Satisfaction and continuance with a learning management system

A.K.M. Najmul Islam · Nasreen Azad

102 citations0/0 files storedInternational Journal of Information and Learning Technology

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Technology Adoption and User Behaviour Online and Blended Learning Educational Technology and E-Learning

Abstract

Purpose – The purpose of this paper is to compare the perceptions of educators and students with a learning management system (LMS). The comparison is based on survey data collected from 185 educators and 249 students in a Finnish university who use a popular LMS, Moodle. Design/methodology/approach – The analysis of the survey data follows a two-phase strategy. In the first phase, perceptions of educators and students regarding ease of use, result demonstrability, usefulness, access, reliability, compatibility, satisfaction, and continuance intention were compared using one way analysis of variance (ANOVA). In the second phase, partial least squares (PLS) technique is employed to compare the path values and explained variances of satisfaction, and continuance intention by putting relevant variables as predictors. Findings – The ANOVA results suggest that students have higher positive perceptions regarding ease of use, usefulness, access, reliability, and compatibility of the LMS than the educators. The PLS analysis results revealed that the amount of variance of students’ satisfaction explained by its predictors was 9 percentage points lower than that of educators. It also revealed that the variance of students’ continuance intention explained by satisfaction and usefulness was 12 percentage points lower than that of educators. Practical implications – The study concludes with both theoretical and managerial implications. Originality/value – While prior research has investigated either educators’ or students’ perspective, the authors have investigated both and presented a comparison. The authors have reported several differences that help practitioners make customized intervention plan.

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References

1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error 1991The theory of planned behavior 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 2003User Acceptance of Information Technology: Toward A Unified View1 2003The DeLone and McLean Model of Information Systems Success: A Ten-Year Update 1991Development of an Instrument to Measure the Perceptions of Adopting an Information Technology Innovation 2001Understanding Information Systems Continuance: An Expectation-Confirmation Model1 1995Task-Technology Fit and Individual Performance

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2018Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania 2018“I am Still Learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment 2015Recommender System and Web 2.0 Tools to Enhance a Blended Learning Model 2019The role of usability on e-learning user interactions and satisfaction: a literature review 2020

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