Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities

Saleh Ramadhan Alghamdi; Anass Bayaga

doi:10.12973/eurasia.2016.1281a

Full Text (PDF)

Saleh Ramadhan Alghamdi ¹, Anass Bayaga ² ^*

More Detail

¹ Flinders University, AUSTRALIA² University of Zululand, SOUTH AFRICA^* Corresponding Author

Abstract

Background:
Learning Management Systems have been adopted in various institutions due to their numerous functionalities to improve pedagogy. As a result faculty members are urged to utilise them for enhancing teaching and learning practices.

Material and methods:
Underpinning this study was a questionnaire distribution with a sample size of 222 faculty members in six universities. Cross-tabulation in a bar graph form and chi-square test were conducted to verify the observed differences between variables.

Results:
The findings revealed that older generation of faculty members tended to use LMS for many of their teaching activities than the younger counterparts. LMS was not actively used for most teaching purposes. Statistically significant association existed between resources organisations via LMS and restriction level (χ2 (12) = 24.890, p = 0.015). Attitude of those members who do not use LMS differ from those who use LMS for some and most teaching activities in terms of online examinations and social media.

Conclusions:
Attitude on LMS usage for pedagogical enrichment were based on individual faculty member's evaluation of the LMS.

Keywords

learning management system
teaching and learning activities
personal experiences
technological resources

License

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.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 9, September 2016, 2309-2330

