Examining Lecturers’ Learning Management System Usage Using TAM: Eastern Indonesia Case Study

Debby Erce Sondakh, S.Kom, M.T, Ph.D; Andrew Tanny Liem; Tesalonika Angelina Kasihidi; Veronica Joan Amelia Tauran

doi:10.31154/cogito.v11i2.1011.349-367

Authors

Debby Erce Sondakh, S.Kom, M.T, Ph.D Universitas Klabat
Andrew Tanny Liem Universitas Klabat
Tesalonika Angelina Kasihidi Universitas Klabat
Veronica Joan Amelia Tauran Universitas Klabat

DOI:

https://doi.org/10.31154/cogito.v11i2.1011.349-367

Keywords:

Learning Management System, Pedagogical Beliefs, Perceived Usefulness, Perceived Ease of Use, Technology Acceptance Model, Higher Education

Abstract

The implementation of Learning Management Systems (LMS) in higher education institutions continues to increase in line with the growing demand for flexible digital learning, with the assumption that LMS is an easy-to-use platform that will be naturally accepted by lecturers. This study aims to analyze the factors that influence the adoption of LMS among lecturers at higher education institutions in Eastern Indonesia. This study uses a quantitative cross-sectional survey. The research instrument, comprising 25 items classified into five constructs —Constructivist Pedagogical Beliefs, Traditional Pedagogical Beliefs, Perceived Ease of Use, Perceived Usefulness, and LMS Use —was administered to lecturers at a private university in North Sulawesi. Using the Partial Least Squares-Structural Equation Modeling approach, this study incorporates the Technology Acceptance Model with a constructivist and traditional pedagogical belief orientation. The results show that three of the eight variables significantly influence LMS usage. The findings indicate that constructivist pedagogical beliefs and perceived usefulness have a significant influence on LMS adoption, whereas traditional pedagogical beliefs do not have a significant impact. These results have practical implications for universities in designing training policies and strategies to optimize LMS usage.

References

M. A. Abidah, T. L. M. Suryanto, and D. Ridwandono, “Analisis Faktor yang Memengaruhi Minat Penggunaan Learning Management System dengan Model UTAUT,” EXPERT: Jurnal Manajemen Sistem Informasi dan Teknologi, vol. 12, no. 2, p. 133, Dec. 2022, doi: 10.36448/expert.v12i2.2795.

D. Afrianti Rahayu and M. Surya Laksana, “Analisis Efektivitas Penggunaan E-Learning Management System Berbasis Moodle dalam Pembelajaran Siswa,” Jurnal Pendidikan dan Pengajaran, vol. 2, no. 2, Sep. 2023, doi: 10.69808/pijar.v2i2.46.

K. A. SAPUTRI, B. BAHARUDIN, A. F. ASYHA, S. BAHRI, I. F. HASANAH, and Q. SHABIRA, “Penggunaan Learning Management System (LMS) di Sekolah Menengah Pertama: A Systematic Literature Review,” LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, vol. 4, no. 4, pp. 1264–1273, Dec. 2024, doi: 10.51878/learning.v4i4.4014.

A. H. R. Abogamous, “A Theoretical Framework for the Adoption of Web-Based Learning Management Systems in Saudi Higher Educational Institution,” International Journal of Information and Education Technology, vol. 12, no. 7, pp. 589–598, 2022, doi: 10.18178/ijiet.2022.12.7.1658.

J. Mella-Norambuena, A. Chiappe, and M. G. Badilla-Quintana, “Theoretical and empirical models underlying the teaching use of LMS platforms in higher education: a systematic review,” Journal of Computers in Education, vol. 12, no. 3, pp. 997–1023, Sep. 2025, doi: 10.1007/s40692-024-00336-9.

N. A. Bizami, Z. Tasir, and S. N. Kew, “Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review,” Educ Inf Technol (Dordr), vol. 28, no. 2, pp. 1373–1425, Feb. 2023, doi: 10.1007/s10639-022-11243-w.

M. Fanshawe and G. Barton, “PhD by LMS: Using a learning management system to facilitate self-directed learning in a doctoral study,” Australasian Journal of Educational Technology, vol. 39, no. 4, pp. 104–126, Nov. 2023, doi: 10.14742/ajet.8615.

F. M. Alshammary and W. S. Alhalafawy, “Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis,” Sustainability, vol. 15, no. 2, p. 1305, Jan. 2023, doi: 10.3390/su15021305.

Badan Pusat Statistik, “Indeks Pembangunan Teknologi Informasi dan Komunikasi 2024,” 2025.

T. T. Sulaiman, A. S. B. Mahomed, A. A. Rahman, and M. Hassan, “Examining the influence of the pedagogical beliefs on the learning management system usage among university lecturers in the Kurdistan Region of Iraq,” Heliyon, vol. 8, no. 6, p. e09687, Jun. 2022, doi: 10.1016/j.heliyon.2022.e09687.

