Digital learning management systems (DLMSs) or IT based tools are not only used for business and daily activities, but also for university education, where it is used to manage different academic activities. The universities are using the Digital LMS (DLMS) tools that are unique to their environment. Different universities have different DLMS tools that are software-driven and allow the users (management, instructors, and students) to use them for regular tasks. This research discusses the qualitative data collected using the case study methodology. In this research, case study design was selected for the qualitative methodology and semi-structured interviews were employed as the data collection method. The case study is based in a deanship of a university implementing a digital learning management system in Jordan. The research provides an analysis of the interviews to gain insights into instructors (staff) perspectives regarding the factors influencing the implementation of the digital learning management system at higher education sector.
TopIntroduction
Digital Learning Management Systems (DLMSs) are widely used at universities for streamlining teaching and learning tasks, as they effectively manage learning tools and resources for user participants (students and teachers) (Kats, 2010; Unwin et al., 2010). A phenomenal revolution has occurred in the university education over the past decade as a result of digital learning management systems, as they have been found to significantly benefit students’ understanding and academic progress (Alnsour, Muhsen, Dababnah, Eljinini, & Barhoum, 2011). DLMS applications are multifunctional, enabling students to have ubiquitous access to systems, watch lectures, download course materials and upload assignments online (AlQudah, 2014).
The latter provides convenience to students as never before and is conducive to study. To have efficient functioning of a DLMS, it is necessary to enable well-established links between data that is indexed by search engines, and web bots that connect and bind information together (Babić, 2012). DLMS empowers users and offers a greatly enhanced user experience overall (McIntosh & Torres, 2014; Phillipo & Krongard, 2012).
A DLMS greatly simplifies learning and deliverables, such as tests, assignments and other forms of assessment, with the use of multimedia applications that incorporate team learning through dynamic, real time, documented collaboration. Some examples include the use of chat, file transfer and assessment applications. A DLMS creates new platforms for the active learner and results in greatly expanding the learning curve. To fully understand the nature and implications of different DLMSs, it is vital to explore exactly what the DLMS context is (Ahmad, Chinade, Gambaki, Ibrahim, & Ala, 2012). This study is based on the most recent and related literature explaining various scenarios where DLMSs address learning issues in the digital environment in a way that was not possible in the previous confines of print logics. Table 1 shows definition of the latent variable for this study.
Table 1. Definition of the Latent Variable
| Latent Variable | Definitions |
| 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). |
| 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 and perceived ease of use. |
| Perceived ease of use (PEOU) | 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). |
| Perceived usefulness (PU) | the degree to which the user believes that using the DLMS would improve their learning performance (Davis, 1989). |
| Acceptance of an DLMS | The perceived usefulness and perceived ease of use of a DLMS under a given behaviour for continued use of DLMSs in Jordanian universities. |