Faculty acceptance of the utilization of learning management systems in teaching

Abstract

Despite huge investments in Ghanaian universities for e-learning education, there exist lecturers who struggle with the adoption and use of open-source Learning Management Systems (LMSs) in teaching. The purpose of this study was to investigate the dominant drivers of the adoption and usage of LMS by faculty to enhance e-learning education in universities in Ghana. The study tested selected variables in Innovation Diffusion Theory, the Technology Acceptance Model, and some constructs pertaining to Image, Subjective Norms, and Facilitating conditions, based on data from a census of 435 lecturers, which secured 283 completed questionnaires. The fit indices revealed a good fit between the measurement model and the data: (χ2 = 383.23, df = 271, p < .05; SRMR = 0.046; TLI = 0.965; CFI = 0.971; RMSEA = 0.038. The SEM results showed that the hypothesized model appropriately matched the data: (χ2 = 360.39, df = 253, p < .05; SRMR = 0.048; CFI = 0.971; TLI = 0.964; RMSEA = 0.040. The results obtained from the test of hypotheses revealed that Perceived Ease of Use had a positive and significant relationship with Actual Use (β = 0.45, p < .05). Compatibility also had a significantly positive relationship with Perceived Usefulness (β = 0.62, p < .05). The study concludes that the responsibility of university authorities for providing ICT infrastructure, regular training, and other incentives to enable their faculty to appreciate and engage the e-learning environment is at the core of a successful adoption of educational technologies. Among others, the study recommends that university authorities provide continuous training in LMS use for their teaching staff, especially the slow adopters and non-users, to encourage greater adoption and use.