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Predicting the Behavioral Intention of Greek University Faculty Members to Use Moodle

Author

Listed:
  • Konstantinos Lavidas

    (Department of Educational Sciences and Early Childhood Education, University of Patras, 265 04 Rio, Greece)

  • Stamatis Papadakis

    (Department of Preschool Education, Faculty of Education, University of Crete, 741 00 Crete, Greece)

  • Andromachi Filippidi

    (Department of Educational Sciences and Early Childhood Education, University of Patras, 265 04 Rio, Greece)

  • Christopher Karachristos

    (Department of Educational Sciences and Early Childhood Education, University of Patras, 265 04 Rio, Greece)

  • Anastasia Misirli

    (Department of Educational Sciences and Early Childhood Education, University of Patras, 265 04 Rio, Greece)

  • Aggeliki Tzavara

    (Department of Educational Sciences and Early Childhood Education, University of Patras, 265 04 Rio, Greece)

  • Vassilis Komis

    (Department of Educational Sciences and Early Childhood Education, University of Patras, 265 04 Rio, Greece)

  • Nikos Karacapilidis

    (Department of Mechanical Engineering and Aeronautics, University of Patras, 265 04 Rio, Greece)

Abstract

An emerging area of research is the study of factors that influence the use of e-learning systems in higher education. Previous studies have mainly focused on the factors that influence the adoption of learning management systems (LMS) from the student’s point of view, and rarely from the point of view of the university lecturers. Moodle is an open-source LMS that has been used increasingly by the higher education community worldwide in the past few years. The purpose of this study is to investigate the factors that explain the acceptance of Moodle by academic personnel (faculty members) in the Greek higher education system. The convenience sample consists of 85 lecturers from different universities in Greece. All of them reported having used Moodle. Using the technology acceptance model, the correlations between the six latent variables (perceived ease of use, perceived usefulness, behavioral intention to use, perceived self-efficacy, subjective norms, and technology complexity) were examined. Five of the eight hypotheses were supported by variance base structural equation modelling. The total explained variance of the faculty members’ behavioral intention to use Moodle was estimated to be 68.3%. Perceived usefulness and perceived ease of use had a high overall effect. Subjective norms, self-efficacy, and technological complexity influenced the teachers’ intentions to adopt Moodle. This study recommends training as well as technical support for academic personnel. In addition, stakeholders should address these factors to increase usability, awareness of new opportunities for the educational community, accessibility, and the general dissemination of the benefits of learning management systems in education.

Suggested Citation

  • Konstantinos Lavidas & Stamatis Papadakis & Andromachi Filippidi & Christopher Karachristos & Anastasia Misirli & Aggeliki Tzavara & Vassilis Komis & Nikos Karacapilidis, 2023. "Predicting the Behavioral Intention of Greek University Faculty Members to Use Moodle," Sustainability, MDPI, vol. 15(7), pages 1-12, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:7:p:6290-:d:1117303
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    References listed on IDEAS

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    1. Fred D. Davis & Richard P. Bagozzi & Paul R. Warshaw, 1989. "User Acceptance of Computer Technology: A Comparison of Two Theoretical Models," Management Science, INFORMS, vol. 35(8), pages 982-1003, August.
    2. Viswanath Venkatesh & Fred D. Davis, 2000. "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies," Management Science, INFORMS, vol. 46(2), pages 186-204, February.
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    1. Jia Miao & Li Ma, 2023. "Teacher Autonomy Support Influence on Online Learning Engagement: The Mediating Roles of Self-Efficacy and Self-Regulated Learning," SAGE Open, , vol. 13(4), pages 21582440231, December.

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