Using the Technology Acceptance Model in Understanding Academics’ Behavioural Intention to Use Learning Management Systems

Although e-learning is in its infancy in Saudi Arabia, most of the public universities in the country show a great interest in the adoption of learning and teaching tools. Determining the significance of a particular tool and predicting the success of implantation is essential prior to its adoption. This paper presents and modifies the technology acceptance model (TAM) in an attempt to assist public universities, particularly in Saudi Arabia, in predicting the behavioural intention to use learning management systems (LMS). This study proposed a theoretical framework that includes the core constructs in TAM: namely, perceived ease of use, perceived usefulness, and attitude toward usage. Additional external variables were also adopted— namely, the lack of LMS availability, prior experience (LMS usage experience), and job relevance. The overall research model suggests that all mentioned variables either directly or indirectly affect the overall behavioural intention to use an LMS. Initial findings suggest the applicability of using TAM to measure the behavioural intention to use an LMS. Further, the results confirm the original TAM’s findings. Keywords—Technology Acceptance Model; Higher education; Learning management systems; Saudi Arabia