How to cite this paper
Qattous, H., Alghanim, F., Omar, F., Al-Oudat, M., Shkoukani, M & Sowan, B. (2022). Examination of students’ acceptance and intention to use a New LMS during COVID-19 pandemic.International Journal of Data and Network Science, 6(4), 1485-1500.
Refrences
Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238-256.
Abdullah, F., Ward, R., & Ahmed, E. (2016). Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios. Computers in Human Behavior, 63, 75-90.
Abu-Shanab, E., Ababneh, N., & Momani, A. (2012). E-learning systems' acceptance: the case of EduWave in Jordan. The International Scientific Conference eLearning and Software for Education. 2, pp. 463-467. Bucharest: National Defence University Publishing House.
Ahmad, E., & Ward, R. (2016). Analysis of factors influencing acceptance of personal, academic and professional development e-portfolios. Computers in Human Behavior, 63, 152-161.
Alias, N., & Zainuddin, A. (2005). Innovation for better teaching and learning: Adopting the learning management system. Malaysian online journal of instructional technology, 2(2), 27-40.
Al-Somali, S., Gholami, R., & Clegg, B. (2008). Internet Banking Acceptance in the Context of Developing Countries: An Extension of the Technology Acceptance Model. Birmingham, UK: Operations &Information Management Group, Aston Business School.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42.
Bajaj, A., & Nidumolu, S. (1998). A feedback model to understand information system usage. Information & Management, 33(4), 213-224.
Black, E., Beck, D., Dawson, K., Jinks, S., & DiPietro, M. (2007). The other side of the LMS: Considering implementation and use in the adoption of an LMS in online and blended learning environments. TechTrends, 51(2), 35–39.
Byrne, B. M. (2016). Structural Equation Modeling With AMOS, Basic Concepts, Applications, and Programming (3rd ed). New York: NY: Routledge/Taylor & Francis Group.
Carvalho, A., Areal, N., & Silva, J. (2011). Students' perceptions of Blackboard and Moodle in a Portuguese university. British Journal of Educational Technology, 42(5), 824-841.
Chang, S.-C., & Tung, F.-C. (2008). An empirical investigation of students' behavioural intentions to use the online learning course websites. British Educational Research Association, 39(1), 71-83.
Cheng, E. W. (2001). SEM being more effective than multiple regression in parsimonious model testing for management development research. Journal of Management Development, 20(7), 650–667.
Corell-Almuzara, A., López-Belmonte, J., Marin-Marin, J.-A., & Moreno-Guerrero, A.-J. (2021). COVID-19 in the Field of Education: State of the Art. Sustainability, 13(10), 1-17.
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Davis, F. (1993). User acceptance of information technology: system characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38(3), 475-487.
Escobar-Rodriguez, T., & Monge-Lozano, P. (2012). The acceptance of Moodle technology by business administration students. Computers & Education, 58(4), 1085-1093.
Henseler, J., Ringle, C., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115–135.
Hölbl, M., & Welzer, T. (2010). Students’ feedback and communication habits using Moodle. Elektronika ir Elektrotechnika, 102(6), 63-66.
Islam, N. A. (2013). Investigating e-learning system usage outcomes in the university context. Computers & Education, 69, 387–399.
Karahanna, E., Agarwal, R., & Angst, C. (2006). Reconceptualizing Compatibility Beliefs in Technology Acceptance Research. MIS Quarterly, 30(4), 781-804.
Keil, M., Beranek, P., & Konsynski, B. (1995). Usefulness and ease of use: field study evidence regarding task considerations. Decision Support Systems, 13(1), 75-91.
Khan, I. (2020). Electronic Learning Management System: Relevance, Challenges and Preparedness. Journal of Emerging Technologies and Innovative Research, 7(5), 471-480.
Kilic, E. (2014). Determining the Factors of Affecting the Moodle Use by Using TAM. The Story of a University after a Destructive Earthquake. H. U. Journal of Education, 29(1), 169-179.
Kline, R. (2016). Principles and Practice of Structural Equation Modeling (4th edition). New York: The Guilford Press.
Laurencia, K., & Sudarto, S. (2021). Intention to Use Microsoft Teams in the Online Learning System for Students of Universitas Tarumanagara During the COVID-19 Pandemic. International Conference on Economics, Business, Social, and Humanities. 570, pp. 748-754. Online: Atlantis Press.
Lederer, A., Maupin, D., Sena, M., & Zhuang, Y. (2000). The technology acceptance model and the World Wide Web. Decision Support Systems, 29(3), 269-282.
Liaw, S.-S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873.
Liaw, S.-S., & Huang, H.-M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14-24.
