Using the Technology Acceptance Model (TAM), this study explores the variability of Chinese college students’ technology acceptance of using Learning Management System (LMS) during two semesters of fully online learning. A total of 262 college students participated in this study at a Chinese university. Results showed a significant increase in student technology acceptance towards using the LMS with growing online learning experiences. To be specific, compared to taking fully online courses for the first time, students have a higher level of Facilitating Conditions, Perceived Usefulness, and Attitude of using Technology when attending fully online courses for the second time. However, no difference was found regarding students’ perceptions of System Quality, Perceived Self-efficacy, Perceived Ease of Use, and Behavioural Intention to Use the Technology. This study concludes that students’ previous online learning experiences can significantly enhance their technology acceptance of using the LMS.
Dai, Y., Lin, X., & Li, L. (2021). Technology acceptance of LMS—Do previous online learning experiences matter?. Journal of Educational Technology Development and Exchange (JETDE), 14(2), 75-90. https://doi.org/10.18785/jetde.1402.04
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