Determinants of Learning Management System (LMS) Adoption by University Students for Distance Learning

Gone are the days when face-to-face teaching was the only dominant way of delivering education to learners worldwide. The advent of ICT has enabled the provision of enriched online learning experiences. Since the beginning of 2020, the role of ICT in education has been highlighted globally and in Zambia due to the lockdown to counter the spread of the coronavirus. In response to the COVID-19 pandemic, public and private universities in Zambia quickly developed and expanded online learning to ensure continuous education for learners. In this context, a study of the determinants of learning management systems was designed and implemented. The study collected primary data from two public and five private universities in Zambia. The study tested twelve hypotheses using a novel structural equation modelling approach using SPSS Amos 24 and SPSS 26 software. The theoretical basis of the study was a modified unified theory of technology acceptance and use model. The results of the study indicated that performance expectancy and facilitating conditions had statistically insignificant influences on behavioural intentions to use learning management systems. Effort expectancy, social influence and hedonic motivation positively influence behaviour intentions. Facilitating conditions, behavioural intentions and course evaluation positively influence actual LMS use. However, instructor characteristics and course design negatively influence actual LMS use. Finally, course evaluation has a negative effect, while course design has a positive effect on performance expectancy. The study contributes to the literature by providing information on how to strengthen e-learning. It is recommended that the government of Zambia should provide an enabling environment for online learning to flourish. Universities should adopt convenient and easy-to-use learning management systems.