Factors affecting the usage of learning management systems in higher education
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Factors affecting the usage of learning management systems in higher education Pongrapee Kaewsaiha 1
& Sumalee
Chanchalor 1
Received: 16 June 2020 / Accepted: 25 October 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This study aimed to investigate the use of learning management systems (LMSs) in higher education institutions to analyze factors affecting usage behavior. The participants were 584 students and 42 teachers from various disciplines in higher education institutions in Thailand who used LMSs at different levels including discontinued users. Data were analyzed based on the technology acceptance model (TAM) using partial least squares structural equation modeling (PLS-SEM). Results indicated that perceived resource (within the information system concept), job relevance, and subjective norms were good predictors of LMS usage. Perceived resource had the most substantial influence on usage behavior, while the influence of voluntariness was found to be insignificant. The model revealed different perceptions between students and teachers with regard to LMS usage. High levels of confidence were shown due to variations in the samples, with Cronbach’s alpha values between .728 and .979. Keywords Learning management system (LMS) . Technology acceptance model (TAM) .
Higher education . Thailand
1 Introduction Advancement of information and communication technology (ICT) has helped to expand educational opportunities for students at all levels. ICT supports people who live in areas where education is difficult to access (Pande 2020). It allows people to work and study (Nie et al. 2011), helps reducing gender gaps (Kirkup 2002), assists
* Pongrapee Kaewsaiha [email protected] Sumalee Chanchalor [email protected]
1
Program in Learning Innovation and Technology, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand
Education and Information Technologies
people with disabilities (Benda et al. 2011), and facilitates students with certain limitations to study via various online channels. ICT also satisfies the individual needs of students who wish to focus on particular topics or skills (Bernacki et al. 2011) and negates the high demands of distance education for people who desire to minimize living and traveling expenses (Yuan and Powell 2013). 1.1 Learning management systems (LMSs) and their use A learning management system (LMS) is used to manage online courses (Davis et al. 2009). The Department of E-Learning and Educational Technology, RMUTI (2018) defined four components of an LMS as follows: The content management system consists of tools used to manage digital files, including tools for uploading, downloading, displaying text/multimedia, and hyperlinks. The user account management system consists of a database that records user details such as username, password, and email for authentication and data logging. The communication system consists of synchronous and asynchronous communication t
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