K. Ahmed and M. Mesonovich, “Learning Management Systems and Student Performance,” International Journal for e-Learning Security, vol. 8, no. 1, pp. 582–591, Mar. 2019, doi: 10.20533/ijels.2046.4568.2019.0073.

S. Mehrolia, S. Alagarsamy, and M. Indhu Sabari, “Moderating effects of academic involvement in web-based learning management system success: A multigroup analysis,” Heliyon, vol. 7, no. 5, p. e07000, May 2021, doi: 10.1016/j.heliyon.2021.e07000.

F. A. Hatama and H. Effendi, “Pengembangan Asesmen Berbasis Google Classroom pada Mata Pelajaran Instalasi Penerangan Listrik,” Jurnal Pendidikan Teknik Elektro, vol. 3, no. 1, pp. 11–16, Feb. 2022, doi: 10.24036/jpte.v3i1.139.

N. Wahyuningsih, “Peningkatan Penilaian Kompetensi Pengetahuan dan Keterampilan Bahasa Indonesia melalui Aplikasi Google Classroom dalam Ujian Satuan Pendidikan,” Journal of Education Research, vol. 4, no. 1, pp. 240–248, Mar. 2023, doi: 10.37985/jer.v4i1.158.

Y. Arikarani and M. F. Amirudin, “Pemanfaatan Media dan Teknologi Digital Dalam Mengatasi Masalah Pembelajaran Dimasa Pandemi,” Edification Journal, vol. 4, no. 1, pp. 93–116, Jul. 2021, doi: 10.37092/ej.v4i1.296.

Moodle, “National Computer Security Day: Find out how Moodle protects your privacy and security,” https://moodle.com/news/national-computer-security-day/.

S. Jeong and H. Hwang, “Do we need Moodle in medical education? A review of its impact and utility,” Kosin Medical Journal, vol. 38, no. 3, pp. 159–168, Sep. 2023, doi: 10.7180/kmj.23.139.

A. Rajaram et al., “An integrated virtual pathology education platform developed using Microsoft Power Apps and Microsoft Teams,” J Pathol Inform, vol. 13, p. 100117, 2022, doi: 10.1016/j.jpi.2022.100117.

C. Tan, D. Casanova, I. Huet, and M. Alhammad, “Online Collaborative Learning Using Microsoft Teams in Higher Education Amid COVID-19,” International Journal of Mobile and Blended Learning, vol. 14, no. 1, pp. 1–18, Mar. 2022, doi: 10.4018/IJMBL.297976.

M. A. Almaiah, A. Al-Khasawneh, and A. Althunibat, “Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic,” Educ Inf Technol (Dordr), vol. 25, no. 6, pp. 5261–5280, Nov. 2020, doi: 10.1007/s10639-020-10219-y.

B. Bervell and V. Arkorful, “LMS-enabled blended learning utilization in distance tertiary education: establishing the relationships among facilitating conditions, voluntariness of use and use behaviour,” International Journal of Educational Technology in Higher Education, vol. 17, no. 1, p. 6, Dec. 2020, doi: 10.1186/s41239-020-0183-9.

A. S. Al-Adwan, H. Yaseen, A. Alsoud, F. Abousweilem, and W. M. Al-Rahmi, “Novel extension of the UTAUT model to understand continued usage intention of learning management systems: the role of learning tradition,” Educ Inf Technol (Dordr), vol. 27, no. 3, pp. 3567–3593, Apr. 2022, doi: 10.1007/s10639-021-10758-y.

S. Rokhimah and A. Sirait, “Educator Satisfaction Using LMS with ICT Infrastructure as a Mediation Variable,” RSF Conference Series: Business, Management and Social Sciences, vol. 1, no. 3, pp. 81–87, Oct. 2021, doi: 10.31098/bmss.v1i3.291.

P. Kaewsaiha and S. Chanchalor, “Factors affecting the usage of learning management systems in higher education,” Educ Inf Technol (Dordr), vol. 26, no. 3, pp. 2919–2939, May 2021, doi: 10.1007/s10639-020-10374-2.

F. D. Davis, “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology,” MIS Quarterly, vol. 13, no. 3, p. 319, Sep. 1989, doi: 10.2307/249008.

D. Marikyan and S. Papagiannidis, “Technology Acceptance Model: A review,” in TheoryHub Book, S. Papagiannidis, Ed., Newcastle, 2022.

N. Barz, M. Benick, L. Dörrenbächer-Ulrich, and F. Perels, “Students’ acceptance of e-learning: extending the technology acceptance model with self-regulated learning and affinity for technology,” Discover Education, vol. 3, no. 1, p. 114, Jul. 2024, doi: 10.1007/s44217-024-00195-7.

