UTAUT2 model with moderating variables. Technological ‘awareness’ and Hofstede’s (Hofstede, 1980) ‘cultural
dimensions’ were used as moderating variables of the
model. Although variables of the model are adapted from
the literature and the original UTAUT2 model, the proposed model is novel because this is the first study of its
kind which extended the UTAUT2 model into three
unique dimensions in exploring instructors’ intention to
use LMS in the cultural context of higher educational
institutions. In comparison to other models such as DOI,
UTAUT, and TAM, the proposed model is the most
comprehensive one.
• Implications for theory and practice of LMS adoption:
The output of this research has practical and theoretical
implications. It provides a base for educational managers
to consider how to implement LMS systems. This is
particularly relevant for areas of academia with low levels
of LMS use. Also, the work contributes to a theoretical
level to the use and extension of adoption theories relevant to understanding technology adoption within corporate educational environments.
• Research implications: The extension of the model into
new dimensions in the UTAUT2 model suggests new
avenues for the researchers in the area of technology
adoption models. The findings of this research will
enhance the understanding of the practicability of the
UTAUT2 model across multiple settings and cultures. It
is believed that the model could be replicated in other
regions of the world. This study offers the administrators
of higher educational institutions with the facility to
recognize the variables that influence the instructors’
intention to adopt LMS and to incorporate these
influential variables into the planning, investment, and
implementation for effective adoption of LMS. This study
adapted the original instrument developed by Venkatesh
et al. (2012) and Hofstede’s cultural dimensions with
some modifications suitable for educational and cultural
settings. Thus, this study provided new instruments to
assess the predictors of LMS in the cultural context of
higher educational institutions. It is expected that the
methodology used for this study can be used as a guide
for new researchers to aid in assessment of the predictors
of technology adoption.
• Practical Implications: The findings of this study lead to
the conclusion that ‘ease of use’ of an LMS is an
important factor that influences the behavioral intentions
of instructors to adopt an LMS. If the technology is easy
and straightforward to understand, then there is more
chance of its adoption. This suggests that instructors
having highly positive perceptions of ‘ease of use’ of the
LMS would have strong intentions to adopt an LMS
system. The finding indicated that ‘usefulness’ emerged
as one of the most influential variables influencing
instructors’ behavioral intention to adopt LMS at higher
educational institutions. This shows that instructors will
use LMS if they find it useful in their teaching process.
This implies that with the increase of benefits, convenience, and advantages (e.g. time-saving) of a technology, the more the likelihood of the acceptance of the
technology will also increase. There is consequently a
link between the perceived utility of the LMS and the
increase in the intention to adopt it. Therefore, the LMS
designers should design the LMS so that the instructors
should feel that LMS is useful and comfortable for their
teaching. A clear vision of the usefulness and positive
features of the LMS conveyed to the instructors and
students would motivate them to use LMS in their
teaching and learning. By using these results, the
administrators of higher educational institutions may
launch technology awareness programs, seminars, workshops, to convince instructors how easy to use and useful
this new technology is for them. This thereby encourages
an increase in usage of LMS in their teaching and
learning processes. Similarly, LMS designers can use the
findings to reassess and redesign the interface structure of
the LMS. To promote their product, LMS designers may
need to ensure that their systems are simple, easy-to-use,
user-friendly, and compatible with all teaching and
learning environments.
This research confirmed that facilitating conditions (FC)
and availability of resources are the significant predictors
influencing the behavioral intention to adopt the LMS. The
lack of required resources and facilitating conditions for
instructors act as a barrier and demotivate instructors from
using LMS in HEIs (Al-Gahtani et al. 2007). The management should consider providing all necessary technical
support and facilitating conditions such as necessary hardware, software, and also offer training workshops on LMS.
This will enhance their level of comfort in using LMS. The
findings and recommendations of this study would allow the
management of higher educational institutions to re-evaluate
their existing practices and support systems for LMS. This,
in turn, will improve the instructors’ perceptions about using
the LMS in their teaching.
In this study, technology awareness (TA) is introduced as
a new moderator and was found to be a significant moderator
of the model. The study showed that technology awareness
plays an important role in the adoption of new technology.