https://doi.org/10.12973/eurasia.2016.1281a

Publication date: 29 Jun 2016

Article Views: 5804

Article Downloads: 4592

Open Access References How to cite this article

References

Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. Action Control: From Cognition to Behavior, 2, 11-39.
Ajzen, I. (1991). The theory of planned behaviour. Organisational Behavior and Human Decision Processes, 50(2), 179-211.
Ajzen, I. (2005). Attitudes, Personality, and behavior. Open University Press, Milton-Keynes.
Al-Busaidi, K. A., & Al-Shihi, H. (2010). Instructors’ acceptance of Learning Management Systems: a theoretical framework. Communications of the IBIMA, http://www.ibimapublishing.com/journals/CIBIMA/cibima.html.
Al-Siraihi Al-Harbi, K. (2011). E-Learning in the Saudi tertiary education: Potential and challenges. Applied Computing and Informatics, 9, 31-46.
Aljaloud, M. (2012). Barriers to implementing Learning Management Systems in Saudi Arabian higher education. Mastoral thesis, Flinders University.
Antonacci, D. M. (2002). Integrating technology into instruction in higher education. Technology Integration of higher Education, http//associations.missouristate.edu/assets/mohighedweb/ISTechnologyIntegrationinHigherEducation.pdf.
Assarch, A., & Bidokht, M. H. (2011). Barriers to e-teaching and e-learning. Procedia Computer Science, 3, 791-795.
Asiri, M. J., Mahmud, R. B., Abu Bakar, K., & Mohd Ayub, A. F. B. (2012). Factors influencing the use of learning management system in Saudi Arabian higher education: A theoretical framework. Higher Education Studies, 2 (2).
Avraamidou, L. (2013). Prospective elementary teacher’s orientations and experiences that impacted their development. International Journal of Science Education, 33 (10), 1698- 1724.
Bennett, J., & Bennett, L. (2003). A review of factors that influence the diffusion of innovation when structuring a faculty training program. The Internet and Higher Education, 6 (1), 53–63.
Chan, J. F. (2009). Designing and developing training programs: Pfeiffer essential guides to training basics. San Francisco: Wiley.
Cigdem, H., & Topcu, A. (2015). Predictors of instructors’behavioral intention to use learning management system: A Turkish vocational college example. Computers in Human Behavior, 52, 22-28.
Coates, H., James, R., & Baldwin, G. (2005). A critical examination of the effects of learning management systems on university teaching and learning. Tertiary Education and Management, 11, 19–36.
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information systems success: a 10-year update. Journal of Management Information Systems, 19(4), 9-30.
Dooley, K. E. (1999). Towards a holistic model for the diffusion of educational technologies: an integrative review of educational innovation studies. Educational Technology & Society, 2 (4), 35–45.
Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the Technology Acceptance Model (TAM) to examine Faculty use of Learning Management Systems (LMSs) in higher education institutions. MERLOT Journal of Online Learning and Teaching, 11(2), 210- 232.
Field, A. (2005). Discovering statistics using SPSS. London: Sage Publications.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: Introduction to theory and research. Reading, MA: Addison-Wesley.
Garrote, R., & Pettersson, T. (2007). Lecturers’ attitudes about the use of Learning Management Systems in engineering education: a Swedish case study. Australasian Journal of Educational Technology, 23 (3), 327.
Green, K. C. (2013). Campus IT officers affirm the instructional integration of IT as their top priority, offer mixed reviews on IT effectiveness and outsourcing for online education. Campus Computing. http://www.camuscomputing.net/sites/files/CampusComputing2013_I.pdf.
Govindasamy, T. (2001). Successful implementation of e-learning: pedagogical considerations. The Internet and Higher Education, 4 (3), 287–99.
Hernandez-Ramos, J.P., Martinez-Abad, F., Gracia- Penalvo, F., Herrera- Garcia, M. E., & Rodriguez-Conde, M. (2014). Teachers’ attitude regarding the use of ICT. A factor reliability and validity study. Computers in Human Behaviour, 31, 509-516.
Hussein, H. B. (2011). Attitudes of Saudi universities faculty members towards using learning management system (JUSUR). Turkish Online Journal of Educational Technology, 10 (2).
Kamal, B. (2013). Concerns and professional development needs of faculty at King Abdul-Aziz University in Saudi Arabia in adopting online teaching. Kansas State University.
Lim, C. P., & Pennen, P. (2012). Building the capacity of Inodnesian education universities for ICT in pre-service teacher education: A case study of a strategic planning exercise. In C. P. Lim & C. C. Chai (Eds.), Building the ICT capacity of the next generation of teachers in Asai. Australasian Journal of Educational Technology, 28 (6), 1061-1067.
Ma, W. W., Anderson, R., & Streith, K. (2005). Examining user acceptance of computer technology: An empirical study of student teachers. Journal of Computer Assisted Learning, 21(6), 387-395.
Mayhorn, C. B., Stronge, A. J., McLaughlin, A. C., & Rogers, W. A (2004). Older adults, computer training, and the systems approach: a formula for success. Educational Gerontology, 30 (3), 185–203.
McGill, T.J., Klobas, J. E., & Renzi, S. (2014). Critical success factors for the continuation of elearning initiatives. Internet and Higher Education, 22, 24-36.
Motaghian, H., Hassanzadeh, A., & Moghadam, D. K. (2013). Factors affecting university instructors’ adoption of web-based learning systems: Case study of Iran. Computers & Education, 61, 158-107.
Mtebe, J.S., & Raisamo, R. (2014). Challenges and Instructors’intention to adopt and use Open Educational Resources in Higher Education in Tanzania. The International Review of research in Open and Disatnce Learning, 15 (1), 250-271.
Ndubisi, N. (2006). Factors of online learning adoption: A comparative juxtaposition of the theory of planned behaviour and the technology acceptance model. International Journal on e-learning, 5(4), 571-591.
Ong, C., & Lai, J. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behaviour, 22(5), 816-829.
Pallant, J. (2013). A step by step guide to data analysis using IBM SPSS: Survival manual (5th ed.). Berkshire: Open University Press.
Pituch, K. A., & Lee, Y. K.. (2006). The influence of system characteristics on e-learning use. Computers and Education, 47, 222-244.
Reigeluth, C. M., & Garfinkle, R. J. (1994). (Eds.). Systemic change in education. Englewood Cliffs, NJ: Educational Technology Publication.
Roca, J. C., Chiu, C. M., & Martínez, F. J. (2006). Understanding e-learning continuance intention: an extension of the Technology Acceptance Model. International Journal of Human-Computer Studies, 64 (8), 683–96.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
Selim, H. M. (2007). Critical success factors for e-learning acceptance. Confirmatory factor Models. Computers & Education, 49(2), 894-905.
Tabachnick, B., & Fidell, L. (2013). Using Multivariate Statistics. (6th. Ed.). Boston: Pearson Education.
Teo, T., & Noyes, J. (2011). An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modelling approach. Computers & Education, 57(2), 1645-1653.
Tsai, C. C., & Chai, C. S. (2012). The “third”-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6), 1057-1060.
Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a research agenda on interventions. Journal of Information Technology, 39, 273-315.
Wang, W. T., & Wang, C. C. (2009). An empirical study of instructor adoption of web-based learning systems. Computers & Educaton, 53, 761-774.
West, R. E., Waddoups, G., & Graham, C. R. (2007). Understanding the experiences of instructors as they adopt a course management system. Educational Technology Research and Development, 55 (1), 1–26.

How to cite this article

APA

Alghamdi, S. R., & Bayaga, A. (2016). Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2309-2330. https://doi.org/10.12973/eurasia.2016.1281a

Vancouver

Alghamdi SR, Bayaga A. Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities. EURASIA J Math Sci Tech Ed. 2016;12(9):2309-30. https://doi.org/10.12973/eurasia.2016.1281a

AMA

Alghamdi SR, Bayaga A. Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities. EURASIA J Math Sci Tech Ed. 2016;12(9), 2309-2330. https://doi.org/10.12973/eurasia.2016.1281a

Chicago

Alghamdi, Saleh Ramadhan, and Anass Bayaga. "Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 9 (2016): 2309-2330. https://doi.org/10.12973/eurasia.2016.1281a

Harvard

Alghamdi, S. R., and Bayaga, A. (2016). Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), pp. 2309-2330. https://doi.org/10.12973/eurasia.2016.1281a

MLA

Alghamdi, Saleh Ramadhan et al. "Use and Attitude towards Learning Management Systems (LMS) in Saudi Arabian Universities". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 9, 2016, pp. 2309-2330. https://doi.org/10.12973/eurasia.2016.1281a