Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities

Abstract

This paper was designed to establish the relationships between faculty members' use and attitude towards Learning Management Systems (LMSs). LMSs have been adopted in various educational institutions due to their numerous applications and functionalities to improve pedagogy. As a result, faculty members are urged to utilise them for enhancing teaching and learning practices. Underpinning this study was a questionnaire distributed to 222 faculty members in six universities. Cross-tabulation in a bar graph and chi-square test were conducted to verify observed differences. The findings revealed that older generation (over 40 years) tended to use LMS for many of their teaching activities than the younger counterparts. LMS was not actively used for most teaching purposes. Statistically significant association existed between resources organisation via LMS and restriction level (χ2 (12) = 24.890, p = 0.015). Attitude of faculty members who do not use LMS in pedagogy differ from those who use it for some and most teaching activities in terms of online examination and social media. Evaluations of personal and institutional experiences of LMS tools determine use and attitude.

Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

“…The findings of the current study aligned with the findings of similar research study that found that the availability of the LMS did not necessary mean that faculty members would implement it in their educational practice (Hussein, 2011;Untiedt 2014;Alghamdi & Bayaga, 2016) The results were consistent with some recent CBAM-related research findings that showed that practitioners had intense personal and task concerns about adopting LMS (Masrom, 2013;Untiedt, 014;Lochner, Conrad, & Graham, 2015;Matar, 2015). After determining faculty members' concerns about adopting LMS, educational leaders should provide faculty members with proper and timely programs, strategies, and support to help them in their evolution to higher-level concerns.…”

“…In addition, the results showed that faculty members' intentions to use LMS were positively related to their attitudes toward the use of LMS, their perceptions of LMS ease of use, their perceptions of LMS usefulness, and the extent of their LMS usage experience. In another recent and more comprehensive study, Alghamdi and Bayaga (2016) examined 220 Saudi faculty members' use of and attitudes towards LMSs. The respondents from six Saudi universities completed a questionnaire.…”

“…Faculty members' adoption of LMS needs careful planning by institutions of higher education. Making the technology available for faculty members is not enough to ensure its adoption (Ocak, 2011;Masrom, 2013;Untiedt, 2014Alghamdi & Bayaga, 2016. Faculty members' play integral roles in the adoption process of the new technology in education.…”

Investigating Readiness for Acceptance of Change for the Adoption of Blackboard LMS at Prince Sattam Bin Abdulaziz University, Saudi Arabia

“…Amidst these critical debate, Fuad and Sharifah (2013) in a comparative, empirical study discussed the perceived ease of use and perceived usefulness of LMS in university education and recommended the use of LMS uniformly in all types of education including distance learning and blended learning. Alghamdi (2016) study attempted to find linkages between the actual usage and attitude of university faculty towards LMS and observed how the application of an LMS could bring pedagogical changes and change in the attitude of Faculty towards LMS. The findings also revealed that the attitude of faculty that used LMS differed from that of those who did not use the LMS.…”

Exploring the Adoption and Usage of Learning Management System as Alternative for Curriculum Delivery in South African Higher Education Institutions during Covid-19 Lockdown

“…Hence, utilization of this Moodle by various academics to deliver learning in higher education institutions is capable of providing students with diverse access to learning at their own self-paced in different locations Macfadyen and Dawson (2010) opine that the integration of Moodle into learning, enhances students" online learning activities to be easily monitored. Alghamdi and Bayaga (2016) agree that the use of Moodle enables academics to design, organize and deliver contents of their modules in an interactive approach to engage their students. The adoption of Moodle during the pandemic is a good approach for curriculum delivery as it does not allow physical contacts between the academics and their students (Murshitha & Wickramarachchi, 2016).…”