Attitude towards the use of learning management system among university students: A case study

Abstract

Learning management system (LMS) is a learning platform for both full time and distant learning students at the International Islamic University in Malaysia (IIUM). LMS becomes a tool for IIUM to disseminate information and learning resources to the students. The objectives of this study were to

Ø investigate students' attitudes toward the use of LMS,
Ø to verify the impact of perceived usefulness and perceived ease of use on attitude towards use of learning management system,
Ø to examine the differences in attitudes toward the use of LMS between distance learning and full time students.

There were 120 (70 full time and 50 distance learning) students at the Institute of Education responded for the study. The collected data was analysed using descriptive statistics, t-test and Multiple Regression Analysis (MRA). The results of the study showed that perceived ease of use and perceived usefulness determine students' attitudes toward the use of LMS. However, this study did not find any significant differences between distance learning and full time students. According to the findings the study recommended that the University should continue using LMS because it is useful for both distance learning and full time students. Further suggestions are made to customize and upgrade the LMS suitable for innovative teaching and learning.

Full text

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Turkish Online Journal of Distance Education-TOJDE July 2013 ISSN 1302-6488 Volume: 14 Number: 3 Article 6
ATTITUDE TOWARDS THE USE OF LEARNING MANAGEMENT
SYSTEM AMONG UNIVERSITY STUDENTS:
A Case Study
Fuad A. A.TRAYEK
Institute of Education
International Islamic University Malaysia
Jalan Gombak, Selangor, MALAYSIA
Sharifah SARIAH SYED HASSAN
Institute of Education
International Islamic University Malaysia, MALAYSIA
ABSTRACT
Learning management system (LMS) is a learning platform for both full time and
distant learning students at the International Islamic University in Malaysia (IIUM).
LMS becomes a tool for IIUM to disseminate information and learning resources to the
students. The objectives of this study were to
 investigate students' attitudes toward the use of LMS,
 to verify the impact of perceived usefulness and perceived ease of use
on attitude towards use of learning management system,
 to examine the differences in attitudes toward the use of LMS between
distance learning and full time students.
There were 120 (70 full time and 50 distance learning) students at the Institute of
Education responded for the study. The collected data was analysed using descriptive
statistics, t-test and Multiple Regression Analysis (MRA). The results of the study
showed that perceived ease of use and perceived usefulness determine students'
attitudes toward the use of LMS. However, this study did not find any significant
differences between distance learning and full time students. According to the findings
the study recommended that the University should continue using LMS because it is
useful for both distance learning and full time students. Further suggestions are made
to customize and upgrade the LMS suitable for innovative teaching and learning.
Keywords: LMS Acceptance, TAM Model, e-learning.
INTRODUCTION
The rapid innovation in mobile and computer technology has triggered the vast
development in Internet applications. The Internet has been used from different
perpectives and usage to accomodate the needs of the social community. In Higher
Institutions, the Web 2.0 Internet technology has been utilised to provide resources,
information and interactivities.
According to Bransford (1999), there are many benefits gained from the integration of
ICT in education, such as active learning, collaborative learning, creative learning,
integrative learning and evaluative learning.

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Active learning is referred to any instructional method that engages students to
involve in the learning process. In active learning, the students have to take the
responsibility for learning besides the teacher (Bonwell & Eison, 1991). Collaborative
learning has been championed by the constructivist theorist such as Vygotsky (1998).
In collaboration work, the emphasis is given on interaction (Vygotsky, 1998) and
knowledge sharing and discovery (Smith & MacGregor, 1992) in order to fulfill a task.
Thus, students work with in a group for the same task at the same time to search for
meaning, understanding and solutions of problems defined.
Collaboration is here seen as the act of shared creation and/or discovery). In creative
learning, students are able to connect previous knowledge from unmeaningful to ways
that are new and meaningful to the individual concerned. Thus, students are able to
equip themselves with the knowledge and skills they need to succeed in their lives.
Tim (1010) refers creative learning to the nurturing ways of thinking and working that
support imagination which materialise the ideas and imagination to a real thing.
The recent technology development has led to the existence of participation and
communication methods in traditional university classrooms to change. Realizing the
pedagogical benefits from the Internet technology, the use of electronic learning (e-
learning) management system continues to increase in Malaysian universities.
International Islamic University in Malaysia (IIUM) is responding to all the benefits
resulting from the use of e-learning management system in education and it is taking
initiative to upgrade information technology infrastructure and improve the system in
order to accommodate the needs of students and lecturers to achieve the vision of the
University to fulfill the Islamization of knowledge. Many studies have been conducted
on Learning Mangment System Acceptance, including the factors that influence
technology acceptance model among lectures and students (Coates, James & Baldwin
2005; Landry, Griffeth & Hartman 2006; Ma & Liu 2004; Yuen & Ma 2008; Yunus
2007). Despite Ustati and Syed Hassan (2013) ‘s study on the student satisfaction of
distance education program in IIUM, there is still lack of studies to provide information
on students acceptance of learning management system. In this present study, the
researcher examined IIUM students' attitudes towards the use of learning
management system, and investigate the impact of perceived usefulness and
perceived ease of use on attitude towards use of learning management system in
IIUM. Furhter, it will reveal the differences between distance learning and full time
students in terms of attitude towards LMS.
THE RESEARCH TESTED THE FOLLOWING RESEARCH QUESTIONS
 To what extent do students accept LMS in their learning?
 Do perceived usefulness and perceived ease of use affect students’
attitude toward use of LMS?
 Is there any statistically significant difference between distance learning
and full time students’ acceptance of LMS?
Learning Management System (LMS)
A learning management system (LMS) is a software application enable users or
learning manager to diseminate information from systematic planning by adopting
appropriate pedagogical approach. It allows users to share information and
collaborate online.

