Factors affecting instructors` adoption of learning management systems in Palestine

Abstract

Instructors’ use of learning management systems in higher education institutions is a central concern for researchers, academicians, and practitioners. Although learning management systems are emerging as a useful tool for facilitating teaching and learning activities, the number of users is not increasing as fast as expected. In this context, this study investigates factors that can potentially contribute to Learning Management System adoption in Palestinian Institutions of Higher Education. In addition, the study also developed an integrated model of instructor adoption of learning management systems by incorporating existing literature and multiple empirically verified theories, including the technology acceptance model, self-determination theory and DeLone and McLean’s information System success model. A multidimensional research model has been proposed based on the main categories to identify the effects of key variables on actual systems adoption among instructors. The proposed research model was validated through structural equation modelling using analysis of moment structure software. For the purpose of this study, the collection of data is based on secondary, preliminary and primary data. Preliminary and secondary data references were derived from interviews, publications, journals, and books to strengthen the primary information obtained. The primary data for this research was gathered by using a survey questionnaire. A survey was designed to empirically assess the effect of various constructs on instructors’ adoption of learning management systems in Palestinian universities. The target population of this study was instructors of public and private higher education institutions. The sample obtained for this study was 370 (over 61% response rate) full-time, part-time and adjunct instructors in different academic departments in six universities. The main contribution of this study is the establishment of an empirically based framework which consists of various variables. While this model focuses on LMS adoption, the model account for how intrinsic motivation contributes to the whole e-learning system adoption and consequently leads to success. The research results further illuminate the factors that explain and predict the instructors’ adoption of learning management systems. Consequently, relationships between the influencing factors were detected, with the results showing that the research model significantly predicts instructors` adoption of learning management systems. This study contributes to the body of knowledge by providing empirical results for the key constructs that affect instructors’ adoption of learning management systems. The findings of this research will be valuable for academicians and practitioners in Palestine in the implementation, management and continuous improvement of learning management systems. The findings pave the way for further research avenues that involve developing countries throughout the world.