Factors Affecting University Students' Use of Moodle: An Empirical Study Based on TAM

Statement Of The Problem

Learning Management Systems have grown considerably in universities around the world. The University of Education, Winneba (UEW) has pioneered in this area in Ghana, adopting Moodle as its official LMS (http://www.moodle.uew.edu.gh). Students are expected to use Moodle to enroll in courses, download learning materials, communicate with other participants using forums, write blogs, contribute in content creation using wikis, communicate with lecturers through a built-in messaging system, finish their activities, upload files, undertake self-evaluation and check grades. The lecturers have been trained to use Moodle to manage learning content materials, manage students and their grades, check the uploaded students’ work, prepare quizzes and create content using wikis. However, it has been argued that successful implementations of LMSs depend, not only on providing training and support for instructors, but attention must also be given to the level of students’ active engagement, satisfaction and use of the LMSs (Hall, 2006). The users’ perspective is therefore crucial to examine in the implementation of LMSs and to evaluate their success.