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In Learning management system (LMS), instructor or learning manager can monitor
student involvement, and assess their ongoing performance. Thus, in any LMS whether
customised or a purchased system from vendor must include interactive features for
instance, video conferencing and chat or group discussion tools. Ellis (2009) relate LMS
as one location for students to obtain a large number of resources online. While
Brown and Johnson (2007) include LMS as a vehicle for training, evaluation, and
tracking results, Al-Khalifa (2010) percieves LMS as a platform for students to
complete the task quickly, uploading various types of files into its environment,
enabling users to access the information at anytime and anywhere, and allowing users
to communicate with other students in the course and the tutor electronically.
The use of LMS in education will save the time for both lecturers and students as well
as making the learning content easier to be accessed, presented which enhance self
regulated learning (Gudanescu, 2012).
Theoritically, the LMS provides students with the ability to use interactive features
such as; threaded discussions and discussion forums, getting comments from their
lecture, submit their assignments, getting extra resources for lectures, make the
connection with their lecture easily as well as help them to organize their lecture
materials. However in practice, many LMS platforms have a lot of setbacks. These
included lack of financial budget, compatibility of software and hardware, technical
stuffs and etc.
Previous Research Related To the Integration of Internet Technology In Education
Many of recent studies by Chen and Huang, (2010), Chuttur, (2009), Liu, Liao and Pratt
(2009), Teo (2009) and Schaik and Teo (2009), van Raaij and Schepers (2008) and
Venkatesh and Bala (2008) strengthen the findings related to positive effect of
information and communication technologies on students' outcome. These include
terms of their academic performance and activities, increasing the number of students
that excel in science, improve student's understanding of subjects, effectively
reinforce active learning process for student and enhance higher-order thinking and
problem solving skill development. The study environment may take advantage of
information and communication technologies which are being recognized by many
previous studies. In actual fact, there is a need to accelerate the implementation of
information and communication technologies to improve student performance. In
order to do this, it is important to measure the key factors driving the growth of
information and communication technologies and providing appropriate
recommendation on this study.
Iwasaki, Tanaka and Kubota (2003) investigated on the use of LMS to teacher
epistemology and course characteristics. The suggestion made was to ensure the
development of learning model to suit the courses and instrutors in order to facilitate
the utilisation of LMS. They also include suggestions of case study is needed to foster
collaboarative learning.
In a study related to Moodle as open source learning communities, Dougiamas and
Taylor (2003) also utilised case study as a component of research methodology in
revealing the effectiveness of Moodle as a course management system platform for
reflective inquiry learning. In underpinning the present study, the researcher further
highlights the theortical framework as a model for the utilization of LMS in the
learning process.

