Examining Lecturers’ Learning Management System Usage Using TAM: Eastern Indonesia Case Study

Introduction to The Problem : The occurrence of the COVID-19 pandemic is increasingly rampant, the thing that is being hotly discussed is related to face-to-face learning into virtual face-to-face . That correct occurs in an early learning conducted by stare advance Becomes virtual stare. Purpose : Based on the SE Minister of Education and Culture an appeal for doing education online and working from the house to avoid the spread of COVID-19. The moment occurs the COVID-19 pandemic; there are changes in implementation One of the media that can be held for online learning is the Learning Management System (LMS) as implemented in SMA Muhammadiyah 2 Yogyakarta. Design/methods/approach : The destination of the study is to know the implementation of the learning media Learning Management System (LMS) at SMA Muhammadiyah 2 Yogyakarta. In addition, for knowing factor support and inhibitor in online learning performance using LMS. Subject from the study this namely five teachers with different eye lessons . Data collection techniques in research this use observation , interview and documentation with instruments that have been compiled . Data validity in the study this use triangulation data source . Data analysis techniques using procedure data reduction , data presentation and data interpretation. Findings : The results of this study find two Things important that is first , the implementation of the Learning Management System conducted through stages of planning , implementation and evaluation . Finding second is existence factor supporters like existence data plan help , strong signal , and adequate devices. The temporary factor of the barrier is no existence quota , no existence signal , and devices that do not adequate . Research implications/limitations : Studies still have limitations on subjects and data processing. Originality/value : For the next researcher, it is hoped that could dig and research further so that could add more results deep

Aim/Purpose: The goal of this study was twofold: first, to examine how learners’ behavioral engagement types affect their final grades in an online programming course; and second, to explore which factors most strongly affect student performance in an online programming course and their connection to the types of cognitive engagement. Background: During the COVID-19 pandemic situation, information technology educational methods and teaching have been transforming rapidly into online or blended. In this situation, students learn course content through digital learning management systems (LMSs), and the behavioral data derived from students’ interactions with these digital systems is important for instructors and researchers. However, LMSs have some limitations. For computer science students, the traditional learning management system is not enough because the coding behavior cannot be analyzed. Through the OpenEdu platform, we collected log data from 217 undergraduates enrolled in a Python programming course offered by Feng Chia University in Taiwan in the spring semester of 2021. Methodology: We applied the evaluation framework of learning behavioral engagement conducted on a massive open online course (MOOC) platform and integrated it with the partial least squares structural equation modeling (PLS-SEM) approach. PLS-SEM is widely used in academic research and is appropriate for causal models and small sample sizes. Therefore, this kind of analysis is consistent with the purpose of our study. Contribution: In today’s fast-paced world of information technology, online learning is becoming an important form of learning around the world. Especially in computer science, programming courses teach many skills, such as problem-solving, teamwork, and creative thinking. Our study contributes to the understanding of how behavioral engagements in distance programming learning affect student achievement directly and through cognitive engagement. The results can serve as a reference for practitioners of distance programming education. Findings: Our results demonstrate that: (1) online time and video-watching constructs had significant effects on the self-assessment construct, self-assessment and video-watching constructs had significant effects on the final grade construct, and online document reading was not a significant factor in both self-assessments and final grades; (2) video watching had a most significant effect than other behavioral constructs in an online programming course; (3) cognitive engagement types are inextricably linked to the development of a behavioral engagement framework for online programming learning. The mediation analysis and the importance-performance map analysis supported the importance of cognitive engagement. Recommendations for Practitioners: (1) Online education platform developers and university policymakers should pay close attention to the development of self-assessment systems and design such systems based on students’ cognitive skills. (2) Instructors are advised to put substantial effort into the creation of videos for each course session and to actively promote students’ interest in the course material. Recommendation for Researchers: The empirical results reported in this study allow a better understanding of the connection between behavioral engagement and final achievement. However, there are still great challenges in trying to explore more kinds of engagement, like emotional or social engagement. It would be interesting to deepen the results obtained by integrating programming behavior like debugging and testing. Impact on Society: Online programming courses allow students to improve their coding skills and computer science background. Students’ behavioral engagement strongly affects their academic achievement, their ability to complete a course successfully, and the quality of the learning process. Our work can encourage more people who are different majors in society to learn coding in an online environment even not only computer science students. Moreover, the findings of this study can be recommendations for understanding students’ learning behavior and the development of distance programming learning. Future Research: We suggest for future studies: (1) include a wider range of participants, such as students enrolled in MOOCs environments; (2) include more log data items that can express various students’ behavior, depending on the reliability and validity of the research model; and (3) conduct more detailed studies of the effects of emotional engagement as well as additional aspects of students’ social engagement to elucidate the factors affecting students’ behavioral participation and performance more thoroughly.

