A learning management system is capable of enriching instruction and acceptance of this learning technology by users is crucial to its successful application in higher education. This study investigated factors that influenced adoption of a learning management system by higher education teachers using the technology acceptance model which incorporates three external constructs: system quality, perceived self-efficacy and facilitating conditions. Data collected from faculty respondents (n=127) through an online survey were examined by employing partial least squares-structural equation modeling. While several relationships were confirmed, others were not supported by this research. Results showed that both system quality and perceived self-efficacy strongly influenced perceived usefulness, which in turn indirectly affected attitudes towards the technology and behavioral intention. Additionally, system quality directly affected perceived ease of use and attitudes toward technology use. The strong and direct influence of perceived self-efficacy on perceived usefulness and perceived ease of use suggests that faculty with positive beliefs about their ability to use the learning management system will regard it as both useful and easy to use. Facilitating conditions, on the other hand, affected neither perceived ease of use nor attitudes. Implications for practice, policy and potential research directions are likewise presented.

The COVID-19 pandemic has caused massive disruptions in the global academic calendar, including the Philippines. To address this, emergency remote teaching was implemented as a viable alternative to face-to-face instruction without contributing to the spread of the disease. This investigation sought to examine the factors that affect student satisfaction, perceived learning and academic performance in an emergency online science course namely, online learning self-efficacy, learner-content interaction, learner-instructor interaction and learner-learner interaction. Data from 104 college students were collected using an online survey and analyses were done by applying correlation and regression methods. In general, college students had favorable views about their online learning experience. Significant and positive associations were found between the dependent and independent variables with academic performance obtaining the weakest correlation. Online learning self-efficacy had a significant influence on perceived learning and academic performance but not student satisfaction. Learner-content and learner-instructor interactions were revealed to be strong predictors of student satisfaction and perceived learning. Learner-learner interaction did not have a meaningful impact on any of the three outcome variables.