Adoption of Academic Staff to use the Learning Management System (LMS): Applying Extended Technology Acceptance Model (TAM2) for Jordanian Universities

Manal A. Altawalbeh
253 105

Abstract


Starting from March of 2020, the outbreak of the COVID-19 caused Jordanian universities to close their campuses and forced them to initiate online teaching. Learning management system (LMS) is an important tool and suitable as tool for learning and activities in a higher education. However, each university has a different LMS tool that allows users to use it in their activities. This paper is interested in investigating the acceptance of Jordanian academic staff in using an LMS after getting back to work post the COVID-19 period. The study sample consisted of 500 faculty members of different ranks, selected randomly from all Jordanian universities, for the second semester of the academic year 2020-2021. The Technology Acceptance Model (TAM2) has been adopted to identify the Acceptance and use of LMS. The questionnaire developed by the researcher was based on past research studies. Simple linear regression was used to calculate the relationships between factors. The research results presented that there is a statistically positive effect of  Perceived Usefulness(PU), Perceived Ease of Use (PEOU) and Subjective Norm(SN) on adoption to use LMS, and  Perceived Ease of Use(PEOU), lecturers' Image(LI), Subjective Norm(SN), Job Relevance(JR), and, Result Demonstrability(RD) Output Quality(OQ) on Perceived Usefulness(PU). This study indicates that we must always conduct workshops and training programs related to learning management systems and computers to enhance the usability of learning management systems among faculty members


Keywords


Learning Management Systems (LMS), Technology Acceptance Model (TAM2), Jordanian universities

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References


Altawalbeh, M. A. (2023). Adoption of academic staff to use the Learning Management System (LMS): Applying Extended Technology Acceptance Model (TAM2) for Jordanian universities. International Journal on Studies in Education (IJonSE), 5(3), 288-300. https://doi.org/10.46328/ijonse.124




DOI: https://doi.org/10.46328/ijonse.124

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