Factors for the Acceptance of Digital Learning Management Systems at Jordanian Universities

Abstract

<p>Digital learning transformation in higher education at universities is a new and competitive area of research and practice that empowers instructors, students and administrators to teach, learn, interact and deliver services on a new digital platform. Digital systems are transforming universities in Jordan allowing them to strategically direct important resources in a digital environment. Research has shown many universities globally including universities in Jordan are undergoing rapid transformation as demand for increased digital learning grows exponentially. Innovative digital teaching, learning and administration services are being delivered on the internet by instructors and administrators to students at different geographical locations locally and internationally via the university’s online digital campus which can be easily accessed through digital devices such as smartphones, tablets, laptops and desktop computers.</p> <p>The aim of this Doctoral thesis is to identify and analyse the main determinants of users’ acceptance of and the intention of continued use of digital learning management systems, including by instructors, students and administrators. This provides an improved application on a researched theoretical basis for user-focused programs to improve teaching and learning in digital environments. The Jordanian Digital Learning Management Systems model presented in this study is based on an extension of the Technology Acceptance Model (TAM), Davis (1989). The thesis tests and examines the proposed hypotheses that are built and designed into the researched digital learning management system model adopting a partial least squares modelling technique (PLS) model, Davis (1989) and Chin (1995) using a mixed research methodology of qualitative and quantitative methods.</p> <p>Qualitative data was collected by 37 interviews with three groups of users including instructors, students and administrators to understand their perceptions and experiences for the acceptance of system use and continued use for digital learning. Quantitative data was collected from 326 students in an online survey to get a deeper insight into their perceptions and experiences of digital learning systems, and to find the factors that influenced acceptance and continued use of digital learning. The research findings indicate a high degree of acceptance and intention to continue the use of digital systems tools at Jordanian universities which is driving digital learning.</p> <p>In this research, six main determinants of acceptance and continued use are important to students and intertwined in terms of system long-term dependence for users enhanced digital learning on universities’ digital platforms. The determinants are IT infrastructure, culture in Jordan, perceived usefulness, perceived ease of use, user acceptance, and continued use of digital learning. The research findings indicate the importance of digital systems for driving digital learning in Jordanian universities and the need to provide digital technical support and adequate digital training for all three groups of users (instructors, students and administrators) to ensure their ability to acquire and continuously use digital skills to interact, teach and learn efficiently on digital platforms.</p>