Critical factors influencing instructors' acceptance and use of learning management systems

Research output: Chapter in Book/Report/Conference proceedingChapter

8 Citations (Scopus)

Abstract

Learning management systems (LMS) enable educational institutions to manage their educational resources, support their distance education, and supplement their traditional way of teaching. Although LMS survive via instructors' and students' use, the adoption of LMS is initiated by instructors' acceptance and use. Consequently, this study examined the impacts of instructors' individual characteristics, LMS' characteristics, and organization's characteristics on instructors' acceptance and use of LMS as a supplementary tool and, consequently, on their continuous use intention and their pure use intention for distance education. The findings indicated that, first, instructors' supplementary use of LMS is determined by perceived usefulness, training, management support, perceived ease of use, information quality, and computer anxiety. Second, instructors' perceived usefulness of LMS is determined by system quality, perceived ease of use, and incentives policy. Third, instructors' perceived ease of use is determined by computer anxiety, technology experience, training, system quality, and service quality. Furthermore, instructors' continuous supplementary use intention is determined by their current supplementary use, perceived usefulness, and perceived ease of use, while instructors' pure use intention is determined only by their perceived usefulness of LMS.

Original languageEnglish
Title of host publicationHigher Education Institutions and Learning Management Systems
Subtitle of host publicationAdoption and Standardization
PublisherIGI Global
Pages116-140
Number of pages25
ISBN (Print)9781609608842
DOIs
Publication statusPublished - 2011

Fingerprint

instructor
acceptance
management
learning
anxiety
educational institution
supplement
education
incentive
Teaching
resources

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Al-Busaidi, K. A., & Al-Shihi, H. (2011). Critical factors influencing instructors' acceptance and use of learning management systems. In Higher Education Institutions and Learning Management Systems: Adoption and Standardization (pp. 116-140). IGI Global. https://doi.org/10.4018/978-1-60960-884-2.ch006

Critical factors influencing instructors' acceptance and use of learning management systems. / Al-Busaidi, Kamla Ali; Al-Shihi, Hafedh.

Higher Education Institutions and Learning Management Systems: Adoption and Standardization. IGI Global, 2011. p. 116-140.

Research output: Chapter in Book/Report/Conference proceedingChapter

Al-Busaidi, KA & Al-Shihi, H 2011, Critical factors influencing instructors' acceptance and use of learning management systems. in Higher Education Institutions and Learning Management Systems: Adoption and Standardization. IGI Global, pp. 116-140. https://doi.org/10.4018/978-1-60960-884-2.ch006
Al-Busaidi KA, Al-Shihi H. Critical factors influencing instructors' acceptance and use of learning management systems. In Higher Education Institutions and Learning Management Systems: Adoption and Standardization. IGI Global. 2011. p. 116-140 https://doi.org/10.4018/978-1-60960-884-2.ch006
Al-Busaidi, Kamla Ali ; Al-Shihi, Hafedh. / Critical factors influencing instructors' acceptance and use of learning management systems. Higher Education Institutions and Learning Management Systems: Adoption and Standardization. IGI Global, 2011. pp. 116-140
@inbook{c03b0703d8a240ec8730d0b1789145da,
title = "Critical factors influencing instructors' acceptance and use of learning management systems",
abstract = "Learning management systems (LMS) enable educational institutions to manage their educational resources, support their distance education, and supplement their traditional way of teaching. Although LMS survive via instructors' and students' use, the adoption of LMS is initiated by instructors' acceptance and use. Consequently, this study examined the impacts of instructors' individual characteristics, LMS' characteristics, and organization's characteristics on instructors' acceptance and use of LMS as a supplementary tool and, consequently, on their continuous use intention and their pure use intention for distance education. The findings indicated that, first, instructors' supplementary use of LMS is determined by perceived usefulness, training, management support, perceived ease of use, information quality, and computer anxiety. Second, instructors' perceived usefulness of LMS is determined by system quality, perceived ease of use, and incentives policy. Third, instructors' perceived ease of use is determined by computer anxiety, technology experience, training, system quality, and service quality. Furthermore, instructors' continuous supplementary use intention is determined by their current supplementary use, perceived usefulness, and perceived ease of use, while instructors' pure use intention is determined only by their perceived usefulness of LMS.",
author = "Al-Busaidi, {Kamla Ali} and Hafedh Al-Shihi",
year = "2011",
doi = "10.4018/978-1-60960-884-2.ch006",
language = "English",
isbn = "9781609608842",
pages = "116--140",
booktitle = "Higher Education Institutions and Learning Management Systems",
publisher = "IGI Global",

}

TY - CHAP

T1 - Critical factors influencing instructors' acceptance and use of learning management systems

AU - Al-Busaidi, Kamla Ali

AU - Al-Shihi, Hafedh

PY - 2011

Y1 - 2011

N2 - Learning management systems (LMS) enable educational institutions to manage their educational resources, support their distance education, and supplement their traditional way of teaching. Although LMS survive via instructors' and students' use, the adoption of LMS is initiated by instructors' acceptance and use. Consequently, this study examined the impacts of instructors' individual characteristics, LMS' characteristics, and organization's characteristics on instructors' acceptance and use of LMS as a supplementary tool and, consequently, on their continuous use intention and their pure use intention for distance education. The findings indicated that, first, instructors' supplementary use of LMS is determined by perceived usefulness, training, management support, perceived ease of use, information quality, and computer anxiety. Second, instructors' perceived usefulness of LMS is determined by system quality, perceived ease of use, and incentives policy. Third, instructors' perceived ease of use is determined by computer anxiety, technology experience, training, system quality, and service quality. Furthermore, instructors' continuous supplementary use intention is determined by their current supplementary use, perceived usefulness, and perceived ease of use, while instructors' pure use intention is determined only by their perceived usefulness of LMS.

AB - Learning management systems (LMS) enable educational institutions to manage their educational resources, support their distance education, and supplement their traditional way of teaching. Although LMS survive via instructors' and students' use, the adoption of LMS is initiated by instructors' acceptance and use. Consequently, this study examined the impacts of instructors' individual characteristics, LMS' characteristics, and organization's characteristics on instructors' acceptance and use of LMS as a supplementary tool and, consequently, on their continuous use intention and their pure use intention for distance education. The findings indicated that, first, instructors' supplementary use of LMS is determined by perceived usefulness, training, management support, perceived ease of use, information quality, and computer anxiety. Second, instructors' perceived usefulness of LMS is determined by system quality, perceived ease of use, and incentives policy. Third, instructors' perceived ease of use is determined by computer anxiety, technology experience, training, system quality, and service quality. Furthermore, instructors' continuous supplementary use intention is determined by their current supplementary use, perceived usefulness, and perceived ease of use, while instructors' pure use intention is determined only by their perceived usefulness of LMS.

UR - http://www.scopus.com/inward/record.url?scp=84887426718&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84887426718&partnerID=8YFLogxK

U2 - 10.4018/978-1-60960-884-2.ch006

DO - 10.4018/978-1-60960-884-2.ch006

M3 - Chapter

SN - 9781609608842

SP - 116

EP - 140

BT - Higher Education Institutions and Learning Management Systems

PB - IGI Global

ER -