of planned behavior by Ajzen (1985), the greatest determinant of action is the ‘intention’, which is the user’s
willingness to perform a particular action.
The study in this book intends to answer the following
central research question: To what extent do independent
variables (such as EE, PE, SI, FC, HM, and H) and moderating variables of the proposed model influence instructors’ behavioral intentions to use LMS in HEIs? Thus, this
research identifies the following research sub-questions:
• RQ 1: To what extent (if any) is behavioral intention
(BI) a predictor of use behavior (UB) of LMSs at HEIs?
• RQ 2: To what extent (if any) do independent variables
(EE, PE, SI, FC, HM, and H) affect instructors’ behavioral intentions to adopt an LMS at HEIs?
• RQ 3: Which out of the six independent variables (EE,
PE, SI, FC, HM, and H) delivers the most significant
contribution to instructors’ behavioral intentions to adopt
an LMS at HEIs?
• RQ 4: To what extent (if any), do moderate variables
moderate the relationship between the dependent and
independent variables?
1.2 The Approach of This Research Project
In this research, the explanatory technique is selected
because in the context of higher educational institutions, the
variables (of UTAUT2) for the research were largely well
known in the literature, and statistical techniques
(SPSS/Amos) are used to identify the significant variables.
The quantitative data were collected via a survey questionnaire. This research used structural equation modeling
(SEM) to assess the adequacy of the conceptual model and
the measurement model by the SPSS/Amos program. In this
research project, we used the exploratory factor analysis
(EFA), followed by confirmatory factor analysis (CFA) that
validates the measurement model in the proposed research
model.
1.3 Contribution and Significance
of the Research
The research accomplished and reported in this book contributes to reducing the gap in scholarly research regarding
instructors’ perceptions of the adoption of LMS at HEIs.
This research identifies the significant variables that influence instructors’ behavioral intentions to adopt an LMS in
the cultural context of HEIs. Hence, this research offers the
administrators of HEIs with the facility to recognize the
variables that influence the instructors’ adoption of LMS and
to incorporate these influential variables into the planning,
investment, and implementation phases for effective adoption and use of LMS.
To capture the ignored variables, this research extends the
UTAUT2 model into three dimensions. The suggested
amalgamated model attempts to address the limitations of
the original UTAUT2 model by integrating new constructs
in the context of HEIs. The inclusion of additional variables
makes it the first study of its kind applied to the UTAUT2
model in higher educational institutions (HEIs). This
research also confirms the viability of the UTAUT2 model in
non-Western countries such as Saudi Arabia. This research
adds to the body of knowledge on LMS by proposing a
theoretical model that integrates Hofstede’s (1980) cultural
dimensions with the UTAUT2 model (Baptista & Oliveira,
2015), providing novel insights into the cultural context of
HEIs.
In this book, we adopt the instruments established by
Venkatesh et al. (2012) and Hofstede’s (1980) value survey
module (VSM) with some modifications suitable for educational settings. The extended instrument offers new means
for further research in the adoption of LMS in non-Western
countries. By using the results of the research presented in
this book, the administrators of HEIs may encourage and
convince instructors and students of how easy it is to use and
how useful this new technology is for them, thereby
encouraging an increase in the use of the LMS in their
teaching and learning processes.
1.4 The Organization of This Book
To meet the objective of advancing the use and appreciation
of LMS in higher education in the context of the Middle
East, this book contains nine chapters. This chapter presents
an overview of the genesis of this book through the
description of the background, statement of the problem,
gaps in the literature, aims and objectives, approach, and
significance of this research. In Chap. 2, we discuss the
adoption of new technology in general. Chapter 3 presents
the importance of LMS, the historical perspective of LMS,
types of LMS and its users, and key features of LMS.
Chapter 4 discusses the adoption of new technology in the
cultural context of Saudi Arabia. Chapter 5 compares different technology adoption models, and then builds a model
on the modified unified theory of acceptance and use of
technology (UTAUT2). This research presented in this book
extends the UTAUT2 model with ‘technology awareness’
and ‘Hofstede’s cultural dimensions’ as moderating variables of the UTAUT2 model. In Chap. 6, we explain the
chosen methodology by emphasizing the important features,
strengths, and weaknesses of various approaches and
1.1 Introduction
3
willingness to perform a particular action.