94
Theoretical Framework
Electronic-learning (e-learning) has contributed to the benefits for students, teachers
and education if they accepted it and use it in their academic life. Therefore, the
acceptance of LMS among learning communities provides the success of both distance
and regular learners. Regarding this issue, as e-learning system part of communication
technology, it is important to define the term "technology acceptance" to determine
the factors that affect the actual use of educational technology in university
environment. There are several existing models that have been used to investigate
acceptance of technology. This study is focusing on Technology Acceptance Model
(TAM) originally proposed by Davies in 1989 (see Figure 1.0). Davis (1989) defined
significant factors affecting technology acceptance in their Technology Acceptance
Model (TAM) that lead to the actual usage of an information system such as the
perceived ease of use of technology (PEOU), the perceived usefulness of technology
(PU) and the attitudes toward the use of technology (ATU). In this study, perceived
ease of use is defined as the degree a person believes that using LMS requires less
effort to learn on how to use the system. Perceived usefulness is defined as the degree
to which a person believes that using LMS would enhance his or her learning
performance, and attitude toward using is defined as the degree to which individual
associates and evaluates the target system with her or his job, whether her or his
reaction is positive or negative.
Perceived usefulness and perceived ease of use are considered distinct factors
influencing the user’s attitude towards using the technology, which ultimately
determine the accept system use. The model examines the factors which could
possibly affect the LMS acceptance. The Technology Acceptance Model (TAM) is shown
in Figure 1.0.
The schematic diagram of the theoretical framework is shown in Figure 1.0 reveals the
relationships between the dependent and independent variables. Essentially, it is the
foundation on which the entire research is based upon.
Figure: 1
Figure: 1
Technology Acceptance Model TAM, (Davis, 1989)
Perceived
Usefulness
(PU)
Perceived
Ease of Use
(PEOU)
Attitude
Toward Use
(ATT)
(ATU)
Behavioural
intention to use
the system
(BIU)
External
Variables
Actual
System
Use
Perceived Usefulness
(PU)
Perceived Ease of
Use (PEOU)
Attitude Toward Use
(ATU)

95
Figure: 2 shows the conceptual model used in this study. It is a modified TAM model,
excluding actual system use, external variables constructs and Behavioural Intention
to use. The main variables in this study are Perceived Usefulness (PU), Perceived Ease
of Use (PEOU) and Attitude Toward Use (ATU). This model has been simplified
according to the analysis procedure (MRA) selected for the research.
Figure: 2
The research model (Conceptual framework).
The dependent variable analysed in this study was to find out the level of LMS
acceptance among students. Two independent variables; perceived ease of use (PEOU)
and perceived usefulness (PU) were believed to have some influences towards the
dependent variable (attitude towards the use of LMS). These three variables explain
the level of acceptance in using LMS.
Perceived ease of use denotes to how easier the user will perceive the using of
technology. Based on many previous researches, the perceived ease of use can be the
determining factor to influence the use of technology. According to Shroff, Deneen and
Eugenia (2011), perceived ease of use had a significant influence on both attitudes
towards usage and perceived usefulness which will lead to the effect on the
acceptance.
Educational technology with a high level of ease of use is more likely to induce positive
attitudes towards acceptance (Davis, 1989). On the other hand, Liu et al (2009) found
in their study that perceived ease of use was significant predictors of attitude towards
use that will lead affect the acceptance.
Thus, perceived ease of use was an indirect factor on the use of technology. In other
words; even when the user perceived technology as very easy and no need any effort
to use it, he or she does not use it unless there is enough knowledge and competence
to direct positive attitudes towards computer (Teo, 2009). In addition, Kiraz and
Ozdemir (2006) believe that the perceived ease of use alone cannot determine the use
of technology in education.Perceived usefulness refers as to how much the user
believes that he or she can get help and benefits his or her performance from the use
of technology. Related to many previous studies, the perceived usefulness is a direct
determinant of technology use.
Klopping and McKinney (2004) found in their study that the perceived usefulness will
influence directly the intention and actual of use of technology. Moreover, perceived
usefulness can influence students' intention to use technology strongly, also it is a
major determinant of students' intention to use technology (Davis; Bagozzi &
Warshaw, 1989).
Perceived Ease of
Use (PEOU)
Perceived Usefulness
(PU)
Attitude Toward Use
(ATU)

96
The attitude toward use defined as the positive or negative feeling of individuals in
performing and how this feeling can affect the particular behaviour of use. The
attitude toward use is one of the main factors that can effect on the behavioural
intention; it is directly influence the frequency of use of technology (Teo, 2009; Kiraz &
Ozdemir, 2006).
RESEARCH METHOD AND DESIGN
This research design has been designed with a focus to answer the research questions
raised from this study. This study has utilized the quantitative research, specifically a
cross sectional survey as the method of data collection. It was designed to identify the
level of acceptance of learning management system among IIUM students in Malaysia
through measuring the attitude towards using LMS.
Research Participants
The participants in this study were 120 students from IIUM in Malaysia (70 full time
and 50 distance learning students). They were recruited from two different study
programmes: Distance learning students and Full time students; both were
undergraduate students from Institute of education. The participants were selected
according to the availability of their presence in classroom. A total population of 800
distance learning students and 2000 full time students were registered. Thus a small
percentage of full time students (3.5%) and 12.5% distance learning students were
drawn from real population.
Measures
A survey instrument was developed based on previous research to measure the three
factors in the research model. Comprising two sections, the first required participants
to provide their demographic information and the second contained 20 statements on
the three factors in this study.
 Demographic information, including gender, age, programme of study
and computer experience.
 Perceived usefulness (PU),
 Perceived ease of use (PEU) and
 Attitude toward use (ATU) were measured using 6 items for each
construct.
The items were adapted based on the literature reviews. All the items were ranked
according to 5 likert scale from strongly agree (5) to strongly disagree (1). Undecided
was used as the middle point (3).
ANALYSIS PROCEDURES
After the data was collected, the researcher assigned numbers to all the
questionnaires when entering the data. The questionnaires data were analysed using
the SPSS (Statistical Package for Social Science) 16.0 software package.
The procedure of analysing the data obtained in this study was made in three different
techniques, namely; the descriptive statistics percentage, Multiple Regression Analysis
(MRA) and independent sample t-test.

