2019
Influencing factors on students' continuance intention to use Learning Management System (LMS)
ZARERAVASAN, Ahad a A. ASHRAFIZákladní údaje
Originální název
Influencing factors on students' continuance intention to use Learning Management System (LMS)
Autoři
ZARERAVASAN, Ahad (203 Česká republika, domácí) a A. ASHRAFI (840 Spojené státy)
Vydání
NEW YORK, PROCEEDINGS OF 9TH INTERNATIONAL CONFERENCE ON INFORMATION COMMUNICATION AND MANAGEMENT (ICICM 2019), od s. 165-169, 5 s. 2019
Nakladatel
ASSOC COMPUTING MACHINERY
Další údaje
Jazyk
angličtina
Typ výsledku
Stať ve sborníku
Obor
10201 Computer sciences, information science, bioinformatics
Stát vydavatele
Spojené státy
Utajení
není předmětem státního či obchodního tajemství
Forma vydání
elektronická verze "online"
Kód RIV
RIV/00216224:14560/19:00120602
Organizační jednotka
Ekonomicko-správní fakulta
ISBN
978-1-4503-7188-9
UT WoS
000518414100033
Klíčová slova anglicky
Expectation-confirmation theory (ECT); Learning management system (LMS); Technology acceptance model (TAM)
Změněno: 16. 5. 2022 08:19, Mgr. Pavlína Kurková
Anotace
V originále
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.