Liu, I.-F., Chen, M., Sun, Y., Wible, D., & Kuo, C.-H. (2010). Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. Computers & Education, 54(2), 600-610.
Lopez-Belmonte, J., Segura-Robles, A., Moreno-Guerrero, A.-J., & Parra-González, M.-E. (2021). Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science. European Journal of Investigation in Health, Psychology and Education, 11(1), 20-32.
M., H., & T., W. (2010). Students’ feedback and communication habits using Moodle. Electronics and Electrical Engineering, 6(102), 63–66.
Mahnegar, F. (2012). Learning Management System. International Journal of Business and Social Science, 3(12), 144-150.
McCoy, S., Galletta, D., & King, W. (2005). Integrating national culture into IS research: The need for current individual level measures. Communications of the Association for Information Systems, 15(1), 211–224.
Mouakket, S., & Bettayeb, A. M. (2015). Investigating the factors influencing continuance usage intention of Learning management systems by university instructors: The Blackboard system case. International Journal of Web Information Systems, 11(4), 491-509.
Naveh, G., Tubin, D., & Pliskin, N. (2010). Student LMS use and satisfaction in academic institutions: The organizational perspective. The Internet and Higher Education, 13(3), 127-133.
Ngai, E., Poon, J., & Chan, Y. (2007). Empirical examination of the adoption of WebCT using TAM. Computers & Education, 48(2), 250-267.
Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119, 1-12.
Park, S. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning. Educational Technology & Society, 12(3), 150-162.
Piña, A. (2013). Learning Management Systems: A Look at the Big Picture. Hershey: Hershey, PA: Information Science Research.
Robinson, L., Marshall, G., & Stamps, M. (2005). Sales force use of technology: antecedents to technology acceptance. Journal of Business Research, 58(12), 1623-1631.
Rogers, E. (2003). Diffusion of innovations (5th ed.). New York: NY: Free Press.
Ros, S., Hernández, R., Caminero, A., Robles, A., Barbero, I., Maciá, A., & Holgado, F. (2015). On the use of extended TAM to assess students' acceptance and intent to use third-generation learning management systems. British Educational Research Association, 46(6), 1250-1271.
Sánchez, R., & Hueros, A. (2010). Motivational factors that influence the acceptance of Moodle using TAM. Computers in Human Behavior, 26(6), 1632-1640.
Shin, D. (2009). An empirical investigation of a modified technology acceptance model of IPTV. Behaviour & Information Technology, 361-372.
Tarhini, A., Hone, K., & Liu, X. (2014). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural equation modeling approach for an extended technology acceptance model. Journal of Educational Computing Research, 51(2), 163–184.
Tarhini, A., Hone, K., & Liu, X. (2015). A cross-cultural examination of the impact of social, organisational and individual factors on educational technology acceptance between British and Lebanese university students. British Journal of Educational Technology, 46(4), 739-755.
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(1), 302–312.
Teo, T., & Ursavaş, Ö. F. (2012). An Assessment of Pre-Service Teachers’ Technology Acceptance in Turkey: A Structural Equation Modeling Approach. The Asia-Pacific Education Researcher, 21(1), 191-202.
Teo, T., Zhou, M., Fan, A. C., & Huang, F. (2019). Factors that influence university students’ intention to use Moodle: a study in Macau. Educational Technology Research and Development, 67, 749–766.
Ursavas, Ö. F. (2013). Reconsidering the role of attitude in the TAM: An answer to Teo (2009)and Nistor and Heymann (2010), and Lopez-Bonilla and Lopez-Bonilla(2011). British Journal of Educational Technology, 44(1), E22–E25.
Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39(2), 273-315.
Venkatesh, V., & Davis, F. (1996). A Model of the Antecedents of Perceived Ease of Use: Development and Test. Decision Sciences, 27(3), 451-481.
Verawardina, U., Asnur, L., Lubis, A., Hendriyani, Y., Ramadhani, D., Dewi, I., . . . Sriwahyuni, T. (2020). Reviewing Online Learning Facing the Covid-19 Outbreak. Journal of Talent Development and Excellence, 12(3s), 385–392.
Wang, Q., Woo, H., Quek, C., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428 - 438.
Yalcin, M. E., & Kutlu, B. (2019). Examination of students’ acceptance of and intention to use learning management systems using extended TAM. British Journal of Educational Technology, 50(5), 2414–2432.
Yusu, B., & Ahmad, J. (2020). Are we Prepared Enough? A Case Study Of Challenges In Online Learning In A Private Higher Learning Institution During The Covid-19 Outbreaks. Advances in Social Sciences Research Journal, 7(5), 205-212.
