Abstract—E-learning systems have become progressively more vital for universities, schools and other organisations to provide informational content and instructive resources. Incorporation of technology in learning and teaching environment is no longer an option, but a necessity. Still, the challenge for educational institutions is how to attract learners to their e-learning services. The study utilised an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model to investigate empirically the variables that influenced the students use of a Learning Management System (LMS) in Saudi tertiary education. The focus of this study is the impact of demographic characteristics of experience and training on the students’ use of the LMS. Based on survey data from 605 respondents, Partial Least Squares Structural Equation Modelling (PLS-SEM) in conjunction with multigroup analysis techniques were employed to assess the model. The results showed that experience moderated the relationship between behavioural intention and actual use, information quality and behavioural intention as well as social influence and actual use. Whereas only the association of information quality on performance expectancy was moderated by the training variable. These findings may contribute to a deeper understanding of e-learning students’ adoption behaviour. In light of these findings, the recommendations along with the study’s’ limitations were communicated.
Index Terms—e-Learning systems, PLS-SEM, moderators technology acceptance, UTAUT.
A. Alshehri is with Albaha University, Albaha, Saudi Arabia. He is also with Edinburgh Napier University, Edinburgh, United Kingdom (email: a.alyehyawi@bu.edu.sa). M. Rutter and S. Smith are with School of Computing, Edinburgh Napier University, Edinburgh, United Kingdom (e-mail: m.rutter@napier.ac.uk, s.smith@napier.ac.uk).
Cite:Ahmed Alshehri, Malcolm Rutter, and Sally Smith, "The Moderating Effects of Experience and Training on Students’ Use of a Learning Management System," International Journal of Information and Education Technology vol. 10, no. 9, pp. 685-693, 2020.
Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).