U. Alturki and A. Aldraiweesh, “Application of Learning Management System (LMS) during the COVID-19 Pandemic: A Sustainable Acceptance Model of the Expansion Technology Approach,” Sustainability, vol. 13, no. 19, p. 10991, Oct. 2021, doi: 10.3390/su131910991.

T. Zobeidi, S. B. Homayoon, M. Yazdanpanah, N. Komendantova, and L. A. Warner, “Employing the TAM in predicting the use of online learning during and beyond the COVID-19 pandemic,” Front Psychol, vol. 14, Feb. 2023, doi: 10.3389/fpsyg.2023.1104653.

B. M. Izzati, S. S. Adzra, and M. Saputra, “Online Learning Acceptance in Higher Education during Covid-19 Pandemic: An Indonesian Case Study,” International Journal of Technology, vol. 15, no. 1, p. 207, Jan. 2024, doi: 10.14716/ijtech.v15i1.5078.

Z. Sesmiarni, M. E. Hoque, P. Susanto, M. A. Islam, and H. Hendrayati, “Adoption of SPACE-learning management system in education era 4.0: an extended technology acceptance model with self-efficacy,” Front Educ (Lausanne), vol. 9, Oct. 2024, doi: 10.3389/feduc.2024.1457188.

S. Syahruddin et al., “Students’ acceptance to distance learning during Covid-19: the role of geographical areas among Indonesian sports science students,” Heliyon, vol. 7, no. 9, p. e08043, Sep. 2021, doi: 10.1016/j.heliyon.2021.e08043.

M. Mailizar, D. Burg, and S. Maulina, “Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model,” Educ Inf Technol (Dordr), vol. 26, no. 6, pp. 7057–7077, Nov. 2021, doi: 10.1007/s10639-021-10557-5.

G. García-Murillo, P. Novoa-Hernández, and R. Serrano Rodríguez, “On the Technological Acceptance of Moodle by Higher Education Faculty—A Nationwide Study Based on UTAUT2,” Behavioral Sciences, vol. 13, no. 5, p. 419, May 2023, doi: 10.3390/bs13050419.

U. Alturki and A. Aldraiweesh, “An Empirical Investigation into Students’ Actual Use of MOOCs in Saudi Arabia Higher Education,” Sustainability, vol. 15, no. 8, p. 6918, Apr. 2023, doi: 10.3390/su15086918.

S. M. J. Sobhani, O. Jamshidi, and Z. Fozouni Ardekani, “Cultivating knowledge: the adoption experience of learning management systems in agricultural higher education,” Front Educ (Lausanne), vol. 10, Apr. 2025, doi: 10.3389/feduc.2025.1551546.

T. Sulaiman, A. Mahomed, A. Rahman, and M. Hassan, “Understanding Antecedents of Learning Management System Usage among University Lecturers Using an Integrated TAM-TOE Model,” Sustainability, vol. 15, no. 3, p. 1885, Jan. 2023, doi: 10.3390/su15031885.

M. Wang, S. S. Ramasamy, A. Y. Dawod, and X. Yu, “Development and TAM-Based Validation of a User Experience Scale for Actual System Use in Online Courses,” Educ Sci (Basel), vol. 15, no. 7, p. 855, Jul. 2025, doi: 10.3390/educsci15070855.

P. Ndibalema, “Perspectives on the use of learning management systems in higher learning institutions in Tanzania: The gaps and opportunities,” Social Sciences & Humanities Open, vol. 11, 2025, doi: 10.1016/j.ssaho.2025.101463.

K. Li, “Determinants of College Students’ Actual Use of AI-Based Systems: An Extension of the Technology Acceptance Model,” Sustainability, vol. 15, no. 6, p. 5221, Mar. 2023, doi: 10.3390/su15065221.

U. S. Kesmodel, “Cross-sectional studies – what are they good for?,” Acta Obstet Gynecol Scand, vol. 97, no. 4, pp. 388–393, 2018, doi: 10.1111/aogs.13331.

P. Yidana, “Senior high school students’ usage of time and its impact on their academic achievement in Northern Ghana,” Interdisciplinary Journal of Education Research, vol. 3, no. 2, pp. 48–59, 2021, doi: 10.51986/ijer-2021.vol3.02.06.

D. Turnbull, R. Chugh, and J. Luck, “Learning management systems and social media: a case for their integration in higher education institutions,” Research in Learning Technology, vol. 31, May 2023, doi: 10.25304/rlt.v31.2814.

F. Ssemugenyi and T. Nuru Seje, “A decade of unprecedented e-learning adoption and adaptation: Covid-19 revolutionizes teaching and learning at Papua New Guinea University of Technology (PNGUoT),” Cogent Education, vol. 8, no. 1, Jan. 2021, doi: 10.1080/2331186X.2021.1989997.