Adoption of LMS in Higher Educational Institutions of the Middle East

1. Front Matter

   Pages i-xiii

   PDF

2. Adoption of LMS in the Cultural Context of Higher Educational Institutions of the Middle East

   • Rashid A. Khan, Hassan Qudrat-Ullah

   Pages 1-5

3. Technology Adoption

   • Rashid A. Khan, Hassan Qudrat-Ullah

   Pages 7-12

4. Learning Management Systems

   • Rashid A. Khan, Hassan Qudrat-Ullah

   Pages 13-17

5. Technology Adoption in Saudi Arabia

   • Rashid A. Khan, Hassan Qudrat-Ullah

   Pages 19-26

6. Technology Adoption Theories and Models

   • Rashid A. Khan, Hassan Qudrat-Ullah

   Pages 27-48

7. How Did We Find Evidence for LMS Adoption?

   • Rashid A. Khan, Hassan Qudrat-Ullah

   Pages 49-57

8. Empirical Evidence of LMS Adoption in the Middle East

   • Rashid A. Khan, Hassan Qudrat-Ullah

   Pages 59-72

9. Adoption of LMS: Evidence from the Middle East

   • Rashid A. Khan, Hassan Qudrat-Ullah

   Pages 73-82

10. Conclusions and the Road Ahead

    • Rashid A. Khan, Hassan Qudrat-Ullah

    Pages 83-89

This book discusses the adoption of learning management systems (LMS) in higher education institutions. It presents influential predictors that may impact instructors’ behavioral intention to adopt learning management systems in the context of Arab culture, as well as a unique model of technology acceptance that draws on and combines previous technology adoption models (i.e., a modified unified theory of acceptance and use of technology model – UTAUT2). Moreover, this study extends the UTAUT2 model by including Hofstede’s (1980) cultural dimensions, and technology awareness as the moderators of the model. It also describes the explanatory technique approach used to collect quantitative data from the instructors at higher education institutions in Saudi Arabia and were analyzed with structural equation modeling using SPSS/Amos software. The findings revealed that facilitating conditions were the strongest predictor of behavioral intention to adopt an LMS, followed by performance expectancy and hedonic motivation, technology awareness, and cultural dimensions exerted a moderating influence on instructors’ behavioral intention to use LMS in their teaching. 


    By including new constructs, this becomes the first study of its kind exploring instructors’ use of LMS in Higher Educational Institutions of Saudi Arabia and other countries of the Middle East. It offers practical insights for a broad range of researchers and professionals at higher education institutions and serves as a reference guide for designers of learning management systems (e.g., blackboard systems), policymakers, and the Ministry of Education staff.

• Learning Management Systems
• Technology Adoption
• Technology Adoption Theories and Models
• Technology Adoption in Saudi Arabia
• Perceptions of LMS Adoption in Higher Educational Institutions

• DCC—King Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia

  Rashid A. Khan

• KBS—King Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia

  Hassan Qudrat-Ullah

Dr. Rashid Ali Khan has over 15 years of university teaching, research, and industry experience in the US, Canada, Saudi Arabia, and Pakistan. He holds a PhD degree in Computing from Portsmouth University, United Kingdom. His primary research interests include technology and innovation, diffusion of innovation, acceptance of new technology in higher educational institutions in the context of culture. Dr. Khan has published several international conference papers. Dr. Khan is working on research projects: Impact of moderators of LMS adoption: an extension of UTAUT2 model, Barriers and motivators in the adoption of teaching technology at Saudi higher educational institutions, Addressing the predictors of students’ dropout from higher educational institutions, and Assessing intentions of faculty and students to adopt cloud computing technology in teaching and learning.



Dr. Hassan Qudrat-Ullah is a professor of Decision Sciences at the School of Administrative Studies (SAS), York University, Canada. Dr. Hassan has over 20 years of university teaching, research, and consulting experience in the US, Canada, Singapore, Norway, Algeria,  UK, UAE, South Korea, Zambia, China, Colombia, Spain,  Saudi Arabia, Switzerland, Bahrain, and Pakistan. His research interests are in dynamic decision making, interactive learning environments, system dynamics, and sustainable energy policies. Dr. Hassan has published 24 journal articles including in Decision Support Systems, journal of Cleaner Production, Energy, and Energy Policy, seven books, ten book chapters, and over 40 papers in refereed conference proceedings. He has won the SAS Teaching Excellence Award several times. Monarch Business School (Switzerland) has awarded him “Doctoral Teaching Excellence” award. He is a former chair of Liberal Arts and Professional Studies’ Faculty Council, York University. Dr. Hassan is the Editor-in-Chief of International Journal of Complexity in Applied Science and Technology. He is also serving as the Director of Board, Swiss Federation of Private Business Schools, Switzerland, and is a member of the Editorial & Program Advisory Board, Springer Complexity, US. 

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