Although the successful implementation of the Learning Management System (LMS) in most of the universities in the Arab Gulf Countries (AGC), little consideration has been paid to exploring LMS usage. This paper provides a systematic review of the current literature focusing on the most critical factors influencing LMS usage in AGC. The extant literature was identified through six electronic databases from 2013 to 2023. Academic articles were reviewed if they contained a relevant discussion of the factors influencing LMS acceptance and adoption conducted in AGC. Results from a systematic review of 34 studies showed that 15 studies were centred in Saudi Arabia. The results also, revealed that Technology Acceptance Model was the dominant model employed, and students were the main subject of studies. Moreover, the quantitative approach was the preferred design. Overall, forty-one factors were identified, and the results show that the following eight factors appear most frequently: Perceived Ease of Use, Perceived Usefulness, Social Influence, Performance Expectancy, Effort Expectancy, Facilitating Conditions, Self-efficacy, and Attitude. This review will be valuable for future research and helpful for higher education decision-makers who intend to use eLearning to overcome the challenges they face in using LMS effectively.

This research aimed to present a systematic review of articles discussing the implementation of a Learning Management System (LMS) for English as a Foreign Language (EFL) students and providing recommendations for English Language Teaching (ELT) through LMS in higher education institutions. The approach used was a systematic literature review that applies selection criteria to articles published in reputable international journals indexed in Scopus. The articles were selected either from publications between 2020 and 2022 or during the transition period from the COVID-19 pandemic to the post-pandemic era. The findings of the study indicated that online learning based on LMS offered significant benefits to both students and lecturers. Nevertheless, the implementation of LMS also brought forth several challenges that need to be addressed by institutions, lecturers, and students. The implications of this research have an impact on students' learning experiences and the reinforcement of pedagogical competence among lecturers. Furthermore, these findings contribute to institutional proficiency in managing the learning process efficiently and responsibly, positioning it as an emerging trend in modern education.

Higher education institutions (HEIs) in India were caught completely unawares by the Covid-19 pandemic and necessitated lockdown. Despite almost two decades of experimentation with online and distance learning by top-tier and private institutions, the vast majority were unprepared and looked for standalone solutions for different components of teaching and learning. Valuable lessons have been learned based on which a more comprehensive solution must be sought for the post-Covid-19 environment. The lockdown has provided the much-needed impetus to reshape higher education in India. Calls for the adoption of blended learning (BL) have been made on prior occasions; this chapter renews that call and stresses its urgency. It is imperative that educational institutions amplify the momentum gained during the lockdown and transition to a BL model supported by the adoption and use of learning management systems (LMSs). Government should support this initiative by providing a centralized LMS. Corporations must "adopt an HEI," channeling their unused corporate social responsibility funds to support information and communication technology needs at educational institutions. All stakeholders must work together to transform the country to a digitally empowered society and knowledge economy as envisioned in the National Education Policy 2020.

The implementation of learning management system, lecturers must prepare the necessary materials and components. However, the fact is that there are 63% difficulties in compiling material in the learning management system. The research aims to analyze the impact of implementing learning using LMS in higher education and to find solutions to overcome obstacles and difficulties in implementing learning using a learning management system. The research method used is a survey by distributing instruments. Data collection techniques were by distributing instruments to 132 people consisting of lecturers and students who are directly involved in the learning process and conducting random interviews to ensure the correctness of the data from the survey. Analysis techniques using SPSS Version 25.0 by forming bar charts, line charts, and pie charts and interpreting them. As a result, the obstacles, difficulties, and impacts of using the learning management system during the learning process were found. The obstacles and difficulties lie in the preparation of materials, models, and assessment tools used which are not provided to students through the LMS. The material is not stated in the media used and is not given an assessment to students, so the impact is that students are unable to measure their abilities. In conclusion, every lecturer must prepare materials, models, and assessment instruments before using the learning management system in implementing course learning.

