Attributes and Barriers that Influence the Adoption and Diffusion of a Learning Management System

Several theories and technology acceptance models have been developed over the last several decades to predict user adoption. Most all of the models and theories have a foundation based from psychological and environmental factors that affect behavior intention, perception, and attitude towards accepting or rejecting a new innovation or technology. This study will examine such factors of influence towards adoption of a learning management system (LMS) at a large-scale university.

The population for the study included participants from the three user groups: faculty (4,014), staff (5,997), and students (48,460). A stratified random sample from each group was determined using Cochran?s correction formula for categorical data. Sample size calculations assumed a confidence level a priori at .05 and an acceptable level of sampling error at 5% with a degree of variability of .5 and yielded sample sizes of faculty (350), staff (360), and students (381).

A conceptual model was used for the study based from the Technology Acceptance and the Unified Theory of Acceptance and Use of Technology models which proved useful in determining the relationships of external factors on user perception and attitude towards adoption and diffusion. Strategies can therefore be formed and implemented to aid in the diffusion process for the LMS at the university. The study used a cross-sectional research design to observe how the different user groups were influenced by the external factors. Data collection was done over a four-week period with data analysis done afterwards using SPSS.

Results revealed 92.1% of the respondents used the LMS with 91.6% agreeing that web based education (e-Learning) is an important delivery strategy used by faculty. Length of use ranged from less than one year to over six years with the level of experience ranging from a low level to a fully online level. The LMS showed widespread representation encompassing all colleges and departments of the university. Results also showed 61.6% of the respondents felt comfortable with using the LMS. Differences were identified between several of the attributes and barriers of adoption. However, one attribute and two barriers showed no statistical significant difference between the user groups.

The study findings support the relationship between behavioral intention and actual behavior as presented by the Theory of Reasoned Action and Theory of Planned Behavior towards adoption of the LMS. As observed, the external factors played a role in user perception and attitude towards adopting and using the LMS, although the results showed no predictability of LMS preference based on university role or the combined factors of influence on user perception and attitude.