Post-adoption usage behaviour of learning management system continuance intention and work outcomes among educators
Nowadays, the Learning Management System (LMS) is becoming almost a requisite tool in education. Whether focusing on classroom-based education or distance education, most universities now use LMS to improve, and support learning and teaching processes. Currently, there is very limited empirical rese...
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| フォーマット: | 学位論文 |
| 言語: | English English English |
| 出版事項: |
2018
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| オンライン･アクセス: | https://etd.uum.edu.my/9646/1/s94990_01.pdf https://etd.uum.edu.my/9646/2/s94990_02.pdf https://etd.uum.edu.my/9646/3/s94990_references.docx https://etd.uum.edu.my/9646/ |
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| 要約: | Nowadays, the Learning Management System (LMS) is becoming almost a requisite tool in education. Whether focusing on classroom-based education or distance education, most universities now use LMS to improve, and support learning and teaching processes. Currently, there is very limited empirical research that had been conducted on educators' work outcomes on the post-adoption stage of LMS. Thus, this study investigated the factors affecting work outcomes on the users' continuous usage behaviour of LMS, based on the integration of Self-Determination Theory (SDT), Technology Acceptance Model (TAM), and Information System (IS) Continuance Model. The purpose of this study was to examine the LMS users' postadoption usage behaviours on the relationship between predictors and work outcomes from the educator's perspective in the Malaysian context, specifically among the factors of perceived autonomy, perceived competence, perceived relatedness, perceived usefulness, perceived ease of use, confirmation, satisfaction, continuance intention, and work outcomes. The study employed the cross-sectional survey methodology. The sample was drawn from Malaysian HEIs (public universities) using a stratified random sampling procedure based on the directory provided by the Ministry of Higher Education (MOHE). A total of 800 questionnaires were distributed through self-administrated survey and email/web-based survey to public university educators in Malaysia. The study received 389 responses, which represents a 48.6% returned rate. Structural Equation Modelling (SEM) was used with Analysis of Moment Structures (AMOS) version 22.0 to analyse the data. Based on the developed theoretical framework, 20 main hypotheses were established and statistically tested. The obtained results indicated that the majority of the hypothesised direct relationships (13 out of 15 direct relationships) were supported. Additionally, the results of the mediation test provided that three mediating hypotheses out of five were significant. This study concluded with discussions on the theoretical and practical implications, limitation of study, and recommendation for future research. |
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