Nigerian Instructors’ Acceptance of Learning Management Systems: A Structural Modeling Approach

Learning management systems are an important tool used in the delivery of educational courses and programs. Unfortunately, very little is known about the factors that influence Nigerian instructors to accept these systems. This is because there are very few Nigerian higher education institutions that have implemented LMS for teaching and learning. As a result, there are little or no studies that have investigated this phenomenon in the context of the Nigerian culture. This study bridges this gap by using the original technology acceptance model with job relevance as an external construct to examine the acceptance of learning management systems (LMS) by instructors of two universities in Nigeria. Data was obtained from 134 instructors and their responses were analyzed using structural equation modeling (SEM). The results from the analysis validated all the relationships in the TAM model, however there was no support for the relationship between job relevance and perceived usefulness. This indicates that job relevance is not a contributing factor to Nigerian instructors' perceived usefulness of the learning management system. Education administrators and governing bodies such as the National University Commission can use the findings from this study to orient Nigerian instructors on the relevance and usefulness of LMS' for teaching and learning through workshops and conferences. Also, the usefulness and ease of using the system are factors that software developers can consider when developing learning management systems.