Perceptions of a Learning Management System: Acceptance, Usefulness, and Usage Among University Undergraduate Faculty

This qualitative research investigated individual perceptions of usefulness and ease of use of technology-based learning systems among undergraduate faculty at a private university located in the southwestern United States, with branch campuses in Latin American and Asia. The focus was on perceptions of usefulness and ease of use. In addition, focus was on emerging processes and procedures that facilitated ease of technology acceptance and usage. Participants were capable of reflecting on technology, its presence in their activities, and its usage in a higher education environment. Participants served as a purposeful sample and included nine undergraduate faculty members representing three geographical locations. Three major themes including motivations toward technology, organizational communications, and usage disturbance were established. All themes came from data collections directed by research design. Results drove the conclusions that usefulness and ease of use were different from each other. Usefulness came from participants’ history and experience while ease of use from university and participant relationships. Processes and procedures came directly from participants’ motivation toward technology, individual confidence, and organizational support and communications. The results found that communications, relationships, and engagement benefit universities and their implementation of technology such as learning management systems. An emergent theory referred to as fragmented utilization of technology believes technology is utilized but at limited levels. Limited utilization was due to several factors including the lack of communication, engagement among participants, and disturbance of usage. The technology acceptance model could evolve into the technology acceptance process, using factors of the previous while adding end-use reflections and organizational reviews