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Application of innovation diffusion theory to the E-learning process: higher education context

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Abstract

This empirical study aims to identify the factors influencing the use of Moodle as a Learning Management Systems (LMS) in the academic context. To fulfil this objective, a quantitative study was carried out through a questionnaire directed to Portuguese university students, which obtained a total of 631 valid answers. The results obtained, based on structural equation modelling, show that the characteristics of Moodle LMS, proposed by Innovation Diffusion Theory and Personal Innovativeness in Information Technology influence the use of this tool positively. This research contributes to advancing the literature on this subject, and for practice the importance of elaborating student-centred LMS is highlighted. These and other implications and suggestions for future research are also presented.

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Acknowledgments

The authors are grateful to the anonymous referees of the journal for their extremely useful suggestions to improve the quality of the paper. The authors gratefully acknowledge financial support from National Funds of the FCT – Portuguese Foundation for Science and Technology within the project «UIDB/04007/2020 ».

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Authors and Affiliations

  1. University of Beira Interior, Estrada do Sineiro –, 6200-209, Covilhã, Portugal

    Cláudia Pinho

  2. Department of Management and Economics, University of Beira Interior, CEFAGE-UBI Research Center, Estrada do Sineiro –, 6200-209, Covilhã, Portugal

    Mário Franco & Luis Mendes

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  1. Cláudia Pinho
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Annex I

Annex I

Construct

Items used

Scale

Authors

LMS characteristics

Relative advantage (RA)

RA1..They improve the results of my learning

1- completely disagree, to 7- completely agree

Lee et al. (2009)

RA2..They are very useful to me

RA3.They help me to learn effectively

Compatibility (CP)

CP1.For me to adopt LMS, they would need to be compatible with most aspects of my learning

1- completely disagree, to 7- completely agree

Karahanna et al. (1999)

CP2.For me to adopt LMS, they would have to match my learning style

CP3.For me to adopt LMS, they would need to match my way of learning

Complexity (CX)

CX1.The study methods are easy to understand

1- completely disagree, to 7- completely agree

Lee et al. (2009)

CX2.The platforms are easy to use

Observability (OB)

OB1.At my university we see students using the LMS on many of the institution’s computers

1- completely disagree, to 7- completely agree

Karahanna et al. (1999)

OB2.At my university, I saw many students using the LMS on personal computers

Trialability (TR)

TR1.Before deciding to adopt LMS or not, I would use them to test them

1- completely disagree, to 7- completely agree

Karahanna et al. (1999)

TR2.Before deciding to adopt LMS or not, I would be able to test them suitably

EX3.I would be authorised to use LMS to test them over a long period to explore their potential

Personality traits

PIIT

PIIT1. If I hear about new IT, I look for ways to try it out

1- completely disagree, to 7- completely agree

van Raaij and Schepers (2008)

PIIT2. In my group of fellow-students, I’m generally the first to explore new IT

PIIT3.I like to try out new IT

PIIT4.I’m generally hesitant about trying out new IT

Use of Moodle LMS (UML)

  

Al-Debei et al. (2013)

 

Frequency of use

  
 

UML1. I access digital content

1 = never, to 7 = always

 
 

ULP

  
 

ML2. I attend classes

  
 

UML3. I communicate with fellow-students

  
 

UML4. I participate in forums

  

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Pinho, C., Franco, M. & Mendes, L. Application of innovation diffusion theory to the E-learning process: higher education context. Educ Inf Technol 26, 421–440 (2021). https://doi.org/10.1007/s10639-020-10269-2

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