Determinants of learning management systems adoption in Nigeria: A hybrid SEM and artificial neural network approach
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Determinants of learning management systems adoption in Nigeria: A hybrid SEM and artificial neural network approach Mohammed Nasiru Yakubu 1 & Salihu Ibrahim Dasuki 2 & A. Mohammed Abubakar 3 & Muhammadou M. O. Kah 1 Received: 2 September 2019 / Accepted: 10 January 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Research has shown that technology, when used prudently, has the potential to improve instruction and learning both in and out of the classroom. Only a handful of African tertiary institutions have fully deployed learning management systems (LMS) and the literature is devoid of research examining the factors that foster the adoption of LMS. To fill this void, the present research investigates the factors contributing to students’ acceptance of LMS. Survey data were obtained from registered students in four Nigerian universities (n = 1116); the responses were analyzed using artificial neural network (ANN) and structural equation modeling (SEM) techniques. The results show that social influence, facilitating conditions, system quality, perceived ease of use, and perceived usefulness are important predictors for students’ behavioral intention to use LMS. Students’ behavioral intention to use LMS also functions as a predictor for actual usage of LMS. Implications for practice and theory are discussed. Keywords Technology acceptance model . Nigerian students . Learning management
systems . Higher education . Structural equation modeling . Artificial neural network
1 Introduction The continuous development of Information and Communication Technologies (ICTs) has created new opportunities within the domain of education. ICTs are becoming vital tools in enhancing the quality of learning and teaching (Lin 2007; Kent et al. 2016). As * Mohammed Nasiru Yakubu [email protected]
1
American University of Nigeria, Lamido Zubairu Way, Yola, Adamawa State, Nigeria
2
The University of Sheffield, Western Bank, Sheffield S10 2TN, UK
3
Antalya Bilim University, Çıplaklı Mh. Akdeniz Blv. Pk:07190, Döşemealtı/antalya, Turkey
Education and Information Technologies
such, there has been an increase in the uptake of eLearning technologies such as learning management systems (LMS) throughout the world in order to create a novel learning strategy and enhance a collaborative and effective learning environment for both students and instructors (Kim and Park 2018). LMS are webbased applications used to administer courses. They provide the ability to track students’ progress and can also serve as content management systems that facilitate access to resources required for courses. Since an LMS is web-based, access to course resources is available for any internet-ready device from anywhere and at any time. Developing countries are not left alone as countries such as Indonesia (Kim and Park 2018), Egypt (Abdel-Wahab 2008), Jordan (Abbad et al. 2009) and Tanzania (Maleko Munguatosha et al. 2011) have invested significant resources in implementing LMS. The reason for this uptake could be as a
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