JultikaUniversity of Oulu repository

Abstract

The uptake of Learning Management Systems (LMS) by K-12 institutions has sky-rocketed in the past years, yet a dearth of studies exists measuring teacher acceptance of LMS by taking into consideration collaborative learning. Drawing on this gap, the present study embarks to explore Turkish K-12 teachers’ acceptance of using learning management systems for collaborative learning. This study followed a quantitative approach and adopted Technology Acceptance Model as the theoretical framework. Both internal (perceived ease of use, perceived usefulness, attitude, and behavioral intention) and external variables (self-efficacy, compatibility, and facilitating conditions) of the Technology Acceptance Model (TAM) literature were taken into consideration when studying how teachers’ beliefs on collaborative learning (learning belief, motivation belief, and effort belief) impact their acceptance of LMS for collaborative learning.

This study involves a survey of 60 teachers at private schools in Turkey. A Likert-scale type survey questionnaire including demographics, technology acceptance, and collaborative learning beliefs was distributed, and to answer the research questions, descriptive analysis and stepwise multiple regression were utilized for data analysis.

Results of the present study indicate that the K-12 teachers accept the use of LMS for CL as easy and useful to use. The teachers reported positive attitudes and willingness to use the LMS for collaborative learning (CL). Both self-efficacy and compatibility positively significantly predicted the acceptance of LMS for CL, while facilitating conditions did not predict acceptance. No significant relationship was found between K-12 teacher CL beliefs and their acceptance of LMS for CL.

The present study concluded that a) the availability of support on an organizational and peer level to support K-12 teachers is essential for self-efficacy and b) the compatibility of the either the LMS with the teacher’s way of teaching or vice versa impact K-12 teacher acceptance. The practical implications include suggestions for LMS developers and organizations.