Examining the influence of the pedagogical beliefs on the learning management system usage among university lecturers in the Kurdistan Region of Iraq

Twana Tahseen Sulaiman · Anuar Shah Bali Mahomed · Azmawani Binti Abd. Rahman · Mazlan Hassan

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Technology Adoption and User Behaviour Educational Technology and E-Learning Technology-Enhanced Education Studies

Abstract

The pedagogy method academicians in the Kurdistan Region follow has not been reformed since 1992. There is a need to test different pedagogical beliefs, including constructivist and traditional pedagogical beliefs. This study examined the effect of pedagogical beliefs on technology adoption among university lecturers. The present study extends the Technology Acceptance Model (TAM) by including lecturers' pedagogical beliefs and examining them in Arab counties. A questionnaire was distributed during the COVID-19 pandemic, and 393 data were collected from university lecturers. The study examined how the constructivist and traditional pedagogical beliefs influence the model's three constructs: perceived ease of use, perceived usefulness, and actual use. This study has new finding that contributes to TAM, and the reasons are deliberated.

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1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 1989User Acceptance of Computer Technology: A Comparison of Two Theoretical Models 2015A primer on partial least squares structural equation modeling (PLS-SEM)1979A Paradigm for Developing Better Measures of Marketing Constructs 1998The partial least squares approach for structural equation modeling.2009\nThe use of partial least squares path modeling in international marketing 1985A technology acceptance model for empirically testing new end-user information systems : theory and results

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