MOODLE AS A LEARNING MANAGEMENT SYSTEM: PERCEIVED EFFICACY AND ACTUAL USE

Abstract

Smart learning means to create an enriched interactive environment that enables learners and educators to access their learning resources at the right time and place in an effective, efficient, and engaging manner. The effectiveness and efficacy of the Learning Management System (LMS) represents a crucial component in such an environment. In light of the Unified Theory of Acceptance and Use of Technology (UTAUT), Technology Acceptance Model (TAM), and the Diffusion of Innovation Model (DOI), this study aimed to scrutinize the perceived efficacy of Moodle as a learning management system as seen by instructors. It further aimed to reveal the degree to which instructors were actually using Moodle in the educational process in Jordan. A descriptive survey methodology was used for data collection purposes and statistical analysis revealed that performance expectancy, effort expectancy, and social influence have significant impacts on the perceived efficacy of Moodle. Moreover, the results revealed that the actual use was highly driven by perceived efficacy, whereas it was moderately influenced by facilitating conditions. The effect of instructors’ gender, experience, and field of study, as moderating factors, were also investigated.