Instructor Perceptions of Web Technology Feature and Instructional Task Fit

Learning Management System Task-Technology Fit Studies

Past studies have attempted to identify the relationship between educational technologies and their impact on instructor and student attitudes, usage, and resulting performance. These systems may be referred to as learning management systems (LMSs), virtual learning systems (VLSs), virtual learning environments (VLEs), e-learning systems, or blended learning systems. In the following discussion all of these systems will be referred to as learning management systems.

One theoretical basis for these studies is the task-technology fit (TTF) model (Goodhue and Thompson, 1995). From the fit focus perspective, task characteristics and technology characteristics are shown to impact task-technology fit which is related to user utilization and performance. Several recent studies have investigated TTF in the context of various forms of learning management systems from either the student or instructor perspective. The following provides a summary of the specific issues addressed and each study’s methodology and findings.

One study addressed the issue of student and instructor perceptions of task-technology fit for a specific virtual learning environment (VLE) (WebCT) (McGill & Hobbs, 2008). The study was based on a survey of users in an Australian university. They found that fit, satisfaction, and attitude toward use was higher for students than for instructors. Students expected VLE use to have a higher impact on their learning. Instructors were found to have higher perceptions of social norms. Instructors were found to have higher perceptions of social norms where usage may be driven by institutional pressures. Overall, the study found that there was a great deal of uncertainty about the impacts that VLEs have on teaching activities and effectiveness.