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Satisfaction and Continuance with a Learning Management System: Comparing Perceptions of Educators and Students

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Title: Satisfaction and Continuance with a Learning Management System: Comparing Perceptions of Educators and Students
Language: English
Authors: Islam, A. K. M. Najmul, Azad, Nasreen
Source: International Journal of Information and Learning Technology. 2015 32(2):109-123.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 15
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Attitudes, Parent Attitudes, Learning Management Systems, Access to Education, Reliability, Positive Attitudes, Student Attitudes, Comparative Analysis, College Faculty, College Students, Usability, Predictor Variables, Intention, Intervention, Foreign Countries
Geographic Terms: Finland
DOI: 10.1108/IJILT-09-2014-0020
ISSN: 2056-4880
Abstract: Purpose: The purpose of this paper is to compare the perceptions of educators and students with a learning management system (LMS). The comparison is based on survey data collected from 185 educators and 249 students in a Finnish university who use a popular LMS, Moodle. Design/methodology/approach: The analysis of the survey data follows a two-phase strategy. In the first phase, perceptions of educators and students regarding ease of use, result demonstrability, usefulness, access, reliability, compatibility, satisfaction, and continuance intention were compared using one way analysis of variance (ANOVA). In the second phase, partial least squares (PLS) technique is employed to compare the path values and explained variances of satisfaction, and continuance intention by putting relevant variables as predictors. Findings: The ANOVA results suggest that students have higher positive perceptions regarding ease of use, usefulness, access, reliability, and compatibility of the LMS than the educators. The PLS analysis results revealed that the amount of variance of students' satisfaction explained by its predictors was 9 percentage points lower than that of educators. It also revealed that the variance of students' continuance intention explained by satisfaction and usefulness was 12 percentage points lower than that of educators. Practical implications: The study concludes with both theoretical and managerial implications. Originality/value: While prior research has investigated either educators' or students' perspective, the authors have investigated both and presented a comparison. The authors have reported several differences that help practitioners make customized intervention plan.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1363942
Database: ERIC
FullText Text:
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  Data: Satisfaction and Continuance with a Learning Management System: Comparing Perceptions of Educators and Students
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  Data: <searchLink fieldCode="AR" term="%22Islam%2C+A%2E+K%2E+M%2E+Najmul%22">Islam, A. K. M. Najmul</searchLink><br /><searchLink fieldCode="AR" term="%22Azad%2C+Nasreen%22">Azad, Nasreen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Information+and+Learning+Technology%22"><i>International Journal of Information and Learning Technology</i></searchLink>. 2015 32(2):109-123.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Attitudes%22">Positive Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1108/IJILT-09-2014-0020
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  Data: 2056-4880
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this paper is to compare the perceptions of educators and students with a learning management system (LMS). The comparison is based on survey data collected from 185 educators and 249 students in a Finnish university who use a popular LMS, Moodle. Design/methodology/approach: The analysis of the survey data follows a two-phase strategy. In the first phase, perceptions of educators and students regarding ease of use, result demonstrability, usefulness, access, reliability, compatibility, satisfaction, and continuance intention were compared using one way analysis of variance (ANOVA). In the second phase, partial least squares (PLS) technique is employed to compare the path values and explained variances of satisfaction, and continuance intention by putting relevant variables as predictors. Findings: The ANOVA results suggest that students have higher positive perceptions regarding ease of use, usefulness, access, reliability, and compatibility of the LMS than the educators. The PLS analysis results revealed that the amount of variance of students' satisfaction explained by its predictors was 9 percentage points lower than that of educators. It also revealed that the variance of students' continuance intention explained by satisfaction and usefulness was 12 percentage points lower than that of educators. Practical implications: The study concludes with both theoretical and managerial implications. Originality/value: While prior research has investigated either educators' or students' perspective, the authors have investigated both and presented a comparison. The authors have reported several differences that help practitioners make customized intervention plan.
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  Data: 2023
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  Data: EJ1363942
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        Value: 10.1108/IJILT-09-2014-0020
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 109
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Learning Management Systems
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Reliability
        Type: general
      – SubjectFull: Positive Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Usability
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: Intention
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      – SubjectFull: Intervention
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Finland
        Type: general
    Titles:
      – TitleFull: Satisfaction and Continuance with a Learning Management System: Comparing Perceptions of Educators and Students
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