Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education

Abstract

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

تصورات الطلاب حول استخدام التعلم الإلکترونی فی مؤسسات التعلیم العالی: دراسة استکشافیة تتابعیة Students’ Views of E-learning Usage in Higher Education: An Explanatory Sequential Study

“…This finding supports that reported in previous research studies, e.g. (Alhabeeb & Rowley, 2018;Al-Juda, 2017;Alsabawy, Cater-Steel, & Soar, 2016;Binyamin et al, 2019;Keržič et al, 2019;Kim & Park, 2018). Pham, Limbu, Bui, Nguyen & Pham, (2019) found service quality to be one of the main factors positively influencing student satisfaction with e-learning and, in turn, leading them to use it in daily learning practice.…”

“…This, of course, will not contribute to achieving the desired goal of integrating technology into the HE traditional learning system. In general, almost 90% of Saudi universities use the Blackboard system to manage e-learning integration and provide students with learning materials (Aldiab, Chowdhury, Kootsookos, Alam & Allhibi, 2019 universities are not always satisfied with the Learning Management System (LMS) being used to deliver and manage learning content (Binyamin, Rutter & Smith, 2019). Moreover, e-learning integration does not rely on using the learning management system (LMS) alone, since a variety of computer applications, social media and so on can be used as means to deliver and manage e-content and communication in/outside the classroom.…”

Predicting Factors Affecting Intention to Use Web 2.0 in Learning: Evidence From Science Education

“…However, many researchers still use this approach in their research including in educational sector (e.g. Binyamin, Rutter, & Smith, 2019;Elkaseh et al, 2016;Scherer, Siddiq, & Tondeur, 2019). Teo (2011) explained that technology acceptance in education is defined as the intention of users, mainly teachers and students, to integrate technology for any activity which is supported by the integration.…”

The Interactive Role Using the Mozabook Digital Education Application and its Effect on Enhancing the Performance of eLearning

“…Mozabook is defined as a digital educational system designed specifically to facilitate the work of teachers according to their needs. It also covers the entire educational system for each subject and provides proper support for both students and parents [28,29]. It is also defined as an interactive educational presentation program that could teach easily and expressively.…”