Abstract:

Institutions of higher learning continue to transition from traditional classroom to eLearning, requiring users to develop the technical skills to adapt and cope with the trend. The learning management system (LMS) provides a platform in which are embedded software or computer programs used to create, manage, and deliver education courses and training programs and learning strategies to support eLearning. However, various features of the LMS are underutilized. This capstone project carried out at a university relatively new to LMS and distance education explored the nursing faculty’s behavioral intentions to accept, adopt, and use the LMS for their courses. The project assessed the concepts that are inherent to faculty as they cope with potential changes that are related to their perception and willingness to adopt new technology such as an LMS. Concepts such as technology self-efficacy and emerging informatics, and the application of theory into practice using the technology acceptance model (TAM) were used to frame the boundaries of the project. A quantitative questionnaire guided by constructs from the TAM to assess faculty’s perceived ease of use and usefulness, attitudes towards and behavioral intentions to use, and job relevance was disseminated electronically. The overall findings suggest a positive attitude and willingness of nursing faculty to accept and adopt the LMS. The TAM proved a reliable tool to assess behavioral intentions. A follow up study will be conducted to introduce the LMS use and actual adoption by faculty.

Keywords: learning management system, e-learning platform, technology acceptance model, self-efficacy, behavioral intentions.

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