This suggests the need to raise awareness of modern technological developments and would be beneficial to all
stakeholders (instructors, administrators, and students) in
promoting the awareness and benefits of the LMS in the
teaching and learning process. The technology awareness
84
9 Conclusions and the Road Ahead
dimensions’ were used as moderating variables of the
model. Although variables of the model are adapted from
the literature and the original UTAUT2 model, the proposed model is novel because this is the first study of its
kind which extended the UTAUT2 model into three
unique dimensions in exploring instructors’ intention to
use LMS in the cultural context of higher educational
institutions. In comparison to other models such as DOI,
UTAUT, and TAM, the proposed model is the most
comprehensive one.
• Implications for theory and practice of LMS adoption:
The output of this research has practical and theoretical
implications. It provides a base for educational managers
to consider how to implement LMS systems. This is
particularly relevant for areas of academia with low levels
of LMS use. Also, the work contributes to a theoretical
level to the use and extension of adoption theories relevant to understanding technology adoption within corporate educational environments.
• Research implications: The extension of the model into
new dimensions in the UTAUT2 model suggests new
avenues for the researchers in the area of technology
adoption models. The findings of this research will
enhance the understanding of the practicability of the
UTAUT2 model across multiple settings and cultures. It
is believed that the model could be replicated in other
regions of the world. This study offers the administrators
of higher educational institutions with the facility to
recognize the variables that influence the instructors’
intention to adopt LMS and to incorporate these
influential variables into the planning, investment, and
implementation for effective adoption of LMS. This study
adapted the original instrument developed by Venkatesh
et al. (2012) and Hofstede’s cultural dimensions with
some modifications suitable for educational and cultural
settings. Thus, this study provided new instruments to
assess the predictors of LMS in the cultural context of
higher educational institutions. It is expected that the
methodology used for this study can be used as a guide
for new researchers to aid in assessment of the predictors
of technology adoption.
• Practical Implications: The findings of this study lead to
the conclusion that ‘ease of use’ of an LMS is an
important factor that influences the behavioral intentions
of instructors to adopt an LMS. If the technology is easy
and straightforward to understand, then there is more
chance of its adoption. This suggests that instructors
having highly positive perceptions of ‘ease of use’ of the
LMS would have strong intentions to adopt an LMS
system. The finding indicated that ‘usefulness’ emerged
as one of the most influential variables influencing
instructors’ behavioral intention to adopt LMS at higher
educational institutions. This shows that instructors will
use LMS if they find it useful in their teaching process.
This implies that with the increase of benefits, convenience, and advantages (e.g. time-saving) of a technology, the more the likelihood of the acceptance of the
technology will also increase. There is consequently a
link between the perceived utility of the LMS and the
increase in the intention to adopt it. Therefore, the LMS
designers should design the LMS so that the instructors
should feel that LMS is useful and comfortable for their
teaching. A clear vision of the usefulness and positive
features of the LMS conveyed to the instructors and
students would motivate them to use LMS in their
teaching and learning. By using these results, the
administrators of higher educational institutions may
launch technology awareness programs, seminars, workshops, to convince instructors how easy to use and useful
this new technology is for them. This thereby encourages
an increase in usage of LMS in their teaching and
learning processes. Similarly, LMS designers can use the
findings to reassess and redesign the interface structure of
the LMS. To promote their product, LMS designers may
need to ensure that their systems are simple, easy-to-use,
user-friendly, and compatible with all teaching and
learning environments.
This research confirmed that facilitating conditions (FC)
and availability of resources are the significant predictors
influencing the behavioral intention to adopt the LMS. The
lack of required resources and facilitating conditions for
instructors act as a barrier and demotivate instructors from
using LMS in HEIs (Al-Gahtani et al. 2007). The management should consider providing all necessary technical
support and facilitating conditions such as necessary hardware, software, and also offer training workshops on LMS.
This will enhance their level of comfort in using LMS. The
findings and recommendations of this study would allow the
management of higher educational institutions to re-evaluate
their existing practices and support systems for LMS. This,
in turn, will improve the instructors’ perceptions about using
the LMS in their teaching.
In this study, technology awareness (TA) is introduced as
a new moderator and was found to be a significant moderator
of the model. The study showed that technology awareness
plays an important role in the adoption of new technology.
This suggests the need to raise awareness of modern technological developments and would be beneficial to all
stakeholders (instructors, administrators, and students) in
promoting the awareness and benefits of the LMS in the
teaching and learning process. The technology awareness
84
9 Conclusions and the Road Ahead