The study in this book intends to answer the following
central research question: To what extent do independent
variables (such as EE, PE, SI, FC, HM, and H) and moderating variables of the proposed model influence instructors’ behavioral intentions to use LMS in HEIs? Thus, this
research identifies the following research sub-questions:
• RQ 1: To what extent (if any) is behavioral intention
(BI) a predictor of use behavior (UB) of LMSs at HEIs?
• RQ 2: To what extent (if any) do independent variables
(EE, PE, SI, FC, HM, and H) affect instructors’ behavioral intentions to adopt an LMS at HEIs?
• RQ 3: Which out of the six independent variables (EE,
PE, SI, FC, HM, and H) delivers the most significant
contribution to instructors’ behavioral intentions to adopt
an LMS at HEIs?
• RQ 4: To what extent (if any), do moderate variables
moderate the relationship between the dependent and
independent variables?
1.2 The Approach of This Research Project
In this research, the explanatory technique is selected
because in the context of higher educational institutions, the
variables (of UTAUT2) for the research were largely well
known in the literature, and statistical techniques
(SPSS/Amos) are used to identify the significant variables.
The quantitative data were collected via a survey questionnaire. This research used structural equation modeling
(SEM) to assess the adequacy of the conceptual model and
the measurement model by the SPSS/Amos program. In this
research project, we used the exploratory factor analysis
(EFA), followed by confirmatory factor analysis (CFA) that
validates the measurement model in the proposed research
model.
1.3 Contribution and Significance
of the Research
The research accomplished and reported in this book contributes to reducing the gap in scholarly research regarding
instructors’ perceptions of the adoption of LMS at HEIs.
This research identifies the significant variables that influence instructors’ behavioral intentions to adopt an LMS in
the cultural context of HEIs. Hence, this research offers the
administrators of HEIs with the facility to recognize the
variables that influence the instructors’ adoption of LMS and
to incorporate these influential variables into the planning,
investment, and implementation phases for effective adoption and use of LMS.
To capture the ignored variables, this research extends the
UTAUT2 model into three dimensions. The suggested
amalgamated model attempts to address the limitations of
the original UTAUT2 model by integrating new constructs
in the context of HEIs. The inclusion of additional variables
makes it the first study of its kind applied to the UTAUT2
model in higher educational institutions (HEIs). This
research also confirms the viability of the UTAUT2 model in
non-Western countries such as Saudi Arabia. This research
adds to the body of knowledge on LMS by proposing a
theoretical model that integrates Hofstede’s (1980) cultural
dimensions with the UTAUT2 model (Baptista & Oliveira,
2015), providing novel insights into the cultural context of
HEIs.
In this book, we adopt the instruments established by
Venkatesh et al. (2012) and Hofstede’s (1980) value survey
module (VSM) with some modifications suitable for educational settings. The extended instrument offers new means
for further research in the adoption of LMS in non-Western
countries. By using the results of the research presented in
this book, the administrators of HEIs may encourage and
convince instructors and students of how easy it is to use and
how useful this new technology is for them, thereby
encouraging an increase in the use of the LMS in their
teaching and learning processes.
1.4 The Organization of This Book
To meet the objective of advancing the use and appreciation
of LMS in higher education in the context of the Middle
East, this book contains nine chapters. This chapter presents
an overview of the genesis of this book through the
description of the background, statement of the problem,
gaps in the literature, aims and objectives, approach, and
significance of this research. In Chap. 2, we discuss the
adoption of new technology in general. Chapter 3 presents
the importance of LMS, the historical perspective of LMS,
types of LMS and its users, and key features of LMS.
Chapter 4 discusses the adoption of new technology in the
cultural context of Saudi Arabia. Chapter 5 compares different technology adoption models, and then builds a model
on the modified unified theory of acceptance and use of
technology (UTAUT2). This research presented in this book
extends the UTAUT2 model with ‘technology awareness’
and ‘Hofstede’s cultural dimensions’ as moderating variables of the UTAUT2 model. In Chap. 6, we explain the
chosen methodology by emphasizing the important features,
strengths, and weaknesses of various approaches and
1.1 Introduction
3