Drivers of learning management system use in a South African open and distance learning institution
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Authors
Davis, Annemarie
Jansen van Rensburg, Mari
Venter, Peet
Issue Date
2012
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Abstract
The study on which this article reports examined the determinants of usage of an
online learning management system (LMS) by fourth level business students at a
South African open and distance learning university using an extension of the widely
used technology acceptance model (TAM) as a theoretical basis. A survey was
conducted among students at their annual summer school, with 213 usable
questionnaires being returned. The findings suggest that perceived usefulness and
perceived ease of use as core aspects of the TAM and TAM2 models are confirmed,
and study relevance (job relevance in the TAM2 model) and facilitating conditions as
extensions are confirmed also. However, other elements of the TAM2 model and
extensions were not confirmed by the research, while the relationships between these
constructs, behavioural intention and LMS use were significant but not particularly
strong. Thus, despite the ostensible robustness of the underlying structure and
dimensionality of the TAM core constructs, its usefulness as a model to explain usage
in this context and in a setting where acceptance and usage patterns have been
established over prolonged periods of time is limited. The findings do, however,
suggest certain initiatives to assist in increasing the perceived usefulness of the LMS.
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Citation
Davis A;Jansen van Rensburg M;Venter P. (2012) Drivers of learning management system use in a South African open and distance learning institution. Australasian Journal of Educational Technology 28(2)
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1449-3098