The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19

Camilleri, M.A. & Camilleri, A.C. (2021). The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19, Technology, Knowledge and Learning, https://doi.org/10.1007/s10758-021-09561-y

36 Pages Posted: 16 Aug 2021

See all articles by Mark Anthony Camilleri

Mark Anthony Camilleri

University of Malta; University of Edinburgh

Adriana Camilleri

University of Bath - Department of Psychology

Date Written: August 12, 2021

Abstract

During the outbreak of the Coronavirus (COVID-19) pandemic, higher education institutions (HEIs) have shifted from traditional and blended learning approaches to a fully virtual course delivery. This research investigates the students’ perceptions on remote learning through asynchronous learning management systems (LMS) and via synchronous video conferencing technologies like Google Meet, Microsoft Teams or Zoom, among others. The data was gathered from a sample of 501 higher education students in a Southern European context. A survey questionnaire included measures that investigated the participants’ acceptance of interactive technologies to better understand their utilitarian motivations to use them. The findings suggest that the research participants accessed asynchronous content and interacted with online users, including with their course instructor, in real time. While there are a number of theoretical or opinion papers on the impact of COVID-19 on higher education services, currently, there are still a few empirical papers that shed light on the factors that are having an effect on the students’ attitudes and intentions to utilize remote learning technologies. This contribution underlines the importance of maintaining ongoing, interactive engagement with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journey.

Keywords: perceived usefulness, perceived interactivity, facilitating conditions, video conferencing, learning management systems, SEM-PLS.

JEL Classification: I2, I20, I23, O32, O33, M15

Suggested Citation

Camilleri, Mark and Camilleri, Adriana, The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19 (August 12, 2021). Camilleri, M.A. & Camilleri, A.C. (2021). The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19, Technology, Knowledge and Learning, https://doi.org/10.1007/s10758-021-09561-y, Available at SSRN: https://ssrn.com/abstract=3905093 or http://dx.doi.org/10.2139/ssrn.3905093

Mark Camilleri (Contact Author)

University of Malta ( email )

Department of Corporate Communication,
Faculty of Media and Knowledge Sciences
Msida, MSD2080
Malta
79314808 (Phone)

HOME PAGE: http://https://www.um.edu.mt/profile/markacamilleri

University of Edinburgh

27 Buccheluech Place,
The Business School
Edinburgh, Scotland EH8 9JS
United Kingdom

Adriana Camilleri

University of Bath - Department of Psychology ( email )

United Kingdom

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