Zhao, L., Lu, Y., Wang, B., Chauc, P., & Zhanga, L. (2012). Cultivating the sense of belonging and motivating user participation in virtual communities: A social capital perspective. International Journal of Information Management, 32(6), 574-588.
Abdullah, F., Ward, R., & Ahmed, E. (2016). Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios. Computers in Human Behavior, 63, 75-90.
Abu-Shanab, E., Ababneh, N., & Momani, A. (2012). E-learning systems' acceptance: the case of EduWave in Jordan. The International Scientific Conference eLearning and Software for Education. 2, pp. 463-467. Bucharest: National Defence University Publishing House.
Ahmad, E., & Ward, R. (2016). Analysis of factors influencing acceptance of personal, academic and professional development e-portfolios. Computers in Human Behavior, 63, 152-161.
Alias, N., & Zainuddin, A. (2005). Innovation for better teaching and learning: Adopting the learning management system. Malaysian online journal of instructional technology, 2(2), 27-40.
Al-Somali, S., Gholami, R., & Clegg, B. (2008). Internet Banking Acceptance in the Context of Developing Countries: An Extension of the Technology Acceptance Model. Birmingham, UK: Operations &Information Management Group, Aston Business School.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42.
Bajaj, A., & Nidumolu, S. (1998). A feedback model to understand information system usage. Information & Management, 33(4), 213-224.
Black, E., Beck, D., Dawson, K., Jinks, S., & DiPietro, M. (2007). The other side of the LMS: Considering implementation and use in the adoption of an LMS in online and blended learning environments. TechTrends, 51(2), 35–39.
Byrne, B. M. (2016). Structural Equation Modeling With AMOS, Basic Concepts, Applications, and Programming (3rd ed). New York: NY: Routledge/Taylor & Francis Group.
Carvalho, A., Areal, N., & Silva, J. (2011). Students' perceptions of Blackboard and Moodle in a Portuguese university. British Journal of Educational Technology, 42(5), 824-841.
Chang, S.-C., & Tung, F.-C. (2008). An empirical investigation of students' behavioural intentions to use the online learning course websites. British Educational Research Association, 39(1), 71-83.
Cheng, E. W. (2001). SEM being more effective than multiple regression in parsimonious model testing for management development research. Journal of Management Development, 20(7), 650–667.
Corell-Almuzara, A., López-Belmonte, J., Marin-Marin, J.-A., & Moreno-Guerrero, A.-J. (2021). COVID-19 in the Field of Education: State of the Art. Sustainability, 13(10), 1-17.
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Davis, F. (1993). User acceptance of information technology: system characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38(3), 475-487.
Escobar-Rodriguez, T., & Monge-Lozano, P. (2012). The acceptance of Moodle technology by business administration students. Computers & Education, 58(4), 1085-1093.
Henseler, J., Ringle, C., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115–135.
Hölbl, M., & Welzer, T. (2010). Students’ feedback and communication habits using Moodle. Elektronika ir Elektrotechnika, 102(6), 63-66.
Islam, N. A. (2013). Investigating e-learning system usage outcomes in the university context. Computers & Education, 69, 387–399.
Karahanna, E., Agarwal, R., & Angst, C. (2006). Reconceptualizing Compatibility Beliefs in Technology Acceptance Research. MIS Quarterly, 30(4), 781-804.
Keil, M., Beranek, P., & Konsynski, B. (1995). Usefulness and ease of use: field study evidence regarding task considerations. Decision Support Systems, 13(1), 75-91.
Khan, I. (2020). Electronic Learning Management System: Relevance, Challenges and Preparedness. Journal of Emerging Technologies and Innovative Research, 7(5), 471-480.
Kilic, E. (2014). Determining the Factors of Affecting the Moodle Use by Using TAM. The Story of a University after a Destructive Earthquake. H. U. Journal of Education, 29(1), 169-179.
Kline, R. (2016). Principles and Practice of Structural Equation Modeling (4th edition). New York: The Guilford Press.
Laurencia, K., & Sudarto, S. (2021). Intention to Use Microsoft Teams in the Online Learning System for Students of Universitas Tarumanagara During the COVID-19 Pandemic. International Conference on Economics, Business, Social, and Humanities. 570, pp. 748-754. Online: Atlantis Press.
Lederer, A., Maupin, D., Sena, M., & Zhuang, Y. (2000). The technology acceptance model and the World Wide Web. Decision Support Systems, 29(3), 269-282.
Liaw, S.-S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873.
Liaw, S.-S., & Huang, H.-M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14-24.
Liu, I.-F., Chen, M., Sun, Y., Wible, D., & Kuo, C.-H. (2010). Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. Computers & Education, 54(2), 600-610.
