Influencing factors on students' continuance intention to use Learning Management System (LMS)

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14560%2F19%3A00120602" target="_blank" >RIV/00216224:14560/19:00120602 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1145/3357419.3357429" target="_blank" >http://dx.doi.org/10.1145/3357419.3357429</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1145/3357419.3357429" target="_blank" >10.1145/3357419.3357429</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Influencing factors on students' continuance intention to use Learning Management System (LMS)

Popis výsledku v původním jazyce

In the last decades, universities and higher education institutes have widely employed learning management system (LMS) to monitor and manage online learning and teaching. Contrary to the significant role of LMS in educational settings, most research has focused on initial acceptance, and few attempts have been made to investigate factors influencing students' continuance intention to use LMS. The present study is an effort towards this research direction by proposing an integrated model of Expectation-Conformation Theory (ECT), and Technology Acceptance Model (TAM). The proposed model was tested using statistical data from 153 students from an online university. To verify the proposed theoretical model, we ran partial least squares (PLS)/structured equation modeling (SEM). The findings of this study revealed that the perceived usefulness is the strongest predictor of students' continuance intention. Surprisingly, our results also indicated that students' attitude toward LMS and their satisfaction level exert no significant influence on continuance intention.

Název v anglickém jazyce

Influencing factors on students' continuance intention to use Learning Management System (LMS)

Popis výsledku anglicky

In the last decades, universities and higher education institutes have widely employed learning management system (LMS) to monitor and manage online learning and teaching. Contrary to the significant role of LMS in educational settings, most research has focused on initial acceptance, and few attempts have been made to investigate factors influencing students' continuance intention to use LMS. The present study is an effort towards this research direction by proposing an integrated model of Expectation-Conformation Theory (ECT), and Technology Acceptance Model (TAM). The proposed model was tested using statistical data from 153 students from an online university. To verify the proposed theoretical model, we ran partial least squares (PLS)/structured equation modeling (SEM). The findings of this study revealed that the perceived usefulness is the strongest predictor of students' continuance intention. Surprisingly, our results also indicated that students' attitude toward LMS and their satisfaction level exert no significant influence on continuance intention.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

PROCEEDINGS OF 9TH INTERNATIONAL CONFERENCE ON INFORMATION COMMUNICATION AND MANAGEMENT (ICICM 2019)

ISBN

9781450371889

ISSN

—

e-ISSN

—

Počet stran výsledku

5

Strana od-do

165-169

Název nakladatele

ASSOC COMPUTING MACHINERY

Místo vydání

NEW YORK

Místo konání akce

NEW YORK

Datum konání akce

1. 1. 2019

Typ akce podle státní příslušnosti

CST - Celostátní akce

Kód UT WoS článku

000518414100033