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Learning Management System Acceptanc...

Aslan, Ayse Begum.

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Learning Management System Acceptance Across Universities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning Management System Acceptance Across Universities./
Author:	Aslan, Ayse Begum.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	84 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27836549
ISBN:	9798678130211

Learning Management System Acceptance Across Universities.
Aslan, Ayse Begum.

Learning Management System Acceptance Across Universities. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 84 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--Wayne State University, 2020.

This item must not be sold to any third party vendors.

This study investigated the acceptance of learning management systems (LMSs) across different higher education institutions in the United States by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) model using multiple linear regression and ordinal regression. The results indicated that performance expectancy predicted behavioral intention and behavioral intention predicted use behavior, which is consistent with the original UTAUT findings by Venkatesh et al. (2003). Other constructs, effort expectancy, social influence, and facilitating conditions did not have an impact on the acceptance and use of the LMS. This study focused on three institution type categories, as doctoral universities, master's colleges and universities, and baccalaureate and associate's colleges based on Carnegie Classifications of Higher Education. Results indicated that the relationship between performance expectancy and behavioral intention was moderated by institution type. Further investigation of the results indicated that the relationship between performance expectancy and behavioral intention was positive for all institution types, such that the relationship was strongest for baccalaureate and associate's colleges and for weaker master's colleges and universities and for doctoral universities due to the changing work and performance expectations in those different contexts.

ISBN: 9798678130211Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Learning management systems

Learning Management System Acceptance Across Universities.
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100 1 $a Aslan, Ayse Begum. $3 3556906
245 1 0 $a Learning Management System Acceptance Across Universities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 84 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: Zhang, Ke.
502 $a Thesis (Ph.D.)--Wayne State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This study investigated the acceptance of learning management systems (LMSs) across different higher education institutions in the United States by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) model using multiple linear regression and ordinal regression. The results indicated that performance expectancy predicted behavioral intention and behavioral intention predicted use behavior, which is consistent with the original UTAUT findings by Venkatesh et al. (2003). Other constructs, effort expectancy, social influence, and facilitating conditions did not have an impact on the acceptance and use of the LMS. This study focused on three institution type categories, as doctoral universities, master's colleges and universities, and baccalaureate and associate's colleges based on Carnegie Classifications of Higher Education. Results indicated that the relationship between performance expectancy and behavioral intention was moderated by institution type. Further investigation of the results indicated that the relationship between performance expectancy and behavioral intention was positive for all institution types, such that the relationship was strongest for baccalaureate and associate's colleges and for weaker master's colleges and universities and for doctoral universities due to the changing work and performance expectations in those different contexts.
590 $a School code: 0254.
650 4 $a Higher education. $3 641065
650 4 $a Instructional design. $3 3172279
650 4 $a Educational technology. $3 517670
653 $a Learning management systems
653 $a LMS acceptance
653 $a Technology acceptance
653 $a UTAUT
690 $a 0745
690 $a 0447
690 $a 0710
710 2 $a Wayne State University. $b Instructional Technology. $3 1022237
773 0 $t Dissertations Abstracts International $g 82-04A.
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