Student Use of Learning Management Systems in the Private Sector of New Zealand Higher Education

Abstract

The purpose of this research project was to measure the effects of the perceptions that students hold of the functionality of LMS and students’ self-efficacy specific to using LMS in their studies on student LMS acceptance and use. The theoretical framework of the study is based on the Technology Acceptance Model (TAM), into which perceived functionality and LMS self-efficacy were incorporated as external variables. A web-based questionnaire was administered to students in a private higher education institution in Auckland, New Zealand. These responses were analyzed using Pearson’s correlation and linear regression. The results indicated that perceived functionality significantly influenced perceived usefulness. Similarly, it was found that LMS self-efficacy significantly influenced perceived ease of use. However, no evidence was found that attitudes towards using LMS predicted behavioural intention to use.

Efl Students’ Voices on Blended Learning: Preferences and Challenges

“…This leads them to positively perceive the use of LMS. Furthermore, this type of learning also encourages students to be more independent (Al-Shaikhli, 2023) and it is good to develop their capacity to autonomously and actively participate in self-motivating and behavioral procedures that enhance the attainment of goals (García-Pérez et al, 2021;Shaheen, 2022). However, those who disagreed cited difficulties in accessing the LMS application as well as technical factors such as weak signals and empty data packages as the main reasons for their disagreement.…”

“…The findings of this study is face-to-face learning continues to play an important role, particularly in the learning process of students, however, online learning can be | 3 | viewed as a tool to help them practice the skills outside of the classroom. To promote and improve the effectiveness of online learning, teachers should explain in detail how students can use the portal in conjunction with face-to-face learning in term of use, the study will find it easy (Shaheen, 2022). Online learning as a self-driven learning platform (Liaw & Huang, 2013), hopefully, will gradually assist students in becoming independent learners or Al-Shaikhli ( 2023) called self-regulated learning ability.…”