in ODL in the context of Covid-19. The purpose of this chapter is to indicate how teaching and learning pedagogies is impacted by the novel coronavirus within the global open and distance learning education system and to suggest possible mechanisms to support students through learning management systems in order to reduce student attritions and to accelerate student success rate. I used a mixed-methods methodological lens, blending the self-administered questionnaires for 177 students with unstructured in-depth interviews with 2 regional directors, and 4 learning and facilitation managers during data collection. I analysed data descriptively and thematically, unveiling, from all cohorts of participants that the greater proportion of students are from remote rural areas with a considerable limited access to technologies, which ultimately adversely influences upon their usage and academic achievements. However, its continued use was valued salient with a potential to improve students’ academic performance and success. I conclude that inaccessibility to new technologies for teaching and learning has a bearing on students’ success. I propose that ODL institutions should support students by increasing accessibility of technologies through the provision of gadgets and data as well as establishing learning support centres and encourage students to use them in learning.

scholarly journals Learning Management System Usage among Undergraduates in a Developing Context: An Extension to the Technology Acceptance Model

2021 ◽  
pp. 33-52
Author(s):  
R. M. G. S. Jayarathna ◽  
M. P. S. R Perera
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Learning Management Systems ◽  
Subjective Norms ◽  
Management Systems ◽  
The Internet ◽  
System Usage ◽  
External Variables ◽  
Learning Management ◽  
Acceptance Model

Why are students in developing countries reluctant to effectively and efficiently participate in Learning Management Systems (LMSs)? Many researchers have conducted focusing on validating existing theories in developing contexts. This article aims to extend the knowledge about the Technology Acceptance Model (TAM) by incorporating external variables - subjective norms, experience in the internet and computer, self-efficacy, technical support, and anxiety - which will lead to an efficient and effective LMS usage in developing contexts.

scholarly journals Comparación de los LMS Moodle y CourseSites de Blackboard usando el modelo de aceptación tecnológica TAM / Comparison of LMS Moodle and Blackboard CourseSites using the technology acceptance model TAM

Ciencia Unemi ◽  
2015 ◽  
Vol 8 (16) ◽  
pp. 78
Author(s):  
Mariela Tapia Leon ◽  
Fabian Peñaherrera Larenas ◽  
Miguel Cedillo Fajardo
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Learning Management Systems ◽  
Ease Of Use ◽  
Statistical Hypothesis ◽  
Management Systems ◽  
Statistical Hypothesis Testing ◽  
Population Learning ◽  
Learning Management ◽  
Acceptance Model

Este artículo presenta un análisis comparativo de dos sistemas de gestión de aprendizaje Learning Management Systems (LMS): Moodle y CourseSites de Blackboard. El estudio se realizó para evaluar la aceptación de ambos sistemas por parte de los estudiantes, utilizando el Modelo de Aceptación de Tecnología (TAM). Este estudio analizó la aceptación de una herramienta tecnológica en los estudiantes. El TAM se basa en un cuestionario compuesto por seis variables y veintiocho preguntas. Concretamente se estudió una muestra representativa de estudiantes que utilizan ambos LMS para el desarrollo de sus actividades de clase, en la Facultad de Ciencias de la Ingeniería en la Universidad Estatal de Milagro. Con la aplicación de la teoría de la prueba de hipótesis de diferencia entre proporciones se evidenció, de manera estadística, que en la población analizada el aprendizaje es mejor en CourseSites que Moodle. Además, que CourseSites ofrece una mayor facilidad de uso y por lo tanto es más “amigable y divertido”. Por otra parte, los estudiantes se consideraron capaces de utilizar las dos herramientas. En general, este estudio muestra la conveniencia de adoptar CourseSites como una herramienta para el aprendizaje virtual. AbstractIn this article a comparative analysis of two learning management systems (LMS) is presented; Moodle and Blackboard CourseSites. A study was conducted using the Technology Acceptance Model (TAM) to evaluate the acceptability of each system amongst students. The TAM is based on a questionnaire composed of six variables and twenty questions. The authors worked with a representative sample of students using both LMS to carry out their class activities in the Faculty of Engineering at the Public University of Milagro in Ecuador. By applying the statistical hypothesis testing based on the theory of proportional difference it was revealed that in the analyzed population learning is better using CourseSites than Moodle. CourseSites offers greater ease of use and is thus more “friendly and fun. Students considered themselves capable of using both tools. In general, this study showed the desirability of adopting CourseSites as a tool for virtual learning.

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.

Factors Affecting University Students' Use of Moodle

2017 ◽  
Vol 13 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Daniel Danso Essel ◽  
Osafo Apeanti Wilson
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Management Systems ◽  
Perceived Ease Of Use ◽  
Factors Affecting ◽  
Acceptance Model ◽  
The University

Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate of Moodle use.

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