Student’s Acceptance of Learning Management Systems: A Case Study of the National Open University of Nigeria

Abstract

This research examines the key factors that influence the acceptance of learning management systems (LMS') by students of the National Open University of Nigeria (NOUN). To achieve this, the constructs from previous studies on eLearning acceptance were adopted to develop a conceptual model. Based on the model, structural equation modeling (SEM) was applied to the data obtained from 384 students. The results indicated that instructor quality is a determinant of learning value and perceived usefulness; system quality is a determinant of perceived ease of use and perceived usefulness; perceived ease of use, facilitating conditions, learning value, and perceived use-fullness are significant predictors of behavioral intention. Also, facilitating conditions and behavioral intention significantly predicted the usage of the LMS by the students. Contrary to expectations, the following relationships were found to be non-significant: course quality to learning value and perceived usefulness; and social influence on behavioral intentions. The conceptual model used in this study attains an acceptable fit and explains its variance for 67% of the student sample. This study contributes to the formulation of policies and guidelines to improve student's acceptance of learning management systems in developing countries. The paper also adds to the existing body of technology acceptance literature.

Determinants of learning management systems adoption in Nigeria: A hybrid SEM and artificial neural network approach

“…In Nigeria, the National Policy on ICT recognizes the importance of ICT in the education sector (NITDA, 2012). Many stakeholders in the Nigeria higher education sector have started to appreciate the effectiveness of integrating technology in teaching and learning (Yakubu, Kah, & Dasuki, 2019). However, just like many developing countries, the uptake of the use of ICTs has been very slow with few universities having incorporated the use of technology, specifically LMS, for teaching and learning (Yakubu et al, 2019).…”

“…Many stakeholders in the Nigeria higher education sector have started to appreciate the effectiveness of integrating technology in teaching and learning (Yakubu, Kah, & Dasuki, 2019). However, just like many developing countries, the uptake of the use of ICTs has been very slow with few universities having incorporated the use of technology, specifically LMS, for teaching and learning (Yakubu et al, 2019). Also, the few institutions that have adopted the use of LMS have opted for proprietary software; this is especially true for public (governmentowned) universities.…”

Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach

“…Although our focus is primarily on identifying the implications for the process of developing a contextspecific pedagogical approach, our analysis also points to important ideas about the need to develop eLearning systems that stimulate interaction, facilitate engagement, and provide a meaningful learning experience, thereby emphasis issues often neglected in the literature (Olatuboson et al, 2015;Oyelere et al, 2016;Okocha et al, 2017;Yakubu et al, 2019;Okocha, 2019). We believe this is significant, as the analysis of the data has shown that the adoption of technology through a blended approach is not merely about how the technology can support the practice of education, but also about how the use of the technology can bring about a shift in our theoretical and conceptual formulations concerning non-western educational processes and practices (Reagan, 2004).…”

“…Specific to Nigeria, the assumption is that the adoption of technology in education can bridge the gaps that exists in the system by providing quality education to all. In clearly articulating the trajectory of such efforts, a range of studies have analysed the potential and opportunities of blended learning (Anene et al, 2014;Adeoye, 2020); the approaches to planning, integration, and acceptance (Okocha, 2019;Aladejana and Olajide, 2019;Ukaigwa and Igbozuruike, 2020), and the conceptual experience of different stakeholders towards the blended approach (Olatuboson et al, 2015;Okocha et al, 2017;Yakubu et al, 2019). However, only a few studies attempt to examine how the adoption of technology has brought about stimulating social interaction, facilitated engagement, and improved instructional processes and learning outcomes (Olatuboson et al, 2015;Oyelere et al, 2016;Okocha, 2019).…”

An analysis of users’ preferences on learning management systems: a case on German versus Spanish students

“…Currently, it is commonly seen that educational institutes operate their own Learning Management Systems (LMS) and provide various online smart learning features for a diverse group of students. An LMS is known as a web-based system that possesses an extensive range of pedagogical and course administration tools (Yakubu, 2019). Through these educational tools, LMS can facilitate group chats, discussions, document sharing, assignment submission, quizzes, grading and course evaluations (Bove, & A.,, & Conklin, S., 2020).…”