finding contradicts the finding of the original model and
needs to be retested in the future to determine the reason
for it not being significant.
• The focus of this study was limited to the investigation of
the original constructs of the UTAUT2 model and moderating variables (age, experience, technology awareness,
and Hofstede’s cultural dimensions) as influential variables of LMS adoption. Future studies could explore and
analyze all the possible variables (such as system quality,
students’ feedback, organizational factors, instructors’
attitude, and curriculum) which may influence the adoption of LMS. This would give a more complete picture of
all of the factors that influence the adoption of LMS.
9.5 Macro-Level and Micro-Level
Recommendations
Based on findings from this research study, the recommendations are made and classified into two (micro and macro)
levels for possible improvement of LMS adoption at higher
educational institutions.
The first level (macro-level) includes recommendations
for the management of higher educational institutions, LMS
designers and the Ministry of Education (MoE) while the
second level (micro-level) recommendations include the
recommendations for instructors and researchers.
9.5.1 Macro-Level Recommendations
1. Providing Required Technical Support and Facilitating Conditions: This research showed that facilitating
conditions and availability of resources are the most
significant predictors of LMS adoption. Therefore,
management should consider providing all necessary
technical support and facilitating conditions, such as
offering training workshops on LMS. The management
should facilitate the quick access of instructors to the
resources needed for the use of LMS. Furthermore,
because of the rate at which technological development
and growth are taking place, prospective institutions may
find it important to have round the clock continuous
technical support. For this purpose, training can be
organized in the institutions, call centers can be established to get immediate solutions to problems or a continuous consultancy may be offered to the instructors
(Tosunta, Karada, & Orhan, 2015). Also, walk-in professional development programs on instructional technology, online courses, and technology-related topics
could be organized for all instructors of higher
educational institutions. The availability of technical
support and workshops improve their level of comfort in
using LMS. Hence, the policymakers should consider
well-organized efforts to provide the full technical support, resources, and training to the instructors of the
higher educational institutions to improve the adoption of
LMS. The findings and suggestions of this study would
allow MoE and higher educational institutions management to re-evaluate their existing practices and support
systems for LMS, and if there are issues that need to be
addressed.
2. Making Technological Teaching and Resource Centers: The majority of the instructors agreed that the
management is focusing on the technical support of the
students. There is no dedicated technical support available for the teaching staff. In case of any problems, the
same IT staff come and try to resolve the technical
problems. Due to this trial and error troubleshooting, the
teaching and learning process suffers. Hence, besides
regular technical support centers, it is recommended that
well-resourced technical support centers for teaching staff
be developed. The recommended technical support center
should have a high-bandwidth Internet connection
through which multi-disciplinary pedagogical materials
can be accessed. It should provide training to troubleshoot simple technology-related issues. It should also
have online consulting to assist instructors with a variety
of instructional technology and technical support.
Walk-in help centers to promptly troubleshoot technical
problems are also recommended. In this regard, it is
recommended to make a liaison between coordinator
positions to build bridges between technical staff, academic departments, instructors, and students. It is also
recommended that instructors could be motivated, compensated, and supported with incentives such as
hand-held projectors and laptops for their seamless content delivery.
3. Addressing instructors’ uncertainty situations (such
as fears about safety, security, and accessibility) of
stored data: The concerns regarding safety, security,
accessibility of teaching material, and stored assessments
continue to be the key fears of the instructors in LMS
adoption. The management of HEIs should build the trust
of instructors regarding technology by investing in
technology improvement, data privacy, and security.
The LMS providers should incorporate modern technological advances to secure the data in the LMS to make
instructors more comfortable and to have more confidence in using technology. LMS providers, MoE, and the
management of the HEIs should also evaluate the legal
issues related to data privacy, and its security to build
86
9 Conclusions and the Road Ahead
needs to be retested in the future to determine the reason
for it not being significant.
• The focus of this study was limited to the investigation of
the original constructs of the UTAUT2 model and moderating variables (age, experience, technology awareness,
and Hofstede’s cultural dimensions) as influential variables of LMS adoption. Future studies could explore and
analyze all the possible variables (such as system quality,
students’ feedback, organizational factors, instructors’
attitude, and curriculum) which may influence the adoption of LMS. This would give a more complete picture of
all of the factors that influence the adoption of LMS.
9.5 Macro-Level and Micro-Level
Recommendations
Based on findings from this research study, the recommendations are made and classified into two (micro and macro)
levels for possible improvement of LMS adoption at higher
educational institutions.
The first level (macro-level) includes recommendations
for the management of higher educational institutions, LMS
designers and the Ministry of Education (MoE) while the
second level (micro-level) recommendations include the
recommendations for instructors and researchers.
9.5.1 Macro-Level Recommendations
1. Providing Required Technical Support and Facilitating Conditions: This research showed that facilitating
conditions and availability of resources are the most
significant predictors of LMS adoption. Therefore,
management should consider providing all necessary
technical support and facilitating conditions, such as
offering training workshops on LMS. The management
should facilitate the quick access of instructors to the
resources needed for the use of LMS. Furthermore,
because of the rate at which technological development
and growth are taking place, prospective institutions may
find it important to have round the clock continuous
technical support. For this purpose, training can be
organized in the institutions, call centers can be established to get immediate solutions to problems or a continuous consultancy may be offered to the instructors
(Tosunta, Karada, & Orhan, 2015). Also, walk-in professional development programs on instructional technology, online courses, and technology-related topics
could be organized for all instructors of higher
educational institutions. The availability of technical
support and workshops improve their level of comfort in
using LMS. Hence, the policymakers should consider
well-organized efforts to provide the full technical support, resources, and training to the instructors of the
higher educational institutions to improve the adoption of
LMS. The findings and suggestions of this study would
allow MoE and higher educational institutions management to re-evaluate their existing practices and support
systems for LMS, and if there are issues that need to be
addressed.
2. Making Technological Teaching and Resource Centers: The majority of the instructors agreed that the
management is focusing on the technical support of the
students. There is no dedicated technical support available for the teaching staff. In case of any problems, the
same IT staff come and try to resolve the technical
problems. Due to this trial and error troubleshooting, the
teaching and learning process suffers. Hence, besides
regular technical support centers, it is recommended that
well-resourced technical support centers for teaching staff
be developed. The recommended technical support center
should have a high-bandwidth Internet connection
through which multi-disciplinary pedagogical materials
can be accessed. It should provide training to troubleshoot simple technology-related issues. It should also
have online consulting to assist instructors with a variety
of instructional technology and technical support.
Walk-in help centers to promptly troubleshoot technical
problems are also recommended. In this regard, it is
recommended to make a liaison between coordinator
positions to build bridges between technical staff, academic departments, instructors, and students. It is also
recommended that instructors could be motivated, compensated, and supported with incentives such as
hand-held projectors and laptops for their seamless content delivery.
3. Addressing instructors’ uncertainty situations (such
as fears about safety, security, and accessibility) of
stored data: The concerns regarding safety, security,
accessibility of teaching material, and stored assessments
continue to be the key fears of the instructors in LMS
adoption. The management of HEIs should build the trust
of instructors regarding technology by investing in
technology improvement, data privacy, and security.
The LMS providers should incorporate modern technological advances to secure the data in the LMS to make
instructors more comfortable and to have more confidence in using technology. LMS providers, MoE, and the
management of the HEIs should also evaluate the legal
issues related to data privacy, and its security to build
86
9 Conclusions and the Road Ahead