Factors Affecting Acceptance and Use of Learning Management System

Sri Retno Ekayanti, Irwansyah Irwansyah


The understanding of the importance of technology acceptance has generated many studies. these studies discussed technology implementation of information management communication systems which was able to identify and to access organizational character leading to its success or failure. (Ginzberg, 1981). Many models of acceptance and use with different determinants created to measure the agreement of information system users. (Melone, 1990). Each theory or model has been tested widely to predict user’s acceptance. (Venkatesh and Davis, 2000; Thompson et al., 1991). The understanding of Learning Management System’s acceptance is an essential factor to evaluate its success. (McGill and Klobas, 2009). LMS is a system consists of some features enabling the members of institution to share learning material as well as interaction between students, synchronously or asynchronously. (Vovides et al, 2007). LMS is software which can be used to deliver, to verify and to maintain learning processes. LMS has varied features such as management system, material distribution and other features allowing on-line collaboration. (Kotzer and Elran, 2011; Mahnegar, 2012). Several studies on acceptance and use of technology have shown relation between technology acceptance and success of technology implementation. (Venkatesh et al, 2003). Several studies on LMS have revealed the acceptance and its effect. However, none of them tried to prove whether the acceptance model was similar to extended UTAUT model developed by Venkatesh et al. The objective of this study is to explain correlation between constructs of ManageBac’s acceptance as LMS at Gandhi Memorial Intercontinental School, Jakarta. Furthermore, this study attempts to prove whether extended UTAUT model well applied at this educational institution

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DOI: http://dx.doi.org/10.7454/igcc.v2i0.108


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