97
The first technique, is the descriptive statistics involving percentage and frequency
counts were presented.
It was used to analyse the demographic data of the respondents in order to determine
missing values and to ascertain the percentages of the level of students' acceptance of
LMS system.
The second technique, which was the Multiple Regression Analysis (MRA), which was
used to determine the effectiveness of Independent Variables on Dependant Variable.
The last technique, which was the independent sample t-test, which was used to
confirm whether there is a statistical significant difference among distance and full
time students in the level of acceptance of LMS system.
RESULTS
Sample Characteristics
The respondents of the study were 120 undergraduate university students, where
more than half of them were full time students (70 students, 58.3%), and just 50
students were distance learning (41.7%).
In this study, there were 79 female students divided into 2 groups; 49 full time
students (62.0%), and 30 distance learning students (38.0%). However, the number
of male full time and distance learning students was almost the same (21 students,
51.2%) and 20 students 48.8% respectively. The respondents' characteristics are
shown in Table 1.
Table: 1
Sex of the Respondents and Programme of study.
Programme of study
Distance
Learning
Full
time
Total
Sex of the
Respondents
Male
Count
20
21
41
% within Sex
of the
Respondents
48.8%
51.2%
100.0%
Female
Count
30
49
79
% within Sex
of the
Respondents
38.0%
62.0%
100.0%
Total
Count
50
70
120
% within Sex
of the
Respondents
41.7%
58.3%
100.0%
Item Analysis
Table 2 presents the mean and standard deviation for the variables that define
Perceived usefulness, Perceived ease of use and Attitude toward use.

98
Table: 2
Descriptive Statistics
Mean
Std.
Deviation
Using LMS would enhance my effectiveness in learning
3.67
.832
Using LMS would improve my course performance
3.72
.812
Using LMS would increase my productivity in my coursework
3.79
.819
Using LMS enables me to have more accurate information
3.70
.875
Using LMS makes it easier to do my tasks
3.73
.877
Using LMS useful in my study
3.74
.855
LMS is easy to use
3.73
.952
It is easy to get LMS to do what I want it to do
3.50
.907
My objective for using LMS is clear and understandable
3.69
.838
Interacting with LMS does not require a lot of mental effort
3.73
.896
LMS is convenient to use
3.68
1.053
It is easy to find information on LMS
3.60
.982
LMS allows easy return to previous display pages
3.48
1.021
I like using LMS
3.56
.968
I use LMS to get more information about my subjects
3.77
.912
I know about e-learning, and i believe it is useful
3.78
.963
LMS provides an attractive working environment
3.63
.917
Using LMS has been a pleasant experience
3.63
.899
I believe it is would be a good idea to use this LMS for my course
work
3.64
.887
I have a generally favorable attitude toward using LMS
3.55
.897
Note: number of participants were 120.
Based on the 5-likert scale, the mean of all items is above of anchor point (2.5). The
highest mean (3.79) with the SD of .819 is found in item 2, Perceived usefulness
(Using LMS would increase my productivity in my coursework). This result shows that
the students believe using LMS in their academic life will enhance their efficiency in
their coursework. Regarding to this, IIUM should use LMS to disseminate knowledge
and islamic values to the students.
On the other hand, the lowest mean (3.48) with SD of 1.021 occurred in item 7 of
Perceived ease of use (LMS allows easy return to previous display pages). This result
shows that the students were facing problems whenever they return to previous pages
through using the LMS.
Multiple Regression Analysis (MRA) was used to expose the relationship between
independent Variables (Perceived usefulness and Perceived ease of use) and
dependent variable (Attitude toward use). The relationships between independent
variables and dependant variable are shown in Table 4. The variance explained is
shown in Table 3.

