Factors Related to Faculty Members’ Attitude and Adoption of a Learning Management System

• Published in: TOJET : the Turkish online journal of educational technology Vol. 14; no. 4; pp. 53 - 61
• Main Author: WICHADEE, Saovapa
• Format: Journal Article
• Language: English
• Published: Adapazari Sakarya Üniversitesi Yayınları 01.10.2015; Sakarya University
• Subjects: Adoption (Ideas); Attitudes; Barriers; Beliefs; Bilim-Teknoloji; College Faculty; Course Content; Courseware; Educational Practices; Educational Technology; Eğitim Bilimleri; Foreign Countries; Gender Differences; Individualized Instruction; Interdisciplinary Approach; Kişisel Gelişim; Language Acquisition; Language Skills; Learning; Learning Management Systems; Learning Processes; Likert Scales; Management Information Systems; Management systems; Online Courses; Online instruction; Performance Factors; Questionnaires; Relevance (Education); Respondents; Studies; Teacher Attitudes; Teachers; Teaching Methods; Technology Uses in Education; Thailand; Usability; Türkiye; Sakarya; Thailand; perceived; crucial; icrased
• ISSN: 2146-7242; 1303-6521; 1303-6521

Learning Management Systems (LMS) play a crucial role in organizing the course contents. However, some instructors use LMS in their classes while some do not. This study aimed to discover the factors in relation to the instructors’ attitude toward LMS and adoption of LMS in their course. A survey was administered to 62 instructors to follow up the use of LMS after they attended the training. The respondents were assessed for their attitude towards LMS, perceived ease of LMS use, perceived usefulness and their actual use of LMS in their course. The results reveal that the respondents of the study had a high overall attitude towards LMS. Perceived ease of LMS use and perceived usefulness were found to have a significant positive correlation with their attitude. In addition, the more the instructors perceived ease of LMS use, the more intensively their beliefs about the usefulness of it increased. However, it was found that attitude toward LMS, perceived ease of use and perceived usefulness were not correlated to actual use of LMS. Furthermore, there was not any significant difference in the respondents’ attitude toward LMS in terms of gender and subject domain. The responses to open-ended questions were revealed in terms of difficulties they had when using LMS. Keywords: instructor’s attitude, LMS use, educational technology, perceived usefulness, ease of use