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

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, students use them to a limited extend due to a number of factors influencing behaviors. This study executed a three-...

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Autores principales:	Harun Cigdem, Mustafa Ozturk
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	Behavioral intention blended learning interactivity LMS 3-TUM Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/a0aa47d111ba45beb554bd5c3d069d97
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spelling	oai:doaj.org-article:a0aa47d111ba45beb554bd5c3d069d972021-12-02T19:25:28ZFactors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School10.19173/irrodl.v17i3.22531492-3831https://doaj.org/article/a0aa47d111ba45beb554bd5c3d069d972016-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2253https://doaj.org/toc/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, students 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 post-secondary 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. Harun CigdemMustafa OzturkAthabasca University PressarticleBehavioral intentionblended learninginteractivityLMS3-TUMSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 3 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Behavioral intention blended learning interactivity LMS 3-TUM Special aspects of education LC8-6691
spellingShingle	Behavioral intention blended learning interactivity LMS 3-TUM Special aspects of education LC8-6691 Harun Cigdem Mustafa Ozturk Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School
description	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, students 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 post-secondary 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.
format	article
author	Harun Cigdem Mustafa Ozturk
author_facet	Harun Cigdem Mustafa Ozturk
author_sort	Harun Cigdem
title	Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School
title_short	Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School
title_full	Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School
title_fullStr	Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School
title_full_unstemmed	Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School
title_sort	factors affecting students’ behavioral intention to use lms at a turkish post-secondary vocational school
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/a0aa47d111ba45beb554bd5c3d069d97
work_keys_str_mv	AT haruncigdem factorsaffectingstudentsbehavioralintentiontouselmsataturkishpostsecondaryvocationalschool AT mustafaozturk factorsaffectingstudentsbehavioralintentiontouselmsataturkishpostsecondaryvocationalschool
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Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

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