A Study of Digital Learning Management Systems in Developing Countries: Instructors' Perspectives

A Study of Digital Learning Management Systems in Developing Countries: Instructors' Perspectives

Abdeleh Bassam Al Amoush (University of New England, Australia) and Kamaljeet Sandhu (University of New England, Australia)
DOI: 10.4018/978-1-7998-5175-2.ch005

Abstract

Academic higher education has adopted the use of internet technologies such as web-based digital learning systems. Digital learning management systems (DLMSs) have widely been utilized by many universities as a tool that fosters learning activities due to its prevailing unique environment. DLMS is a software-driven tool with different features; hence, different universities adopt different DLMSs that meet their expectations in terms of helping their administrators, instructors, and students learning the processes. The research aims to examine collected qualitative data through a case study methodology coupled with semi-structured interviews as the data collection method. The interviews are analyzed deeply based on the research findings to gain insights on how the implementation of the digital learning management systems influences the learning perspective of instructors as far as universities and the higher education sector is concerned.
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Introduction

The adoption and use of Digital Learning Management Systems (DLMSs) by various universities help in effectively managing learning resources and tools for user participants as well as streamlining learning and teaching tasks (Kats, 2010; Orr, 2003; Rogers, 1995; Unwin et al., 2010). Research shows that instructors benefit when universities improve their innovations through the utilisation of DLMS since it becomes easier for them to understand all that is needed for academic progress (Alnsour, Muhsen, Dababnah, Eljinini, & Barhoum, 2011; Orr, 2003; Rogers, 1995). One important aspect of DLMSs is that the applications are multifunctional with the ability for instructors to access the system, watch lectures, download course materials, and hand over assignments online (AlQudah, 2014).

Adoption of DLMS systems in universities provide instructors with an environment that is conducive as well as a convenience based on the study and learning environment. However, DLMS functions efficiently when there is a well-established link between indexed data by search engines and information that has been connected and bind by web bots (Babić, 2012). The use of DLMS empowers users through enhanced user experience (McIntosh & Torres, 2014; Phillipo & Krongard, 2012).

A DLMS through the amalgamation of multimedia applications takes into account real-time and dynamic team learning as well as documented collaboration simplifies learning and deliverables (Potter & Thompson, 2019). School assignments, tests, and other forms of assessment are part of learning deliverables students are subjected to achieve learning objectives. The use of assessment applications, chat, and file transfer has simplified the learning process in learning institutions. Expansion on the learning curve happens when an active learner has access to new platforms created by a DLMS. However, the context of how DLMS works and what it is can be understood through a reflection on nature and implications associated with different DLMSs (Ahmad, Chinade, Gambaki, Ibrahim, & Ala, 2012). Hence, the study takes into account recent literature that offers case scenarios on how learning issues within the digital environment has been addressed as compared to previous print logics confines.

The research is based on Jordanian Universities under the higher education sector with several branches across Jordan. The reputation of the Jordanian universities makes it desirable for the research given that university management acknowledges information technology as a tool that streamlines the education framework. Additionally, the university supports the DLMS system, opting to train users through its Information Technology Centre it has created.

The main aim of the study is to identify factors impacting the acceptance of the DLMS at Jordanian universities. Additionally, the study intends to investigate the use and acceptance of DLMS at Jordanian universities with a focus on factors influencing DLMS acceptance. However, the following are goals that the university management through related parties intends to achieve:

  • Ensure that the universities have access to all modern machine technologies, including necessary operating systems, servers, and computer workshops, and information centres, television digital learning management systems such as Moodle or Blackboard and operation centre;

  • Ensure that the application of information systems are guaranteed;

  • Ensure that all information tasks from machines of models and procedures are automated;

  • Make use of networks such as banner system, email services and television transmission of lectures and activities that are affiliated with the university;

  • Offer an environment that is conducive to spread digital learning management systems based on an available application with related training;

  • Achieve end to end information security between the source and the users;

  • Ensure that the provision of electronic services are safety from policies and related procedures.

Key Terms in this Chapter

Perceived ease of use: Perceived ease of use refers to the degree to which a person believes that using a particular system would be free of effort ( Davis, 1989 , p. 320).

Acceptance of a DLMS: The perceived usefulness and perceived ease of use of a DLMS under a given behaviour for continued use of DLMSs in Jordanian universities.

Information Technology: The technology involving the development, maintenance, and use of computer systems, software, and networks for the processing and distribution of data ( Mutlag, Ghani, Arunkumar, Mohamed, & Mohd, 2019 ).

Perceived usefulness: The degree to which the user believes that using the DLMS would improve their learning performance ( Davis, 1989 ).

DLMS: Digital learning management systems (DLMSs) are a necessary educational tools for learning activities ( Al Amoush & Sandhu, 2019 ).

IT Infrastructure: The availability of technology in the country in general, and in universities in particular, such Internet connections, computers and DLMS tools ( AlQudah, 2014 ).

Technology Acceptance Model (TAM): It has become well-established as a robust, powerful, and parsimonious model for predicting user acceptance ( Venkatesh & Davis, 2000 , p. 19).

Jordanian Culture: The unique culture in Jordan is a very important factor that influences the use of DLMSs in different ways, and this research will focus on this factor through perceived use.

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