9
Conclusions and the Road Ahead
9.1 Introduction
This chapter presents a summary of this book project. This
provides an overview of the key elements of research that
was undertaken in this project. The contributions and
insights toward LMS adoption, implications for theory and
practice regarding the use and adoption of the learning
management system, and the limitations of this study are
discussed. Finally, the recommendations for future research
are made.
9.2 Background of Research
This study developed a research model based on an extensive literature review of existing theories and models on
technology adoption in the cultural context of higher educational institutions. Numerous technology adoption models
such as technology acceptance model (TAM) by Davis
(1989), diffusion of innovation (DOI) by Rogers (1995),
theory of reasoned action (TRA) by Fishbein and Ajzen
(1975), and unified theory of acceptance and use of technology (UTAUT) by Venkatesh, Morris, Davis, and Davis
(2003) were reviewed. A modified UTAUT model (i.e.
UTAUT2) was adapted for this research. Based on the literature review, this research extended the UTAUT2 model
with Hofstede’s (Hofstede, 1980) ‘cultural dimensions’, and
‘technology awareness’ as the moderators of the model. In
this quantitative study, the data were collected via a survey
questionnaire.
The sample for the quantitative study belongs to a target
population of 2005 instructors of higher educational institutions. The quantitative data utilized structural equation
modeling (SEM) for 310 valid users of the learning management system (LMS) to assess the adequacy of the measurement model. The result of the analysis revealed that all
constructs of the UTAUT2 play a significant role in the
adoption of LMS technology except the construct ‘habit’.
The model was also tested with the inclusion of ‘technology
awareness’ and Hofstede’s cultural dimensions as the moderating variables. In moderating variables testing, it was
found that ‘experience’, ‘technological awareness’, and
‘cultural dimensions’ play a significant impact on the relationship between dependent and independent variables of the
model.
The following sections of the chapter provide the contributions, implications, areas for future research, and the
recommendations.
9.3 Advancing the Theory and Practice
of LMS Adoption
The research study in this book makes the following
contributions:
• Advancing the knowledge about LMS adoption and
usage: The original UTAUT2 model by Venkatesh et al.
(2012) was developed and tested in non-Western countries. The literature is lacking in the implementation of
this model in the adoption of LMS for instructors in the
cultural context of higher educational institutions. Thus,
this study contributes significantly to the body of
knowledge through the inclusion of a study on UTAUT2
in the cultural context of higher educational institutions.
This study also identifies the significant factors such as
‘performance expectancy’ (PE), ‘effect expectancy’ (EE),
‘social influence’ (SI), ‘facilitating conditions’ (FC), habit
(H), and ‘hedonic motivation’ (HM) that influence
instructors’ behavioral intentions to adopt LMS. This
research has extended the model into the following three
dimensions: The first extension is the ‘technological’
extension. In this study, ‘LMS technology’ was considered as a technological extension. The second extension
is the new ‘user population’ extension. The focus of this
study was the ‘instructors’ of higher educational institutions. The third extension of the model is the inclusion of
‘additional variables’. This research extended the
© Springer Nature Switzerland AG 2021
R. A. Khan and H. Qudrat-Ullah, Adoption of LMS in Higher Educational Institutions of the Middle East,
Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-030-50112-9_9
83
Conclusions and the Road Ahead
9.1 Introduction
This chapter presents a summary of this book project. This
provides an overview of the key elements of research that
was undertaken in this project. The contributions and
insights toward LMS adoption, implications for theory and
practice regarding the use and adoption of the learning
management system, and the limitations of this study are
discussed. Finally, the recommendations for future research
are made.
9.2 Background of Research
This study developed a research model based on an extensive literature review of existing theories and models on
technology adoption in the cultural context of higher educational institutions. Numerous technology adoption models
such as technology acceptance model (TAM) by Davis
(1989), diffusion of innovation (DOI) by Rogers (1995),
theory of reasoned action (TRA) by Fishbein and Ajzen
(1975), and unified theory of acceptance and use of technology (UTAUT) by Venkatesh, Morris, Davis, and Davis
(2003) were reviewed. A modified UTAUT model (i.e.
UTAUT2) was adapted for this research. Based on the literature review, this research extended the UTAUT2 model
with Hofstede’s (Hofstede, 1980) ‘cultural dimensions’, and
‘technology awareness’ as the moderators of the model. In
this quantitative study, the data were collected via a survey
questionnaire.
The sample for the quantitative study belongs to a target
population of 2005 instructors of higher educational institutions. The quantitative data utilized structural equation
modeling (SEM) for 310 valid users of the learning management system (LMS) to assess the adequacy of the measurement model. The result of the analysis revealed that all
constructs of the UTAUT2 play a significant role in the
adoption of LMS technology except the construct ‘habit’.
The model was also tested with the inclusion of ‘technology
awareness’ and Hofstede’s cultural dimensions as the moderating variables. In moderating variables testing, it was
found that ‘experience’, ‘technological awareness’, and
‘cultural dimensions’ play a significant impact on the relationship between dependent and independent variables of the
model.
The following sections of the chapter provide the contributions, implications, areas for future research, and the
recommendations.
9.3 Advancing the Theory and Practice
of LMS Adoption
The research study in this book makes the following
contributions:
• Advancing the knowledge about LMS adoption and
usage: The original UTAUT2 model by Venkatesh et al.
(2012) was developed and tested in non-Western countries. The literature is lacking in the implementation of
this model in the adoption of LMS for instructors in the
cultural context of higher educational institutions. Thus,
this study contributes significantly to the body of
knowledge through the inclusion of a study on UTAUT2
in the cultural context of higher educational institutions.
This study also identifies the significant factors such as
‘performance expectancy’ (PE), ‘effect expectancy’ (EE),
‘social influence’ (SI), ‘facilitating conditions’ (FC), habit
(H), and ‘hedonic motivation’ (HM) that influence
instructors’ behavioral intentions to adopt LMS. This
research has extended the model into the following three
dimensions: The first extension is the ‘technological’
extension. In this study, ‘LMS technology’ was considered as a technological extension. The second extension
is the new ‘user population’ extension. The focus of this
study was the ‘instructors’ of higher educational institutions. The third extension of the model is the inclusion of
‘additional variables’. This research extended the
© Springer Nature Switzerland AG 2021
R. A. Khan and H. Qudrat-Ullah, Adoption of LMS in Higher Educational Institutions of the Middle East,
Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-030-50112-9_9
83