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The Scientific World Journal
Volume 2015 (2015), Article ID 375651, 11 pages
http://dx.doi.org/10.1155/2015/375651
Research Article

Investigating IT Faculty Resistance to Learning Management System Adoption Using Latent Variables in an Acceptance Technology Model

Information Technology Department, College of Computer and Information Sciences, King Saud University, P.O. Box 22452, Riyadh 11495, Saudi Arabia

Received 9 June 2015; Revised 1 September 2015; Accepted 2 September 2015

Academic Editor: Shu-Sheng Liaw

Copyright © 2015 Fatiha Bousbahi and Muna Saleh Alrazgan. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

To enhance instruction in higher education, many universities in the Middle East have chosen to introduce learning management systems (LMS) to their institutions. However, this new educational technology is not being used at its full potential and faces resistance from faculty members. To investigate this phenomenon, we conducted an empirical research study to uncover factors influencing faculty members’ acceptance of LMS. Thus, in the Fall semester of 2014, Information Technology faculty members were surveyed to better understand their perceptions of the incorporation of LMS into their courses. The results showed that personal factors such as motivation, load anxiety, and organizational support play important roles in the perception of the usefulness of LMS among IT faculty members. These findings suggest adding these constructs in order to extend the Technology acceptance model (TAM) for LMS acceptance, which can help stakeholders of the university to implement the use of this system. This may assist in planning and evaluating the use of e-learning.