The higher educational institutions are introducing and implementing Learning Management Systems (LMS) for effective communications with students and for adoption of technology based learning processes. However, the success of LMS depends mostly on instructors’ adoption of LMS. This study is incorporating different important factors with TAM to study the impacts of these factors on instructors’ behavioural intention to use LMS. A sample of 247 instructors was used for model testing. PLS-SEM technique was used as a testing method. The PLS-SEM results show that Task Technology Fit (TTF), Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) have direct impacts on behavioural intention while TTF, Compatibility, Convenience, Self-Efficacy, Personal Innovativeness and Subjective Norm have significant impacts on PU and PEOU. Empirical findings of this research provide a better understanding for instructors’ adoption of LMS. In addition, the research highlights different aspects that lead towards successful adoption of LMS.

COVID-19 has forced universities around the world to adopt online learning. A learning management system (LMS) is a platform for online teaching. Educational institutes are facing difficulties in adopting LMS teaching and learning methods. Research on LMS adoption is still needed for effective implementation. Studying LMS adoption can help universities to understand their teacher’s needs better. This review attempted to determine the factors that influence the adoption and effectiveness of the LMS with respect to teachers’ perspectives. We planned search strategy, inclusion and exclusion criteria, data extraction, and data analysis. Manual search of articles from indexed journals using Google Scholar, Scopus, and PubMed central electronic databases. The keywords used were “LMS and Adoption”, “Factors affecting LMS Adoption”, and “LMS and teacher’s perspective”. Inclusion/exclusion criteria: Only full-text journal articles published in peer-reviewed journals, in the English language, were selected. Articles with only abstracts and not full texts were excluded. Data extraction was conducted using the following themes: author name, year of publication, research approach, factors affecting adoption according to teacher’s perspective, and research context. Only qualitative information is presented from the extracted data. Anxiety and knowledge about the use of the LMS, time factors, technical challenges, perceived usefulness, efficiency payoffs, student feedback, and faculty training were important factors affecting LMS use. Factors affecting the attitude of teachers considering individual values and virtues were not well documented in the literature until 2023. Attitude depends on the values and virtues of the individual.

This study examines the acceptance of mobile Learning Management Systems (LMS) in the telecom sector of Pakistan during the COVID-19 pandemic. The study employs the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) to gain a deeper understanding of the factors that affect the acceptance of LMS among workers and how it is affected by the moderating impact of Fear of pandemic and uncertainty avoidance. Data were analyzed using Partial Least Squares (PLS) and Structural Equation Modeling (SEM). The results of this study indicate that social isolation, price value, and habitat have a significant impact on users’ LMS behavior. Additionally, user behavior is significantly influenced by behavioral intentions. The study also found that coronavirus fears can moderate the relationships between performance expectancy, effort expectancy, social influence, price value, and behavioral intentions. On the other hand, uncertainty avoidance moderates the relationship between performance expectancy, social influence, facilitating conditions, price value, and behavioral intentions. This study highlights the importance of understanding user acceptance of LMS in order to improve work performance, save time, and eliminate costs. The findings of this study can be used by organizations to develop strategies to increase the acceptance and usage of LMS in the workplace, especially in the context of the COVID-19 pandemic. The study also provides insight into how fear of COVID-19 and uncertainty avoidance can be taken into account when designing and implementing LMS.

Regardless of the varying rates of the novel coronavirus COVID-19 outbreak worldwide, the vast majority of countries have deployed distance e-learning alternatives to flatten the trajectory of the disease proliferation. Despite that, various challenges emerge while endeavoring to deliver purely online education under the emergency lockdowns of all educational institutions with a specific focus on tertiary educational campuses. Online learning has fully substituted the blended modalities of learning prevalent in the period preceding the coronavirus crisis. Thence, the need to examine the factors influencing the full adoption of Learning Management Systems (LMS) in higher education institutions has become even more insisting. Higher education institutions are obliged not to compromise quality assurance benchmarks under exceptional pandemic circumstances accompanying home quarantine encapsulated with anxiety and uncertainty. This theoretical chapter’s chief objective is to construct and adopt a hybrid theoretical framework driven from the most comprehensive technology acceptance and information systems success models. This chapter’s value lies in proposing an extended model to be validated in subsequent studies to examine the factors influencing LMS adoption under epidemic circumstances.

