Explaining faculty members’ behavioral intention to use learning management systems

Utilizing learning management system (LMS) in higher education and the factors could explain it is an emerging research field. Limited research has investigated factors influencing the adoption of LMS as a distinct system of e-learning as well as these studies mainly investigate the determinants of intention to use LMS from students and less from the point of view of the university instructors. This study investigates the factors that explain LMS acceptance from the faculty members. A version of the technology acceptance model including five external factors (perceived self-efficacy, subjective norm, image, technological complexity, and facilitating conditions) is proposed. The sample consists of 378 faculty members from 20 universities of Greece who declared to use LMS. A variance-based structural equation modeling was applied and ten out of thirteen hypotheses were confirmed. The total explained variance of behavioral intention to use LMS is estimated at 73%. Attitudes toward use, perceived usefulness, perceived easy of use, technological complexity, perceived self-efficacy, and subjective norm are the main determinants of faculty members’ behavioral intention to use LMS. Implications for training, educational policy, as well as the design and/or use of educational information systems are discussed.