"LMS Acceptance by Higher Education Faculty Post-ERT Due to the COVID-1" by Victoria L. Weaver

Award Date

12-1-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Michael McCreery

Second Committee Member

Kendall Hartley

Third Committee Member

Yan Chen

Fourth Committee Member

Jarod Giger

Number of Pages

148

Abstract

This study investigates the impact of emergency remote teaching (ERT) during the COVID-19 pandemic on faculty acceptance of learning management systems (LMS) in higher education. Using an extended Technology Acceptance Model (TAM) that incorporates resistance to change factors, this research examines the relationships between perceived ease of use, perceived usefulness, and behavioral intention to use an LMS. Additionally, it explores how four elements of dispositional resistance to change—routine seeking, emotional reactions, short-term focus, and cognitive rigidity—influence faculty's intention to use an LMS.

The study investigated the relationships between learning management system (LMS) acceptance, resistance to change, and post-emergency remote teaching (ERT) LMS intended use among higher education faculty. Using the Technology Acceptance Model (TAM) and Resistance to Change Scale, a quantitative survey was conducted with 123 faculty members from seven public higher education institutions. Multiple regression analyses revealed that perceived ease of use and perceived usefulness were predictors of behavioral intention to use LMS, with perceived usefulness having the strongest positive relationship (β = .711, p < .001). Among resistance to change factors, only routine seeking showed a significant, negative relationship with behavioral intention (β = -.201, p = .026). The study contributes to understanding faculty LMS acceptance in the post-ERT context and provides insights for higher education institutions in supporting faculty's continued use of an LMS.

Keywords

COVID-19; Emergency Remote Teaching; Higher Education; Learning Management Systems; Resistance to Change; Technology Acceptance Model

Disciplines

Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Methods

File Format

PDF

File Size

2300 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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Available for download on Monday, December 15, 2031


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