Factors Affecting Students' Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: [email protected]; Web site: http://www.irrodl.org

Y

20

Student Behavior; Intention; Vocational Schools; Postsecondary Education; Integrated Learning Systems; Military Schools; Foreign Countries; Colleges; Higher Education; Questionnaires; Correlation; Regression (Statistics); Multimedia Instruction; Blended Learning; Electronic Learning; Distance Education; Educational Technology; Learner Engagement; Technology Uses in Education; Information Technology; Computer Literacy; Self Efficacy; Online Surveys; Likert Scales; Predictor Variables

1492-3831

There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, student's use them to a limited extend due to a number of factors influencing behaviors. This study executed a three-tier use model to examine the predictors of students' behavioral intention to use LMSs at a two-year postsecondary military school in Turkey, and the participants consisted of 155 students. The data were collected through an online questionnaire and analyzed through Pearson correlation coefficients and linear regression analyses. Results showed that multimedia instruction had a direct influence on perceived usefulness and perceived ease of use, while interactivity had a direct influence only on perceived satisfaction. Perceived satisfaction was also affected by perceived usefulness and perceived ease of use. Perceived ease of use exerted a direct influence on perceived usefulness, as well. Moreover, perceived usefulness had a great influence on behavioral intention to use LMSs. As a final point, self-efficacy did not take a position in the model due to its insignificant relationships with the other constructs. It is suggested that an increase in the multimedia features and interactivity of the system could lead to higher perceived usefulness and ease of use among learners, and both factors add to learners' perceived satisfaction which in turn increases their engagement.

As Provided

56

2016

EJ1102756