Acceptance Model

Learning management systems are software systems de-signed to aid lecturers to deliver learning content to stu-dents,1 which can also be used to enhance conventional classroom or distance learning.1,2 In the current climate of technology expansion, learning management systems in edu-cational institutions are essential tools for delivering course content, facilitating interaction, and administering students’ assessments. A research study was conducted to investigate the complexity of factors that could influence the use of learning management systems and to identify the individual, organizational, and technological factors that were affecting the use of the learning management systems for students. Learning management systems are tools to improve learn-ing outcomes. A study done at the Faculty of Medicine at the University of Puerto Rico of a learning management sys-tem to provide students with an introduction to biostatistics, medical informatics, bioethics, and the history of medicine showed that the students using the learning management system achieved better grades.3 Learning management sys-tems have also been specifically advocated for the support of distance learning students. In New Zealand, students using Modular Object-Orientated Dynamic Learning Environ-ment (Moodle), an open source learning management sys-tem, and Skype reported significantly less travel time to study venues and expressed enthusiasm for these modes of teach-ing and technology.4 Despite these positive attitudes, there has been concern about how learning management systems have been used primarily for course management, document access, and management of course grades with few institutions usin