In this paper, our aim is to explore the predictors of adoption by students of a Learning Management System (LMS) based on a Modular Object-Oriented Dynamic Learning Environment as well as the influence of active student participation and the interactive usage of an LMS on the achievements of students in a blended learning environment. Our study was conducted on 169 students, who are using an LMS for the first time in their studies, from the largest university from Serbia. Our findings indicate that students' active participation in class has a stronger positive effect on students' achievement than does students' interactive usage of the LMS. A stepwise linear regression analysis revealed that a student's interactive usage of the LMS and his/her active participation in class accounted for 47% of the variation in a student's achievement. A student's interactive usage of the LMS is only affected by his/her perceived easy usage of the LMS.

Blended learning has been growing in demand and popularity and has become a common phenomenon in modern higher education systems, especially with the implementation of learning management system (LMS). This paper examined the effects of critical success factors on students' experience and satisfaction with the LMS in a blended learning setting. Certain characteristics of students, instructors, system, classmates, course design, and organization were identified from the literature as the main indicators of the LMS success. A total of 174 university students (94 males and 80 females) responded to an online questionnaire. A partial least square (PLS) approach was used for data analysis. The result showed that certain factors were found to influence students' perceived ease of use and usefulness of LMS and consequently their satisfaction. Findings from this paper provide the necessary insights as to how universities can enhance students' experiences and satisfaction of LMS in order to support the blended learning approach.

Higher education institutions today face increasingly complex challenges in adopting and implementing Learning Management Systems (LMS) to improve student learning experiences. Although previous research regarding LMSs exists, it has not fully explored the findings of their conceptual framework through empirical studies of Critical Success Factors (CSFs). This research provides in-depth details about the development of a conceptual framework designed to guide the LMS implementation process in higher education settings. The Systematic Literature Review (SLR) method is used to identify and introduce the main elements in this conceptual framework. Furthermore, the conceptual framework was validated through a series of questionnaires distributed to experts in the fields of education and information technology. The results of this research show that the conceptual framework developed covers important stages in LMS implementation, from planning to evaluation. Empirical validation carried out involving experts proves that the conceptual framework developed is valid as an instrument for implementing LMS in a higher education environment. The conclusions of this research provide valuable guidance for LMS implementation in higher education.

The adoption of Learning Management Systems (LMS) has become a key strategy in higher education globally, aiming to enhance teaching, learning, and student engagement. In Dodoma City, Tanzania, despite the growing use of LMS, challenges such as low participation, inconsistent usage, and limited digital literacy hinder its effective utilization. This paper investigated the influence of Learning Management Systems (LMS) on student engagement in selected higher learning institutions in Dodoma City, Tanzania. The study employed a convergent mixed-methods design, engaging 50 students and 30 lecturers selected through random and purposive sampling. Data was collected through structured questionnaires, semi-structured interviews, and observation of the LMS platform. Quantitative analysis revealed positive perceptions toward LMS-supported engagement (Activity and Participation: M = 3.72; Content Interaction: M = 3.60). Content Interaction (B = 0.495, β = 0.473, p = 0.006) emerged as a stronger and more statistically significant predictor of effective teaching and learning activities. The coefficient for Activity and Participation (B = 0.314, β = 0.304, p = 0.073) reveals a positive statistically marginally significant relationship with effective teaching and learning activities at 10%. Qualitative data further confirmed enhanced interactivity. The study recommends improving digital orientation, fostering active participation via interactive tools, and enforcing LMS usage policies to ensure consistency.

The use of analytics in education provides researchers the opportunity to uncover student engagement habits by utilizing data generated through online platforms such as course learning management systems (LMS). Student engagement has been shown to vary based on student-instructor interaction. We examined LMS usage of first-year engineering students in a large research university in the United States to examine the following three research questions: 1) How do course grades vary based on the students' instructor and the overall number of LMS sessions per student, 2) How do course grades vary based on the students' instructor and the number of LMS sessions per student for different course tools, and 3) How does the timing and frequency of LMS tool usage relate to course grades and vary across instructors? We found a positive relationship between LMS usage and course grades; however, the relationship is dependent upon the instructor of the course, as well as for the specific type of tool used. We also found that the day of the week on which the LMS was used is a strong predictor of student course grades. The results empirically demonstrate that better engagement with a course leads to better outcomes and there are variations in how instructors use an LMS which ultimately influences student usage and performance. We also illustrate an opportunity for researchers and instructors to capture, analyze, and use LMS data to inform and improve teaching practices and policies.