99
Table: 3
3 Model Summary
Table: 4
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant
)
-.125-
.200
-.622-
.535
MPU
.524
.066
.470
7.919
.000
MPEU
.502
.061
.492
8.290
.000
a. Dependent Variable: MATU
Table 4 shows that Perceived usefulness and Perceived ease of use significantly affect
Attitude toward use at level of p<0.05.
Perceived ease of use has affect on the attitude toward use with β =0.492. Whereas,
Perceived usefulness has influenced the attitude toward use with β =0.470. This model
is explained by 76.2%.
The difference of attitude to use LMS between distance learning and full time students
are showed in Table 5.
Table: 5
The differences between distance learning
and full time students.
Group Statistics
Programme of
study
N
Mean
Std.
Deviation
Std. Error
Mean
MA
TU
Distance
Learning
50
3.537
1
.87091
.12317
Full time
70
3.732
7
.77674
.09284
The main difference has been further confirmed through the t-test analysis (see Table:
6).
Mod
el
R
R
Square
Adjuste
d R
Square
Std. Error of
the Estimate
1
.873a
.762
.758
.40291
a. Predictors: (Constant), MPEU, MPU

100
Table: 6
Independent Samples Test
Levene's Test
for Equality
of Variances
t-test for Equality of Means
F
Sig.
t
df
Sig.
(2-tailed)
Mean
Difference
Std. Error
Difference
MATU
Equal variances
assumed
.549
.460
-1.292
118
.199
-.19551
.15131
Equal variances
not assumed
-1.268
98.026
.208
-.19551
.15424
The results show there is no significant difference between distance learning and full
time students; F (118) =.549, t= -1.292, p > .05 in their attitude toward use of LMS.
Thus, it shows that the level of acceptance according to their attitude are similar
across full time and distance learning students.
DISCUSSION AND CONCLUSION
This study examined student acceptance of e-learning technology using TAM to
underpin the conceptual framework. Overall, TAM is an effective model to understand
the behavior of people to utilise technology specificallly LMS. Based on the case study,
the results reveal that perceived ease of use is more important in determining attitude
toward use than perceived usefulness.
The result of present study showed that the student had low level of acceptance of
LMS as all items had means bellow 4 “agree”. This result is not supported by other
studies such as Liu, Liao and Pratt (2009); Shroff, Deneen and Eugenia (2011) who
found that students favoured the use of e-learning technology with high level.In
addition, the study revealed that perceived usefulness and perceived ease of use
significantly affect attitude toward use of LMS. This is is supported by other studies
such as Teo (2009); Kiraz and Ozdemir (2006) who claimed that perceived usefulness
and perceived ease of use can be the determining factors to influence attitude toward
using LMS.
The main purpose of this study was to determine the students' perceive toward the use
of Learning Management System in IIUM, and explore the relationship between
perceived ease of use (PEOU), perceived usefulness (PU) and attitude towards use
(ATU), also to study the difference between distance learning and full time students'
acceptance of learning management system.
The results of this study have shown that perceived usefulness perceived ease of use
have a significant effect on attitude towards use. In other words, when students
perceive learning management system as one that is gain more benefits and can
improve their performance through use it as well as it is easy to use and free effort,
they will have positive attitude toward the system. These findings support Chen and
Huang(2010); Liao et al, (2009) ; Schaik and Teo, (2009); and Teo, 2009) studies.

101
Moreover, this study did not find a significant relationship between programme of
study (distance learners and full time) and attitude toward use (ATU). Thus, the
implications of the findings indicate that a case study is needed to ensure effectiveness
of each or any LMS in the learning communities. As every learning community has its
own needs and different characteristics of courses and lecturers (Iwasaki,; et.al,2003).
This research will be a bench mark for future studies related to LMS and computer
integration.
BIODATA and CONTAZT ADDRESSES of the AUTHORS
Fuad A. A. TRAYEK is the fhe first author is a Masters student in Education specializing
Educational technology. He is currently working on research related to distance
education and e-learning.
Fuad A. A. TRAYEK
Institute of Education
International Islamic University Malaysia
Jalan Gombak, Selangor, P.O.Box 10 50728 MALAYSIA
Email: Fuad2004_a@hotmail.com
Sharifah SARIAH SYED HASSAN is the second author is a senior lecturer at Institute of
Education. Subject specialization is instructional technology. Her ongoing research
include social networking and distance education.
Sharifah SARIAH SYED HASSAN
Institute of Education
International Islamic University Malaysia, MALAYSIA
Email: Sariah1199@yahoo.com
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