Hector John T. Manaligod, Rogelio V. del Cano, Jelica R. Enriquez, Vol. 1, No. 1, pp. 7-22, Mar. 2019
10.22662/IJASC.2019.1.1.007, Full Text:
Keywords: education technology, ePortfolio, faculty adoption of LMS, faculty resistance to LMS, learning management system, Unified Theory of Acceptance and Use of Technology, virtual learning environment

Abstract

Background/Objectives: The study sought to investigate technology adoption and use of learning management system (LMS) in a university. The study included antecedents of behavioral intention (BI) namely: performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC) and its relationship with actual use LMS. Methods/Statistical analysis: The research used self-administered on-line survey method and actual use based on data registers from LMS. Random samples were drawn from the faculty population who are using LMS. A multivariate statistical analysis and factor analysis were applied to find structural relationship among the variables and latent constructs (structural equation modeling). The instrument registered high internal consistency and validity. Findings: The results revealed that PE, EE, SI significantly explained the variation in BI. The BI and FC are not significantly related to LMS actual usage. Overall, there is a strong positive inter-correlation among the BI,PE, EE, and SI. Moderating effects were found in age and experience in the relationship between FI and actual usage; between EE and BI. Improvements/Applications: Data suggested a strong faculty behavioral intention to use LMS, but this did not translate into a substantial level of actual usage.

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