Expanding The Technology Acceptance Model (TAM) to Examine Faculty Use of Learning Management Systems (LMSs) In Higher Education Institutions
Universities have made a considerable investment in the use of Learning Management Systems (LMSs) to facilitate their teaching learning processes; however these systems are not used by the faculty members to their fullest capabilities.
To address this issue, this study investigated factors that affect faculty members’ LMSs usage behavior, focusing on user related variables and their pivotal role in determining faculty attitudes toward LMSs.
This study offers an empirical evaluation of an extension of Davis’s (1989)’s Technology Acceptance Model (TAM) to investigate how faculty members’ beliefs and attitudes influence their intention and actual use of LMSs under conditions of non-mandatory use of LMSs in higher education institutions.
Data were obtained from 560 faculty members (from two universities) and analyzed using Structural Equation Modeling. The study results revealed that the three proposed external variables: system quality; perceived self-efficacy and facilitations conditions were significant predictors of faculty attitude towards LMSs.
Similar to prior research findings, the study results further confirmed the validity of the extended TAM in determining users’ technology acceptance behavior.
The study also addressed the implications of the findings for researchers and practitioners.
|Provided By||Nafsaniath Fathema, University of Wisconsin-Madison; David Shannon, Auburn University; Margaret Ross, Auburn University. MERLOT Journal of Online Learning and Teaching.|
|Type of provider||Private provider-International initiative|
|Learning opportunity type||OER|
|Admission procedure||Open to all|
|Price details||For free|
|Type of credential||None|