Lopez-Belmonte, J., Segura-Robles, A., Moreno-Guerrero, A.-J., & Parra-González, M.-E. (2021). Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science. European Journal of Investigation in Health, Psychology and Education, 11(1), 20-32.
M., H., & T., W. (2010). Students’ feedback and communication habits using Moodle. Electronics and Electrical Engineering, 6(102), 63–66.
Mahnegar, F. (2012). Learning Management System. International Journal of Business and Social Science, 3(12), 144-150.
McCoy, S., Galletta, D., & King, W. (2005). Integrating national culture into IS research: The need for current individual level measures. Communications of the Association for Information Systems, 15(1), 211–224.
Mouakket, S., & Bettayeb, A. M. (2015). Investigating the factors influencing continuance usage intention of Learning management systems by university instructors: The Blackboard system case. International Journal of Web Information Systems, 11(4), 491-509.
Naveh, G., Tubin, D., & Pliskin, N. (2010). Student LMS use and satisfaction in academic institutions: The organizational perspective. The Internet and Higher Education, 13(3), 127-133.
Ngai, E., Poon, J., & Chan, Y. (2007). Empirical examination of the adoption of WebCT using TAM. Computers & Education, 48(2), 250-267.
Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119, 1-12.
Park, S. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning. Educational Technology & Society, 12(3), 150-162.
Piña, A. (2013). Learning Management Systems: A Look at the Big Picture. Hershey: Hershey, PA: Information Science Research.
Robinson, L., Marshall, G., & Stamps, M. (2005). Sales force use of technology: antecedents to technology acceptance. Journal of Business Research, 58(12), 1623-1631.
Rogers, E. (2003). Diffusion of innovations (5th ed.). New York: NY: Free Press.
Ros, S., Hernández, R., Caminero, A., Robles, A., Barbero, I., Maciá, A., & Holgado, F. (2015). On the use of extended TAM to assess students' acceptance and intent to use third-generation learning management systems. British Educational Research Association, 46(6), 1250-1271.
Sánchez, R., & Hueros, A. (2010). Motivational factors that influence the acceptance of Moodle using TAM. Computers in Human Behavior, 26(6), 1632-1640.
Shin, D. (2009). An empirical investigation of a modified technology acceptance model of IPTV. Behaviour & Information Technology, 361-372.
Tarhini, A., Hone, K., & Liu, X. (2014). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural equation modeling approach for an extended technology acceptance model. Journal of Educational Computing Research, 51(2), 163–184.
Tarhini, A., Hone, K., & Liu, X. (2015). A cross-cultural examination of the impact of social, organisational and individual factors on educational technology acceptance between British and Lebanese university students. British Journal of Educational Technology, 46(4), 739-755.
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(1), 302–312.
Teo, T., & Ursavaş, Ö. F. (2012). An Assessment of Pre-Service Teachers’ Technology Acceptance in Turkey: A Structural Equation Modeling Approach. The Asia-Pacific Education Researcher, 21(1), 191-202.
Teo, T., Zhou, M., Fan, A. C., & Huang, F. (2019). Factors that influence university students’ intention to use Moodle: a study in Macau. Educational Technology Research and Development, 67, 749–766.
Ursavas, Ö. F. (2013). Reconsidering the role of attitude in the TAM: An answer to Teo (2009)and Nistor and Heymann (2010), and Lopez-Bonilla and Lopez-Bonilla(2011). British Journal of Educational Technology, 44(1), E22–E25.
Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39(2), 273-315.
Venkatesh, V., & Davis, F. (1996). A Model of the Antecedents of Perceived Ease of Use: Development and Test. Decision Sciences, 27(3), 451-481.
Verawardina, U., Asnur, L., Lubis, A., Hendriyani, Y., Ramadhani, D., Dewi, I., . . . Sriwahyuni, T. (2020). Reviewing Online Learning Facing the Covid-19 Outbreak. Journal of Talent Development and Excellence, 12(3s), 385–392.
Wang, Q., Woo, H., Quek, C., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428 - 438.
Yalcin, M. E., & Kutlu, B. (2019). Examination of students’ acceptance of and intention to use learning management systems using extended TAM. British Journal of Educational Technology, 50(5), 2414–2432.
Yusu, B., & Ahmad, J. (2020). Are we Prepared Enough? A Case Study Of Challenges In Online Learning In A Private Higher Learning Institution During The Covid-19 Outbreaks. Advances in Social Sciences Research Journal, 7(5), 205-212.
Zhao, L., Lu, Y., Wang, B., Chauc, P., & Zhanga, L. (2012). Cultivating the sense of belonging and motivating user participation in virtual communities: A social capital perspective. International Journal of Information Management, 32(6), 574-588.