Utilizing Learning Management System Technology: Modelling the Tripartite Relationships Among Previous Technology Use Experience, Technology Self-Efficacy, and Use Behavior

Abstract

This study sought to find out how previous technology use experience, technology self-efficacy, and use behavior relate among themselves towards learning management system (LMS) technology uptake. This is because LMS has been adopted by higher educational institutions during both the COVID-19 lockdown and post-COVID-19 era. Nonetheless, evidence shows lack of training of tutors in utilizing the LMS technology for pedagogical purposes during the emergency remote learning paradigm. Owing to that, most tutors relied on their previous technology use experiences to cultivate a self-belief towards the actual use behavior of leaning management system for their teaching and learning. Consequently, a quantitative approach based on a survey design was adopted, and questionnaire used to collect data from a purposive sample of 267 tutors in a traditional face-to-face distance setting. Results from a partial least squares structural equation modelling approach proved a positive statistically significant effect of both previous technology use experience and technology self-efficacy on LMS use behavior. Additionally, previous technology use experience positively determined technology self-efficacy with the latter having a significant indirect and mediation effect on the former towards LMS use behavior. The results of this study provided insights into the tripartite relationships existing among these three important variables. Based on the findings, recommendations were made to higher educational institutions towards the adoption of LMSs by tutors.