Theoretical Framework to Enhance Secondary Students’ Acceptance to E-Learning Management System

The demand on e-learning and self-education management system has extremely increased during the Covid-19 global pandemic and due to the rapid change in technology innovations in the last decade. As such, a fast number of educational establishments have shifted from face-to-face learning systems to distance learning while others are still mixing between face-to-face learning and distance learning with an ambition to move for digitalization. Countries across the world are accelerating toward having a good quality of online education by enhancing the performance of e-learning management systems and increasing their effectiveness. Similarly, the Ministry of Education (MoE) in United Arab Emirates (UAE) has adopted a promising vision to digitalize education and invest in multiple education platforms to support the in-person school education and facilitate the learning demand even after schooling hours. However, E-Learning Management Systems (LMS) have increased the accessibility to educational resources, making it easier for students to design and select their learning hours and enhanced education quality. For this purpose, many countries aim to provide its secondary school students with competitive E-Learning Management System which would replace the traditional methods of education without compromising quality of learning outcomes. The UAE is among the countries that have taken good steps in investing in public education, producing strategies and visions toward digital transformation ensuring to have indicators for smart education. However, literature shows that only 60% of the students prefer classical tools of education over the technology-based ones. As a consequence, there is a pressing need to identify and understand the factors that affect the secondary school students’ behavioral intentions toward the e-learning management systems in UAE and their relationships to come up with a decision-making support tool which would help decision makers to develop policies and adopt tools that enhance students’ acceptance and use of supported learning tools. This paper therefore aims to propose a comprehensive framework of the factors that may affect students’ intentions and behavior towards the acceptance of E-Learning Management System guided by technology acceptance and learning theories. The proposed framework has three exogenous factors Student Attitude (SA), Teacher Influence (TI) and Learning Content (LC) and two endogenous factors Behavioral Intention (BI) and Use Behavior (UB).