Students' Responses to Learning Management Systems in a Blended Learning Context

Abstract

The purpose of this study is to examine first-year students’ behaviour towards learning management systems in a blended learning environment. The study employed a convenient sampling technique for data collection and SmartPLS3 was used to analyse the data. There were 671 first-year students from the University of Professional Studies Accra who participated in the survey. The findings of the study revealed that social influence, price value and anxiety significantly influence behavioural intention to use learning management systems (LMS). However, the relationship between anxiety and behavioural intention is inverse. Furthermore, anxiety significantly impacts effort expectancy, while effort expectancy also impacts satisfaction. Additionally, the results suggest that satisfaction fully mediates the relationship between effort expectancy and behavioural intention to use LMS. Administrators of higher education must ensure that the performance of the LMS exceeds the expectations of students so as to formulate the intention to use it for learning.

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