results showed that the constructs PE, EE, FC, SI, and HM
(except H) were significant and were strong predictors in the
adoption of LMS. This study attempted to address the limitations of the original UTAUT2 model and has developed
an amalgamated model by incorporating new (moderating)
variables such as cultural dimensions and technology
awareness. It is expected that the proposed model will serve
as a guide for the management of higher educational institutions considering the adoption of LMS at their institutions.
The literature is lacking in the implementation of the original
UTAUT2 model in LMS adoption by instructors in the
cultural context of higher educational institutions. The new
aggregated technology adoption model may be considered as
a transferable model that can be applied to test instructors’
behavioral intentions in other regions. Thus, the proposed
model provides a new methodology, fills gaps in the literature, and thus reflects an effort to expand the UTAUT2
model so that it can be applied to other educational institutions in different regions. Due to cultural similarities
between Saudi Arabia and other Gulf countries such as
Jordon, Kuwait, and Qatar, the results can also be generalized to other GCC countries. Furthermore, the enhanced
questionnaire developed for this study offers a unique
instrument for researchers in the adoption of LMS in
non-Western countries. Hence, this is the first study of its
kind which applied the extended UTAUT2 model in
exploring instructors’ intention to use LMS in higher educational institutions of Saudi Arabia and is expected to be
applicable in higher educational institutions of other GCC
countries.
References
Al-saggaf, Y. (2004). The effect of online community on offline
community in Saudi Arabia. Ejisdc, 1–16.
Al-Gahtani, S. S., Hubona, G. S., & Wang, J. (2007). Information
technology (IT) in Saudi Arabia: Culture and the acceptance and use
of IT. Information & Management, 44(8), 681–691. https://doi.org/
10.1016/j.im.2007.09.002.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user
acceptance of information technology. MIS Quarterly, 319–340.
Doutrich, D., Hoeskel, R., Wykoff, L., & Thiele, J. (2005). No Title.
Teaching Teachers to Teach with Technology, 36(1), 25–31.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and
behavior: An introduction to theory and research. Don Mills,
Ontario: Addison-Wesley Publishing Company.
Hofstede, G. (1980). Culture and organizations. International Studies of
Management & Organization, 10(4), 15–41.
Nett, B. (2008). A community of practice among tutors enabling
student participation in a seminar preparation. Computer-Supported
Collaborative Learning, 3, 53–67.
Rogers, E. M. (1995). Diffusion of innovations (12th ed.).
Sharma, S. A. T., Paul, A., Gillies, D., Conway, C., Nesbitt, S.,
Ripstein, I. R. A., Simon, I., & Mcconnell, K. (2011). Learning/
Curriculum Management Systems (LCMS): Emergence of a new
wave in medical education. Learning, 11(13).
Tosunta, B., Karada, E., & Orhan, S. (2015). The factors affecting
acceptance and use of interactive whiteboard within the scope of
FATIH project: A structural equation model based on the Unified
Theory of acceptance and use of technology. Computers & Education, 81, 169–178. https://doi.org/10.1016/j.compedu.2014.10.009.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003).
User acceptance of information technology: Toward a unified view.
27(3), 425–478.
Venkatesh, V., Thong, J., & Xu, X. (2012). Consumer acceptance and
user of information technology: Extending the unified theory of
acceptance and use of technology. MIS Quarterly, 36(1), 157–178.
References
89
(except H) were significant and were strong predictors in the
adoption of LMS. This study attempted to address the limitations of the original UTAUT2 model and has developed
an amalgamated model by incorporating new (moderating)
variables such as cultural dimensions and technology
awareness. It is expected that the proposed model will serve
as a guide for the management of higher educational institutions considering the adoption of LMS at their institutions.
The literature is lacking in the implementation of the original
UTAUT2 model in LMS adoption by instructors in the
cultural context of higher educational institutions. The new
aggregated technology adoption model may be considered as
a transferable model that can be applied to test instructors’
behavioral intentions in other regions. Thus, the proposed
model provides a new methodology, fills gaps in the literature, and thus reflects an effort to expand the UTAUT2
model so that it can be applied to other educational institutions in different regions. Due to cultural similarities
between Saudi Arabia and other Gulf countries such as
Jordon, Kuwait, and Qatar, the results can also be generalized to other GCC countries. Furthermore, the enhanced
questionnaire developed for this study offers a unique
instrument for researchers in the adoption of LMS in
non-Western countries. Hence, this is the first study of its
kind which applied the extended UTAUT2 model in
exploring instructors’ intention to use LMS in higher educational institutions of Saudi Arabia and is expected to be
applicable in higher educational institutions of other GCC
countries.
References
Al-saggaf, Y. (2004). The effect of online community on offline
community in Saudi Arabia. Ejisdc, 1–16.
Al-Gahtani, S. S., Hubona, G. S., & Wang, J. (2007). Information
technology (IT) in Saudi Arabia: Culture and the acceptance and use
of IT. Information & Management, 44(8), 681–691. https://doi.org/
10.1016/j.im.2007.09.002.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user
acceptance of information technology. MIS Quarterly, 319–340.
Doutrich, D., Hoeskel, R., Wykoff, L., & Thiele, J. (2005). No Title.
Teaching Teachers to Teach with Technology, 36(1), 25–31.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and
behavior: An introduction to theory and research. Don Mills,
Ontario: Addison-Wesley Publishing Company.
Hofstede, G. (1980). Culture and organizations. International Studies of
Management & Organization, 10(4), 15–41.
Nett, B. (2008). A community of practice among tutors enabling
student participation in a seminar preparation. Computer-Supported
Collaborative Learning, 3, 53–67.
Rogers, E. M. (1995). Diffusion of innovations (12th ed.).
Sharma, S. A. T., Paul, A., Gillies, D., Conway, C., Nesbitt, S.,
Ripstein, I. R. A., Simon, I., & Mcconnell, K. (2011). Learning/
Curriculum Management Systems (LCMS): Emergence of a new
wave in medical education. Learning, 11(13).
Tosunta, B., Karada, E., & Orhan, S. (2015). The factors affecting
acceptance and use of interactive whiteboard within the scope of
FATIH project: A structural equation model based on the Unified
Theory of acceptance and use of technology. Computers & Education, 81, 169–178. https://doi.org/10.1016/j.compedu.2014.10.009.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003).
User acceptance of information technology: Toward a unified view.
27(3), 425–478.
Venkatesh, V., Thong, J., & Xu, X. (2012). Consumer acceptance and
user of information technology: Extending the unified theory of
acceptance and use of technology. MIS Quarterly, 36(1), 157–178.
References
89
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