Predictors of instructors' behavioral intention to use learning management system: A Turkish vocational college example

The trend of using e-learning systems is now rapidly expanding into all educational domains. Although they are popular, research studies have been focused on the e-learners and undergraduate levels. Instructors play an important role in specifying the effectivity, success or inefficacy, and adoption of the e-learning systems so predicting instructors' behavioral intention to use learning management system is essential prior to its adoption. The purpose of this study is to explore instructors' behavioral intention to use Learning Management System (LMS) at a postsecondary military vocational college level. We used a conceptual framework proposed by Findik Coskuncay and Ozkan for understanding vocational college instructors' behavioral intention to use LMS. Framework includes the core constructs in technology acceptance model: namely, perceived ease of use, perceived usefulness, behavioral intention and application self-efficacy, technological complexity, subjective norm. Additional external variables were also adopted namely, instructors' age, prior teaching experience, and course relevance. Accordingly, 115 instructors are asked to answer the questionnaire for investigating behavioral intention. After statistical analysis, the results demonstrate that all mentioned variables either directly or indirectly affect the overall behavioral intention to use LMS. Instructors' perceived usefulness was found as the most significant factor for predicting instructors' behavioral intention to use LMS. Instructors' age did not correlate significantly with the factors in technology acceptance model and there was negative significant correlation between instructors' teaching experience and technological complexity, subjective norm and behavioral intention. (C) 2015 Elsevier Ltd. All rights reserved.