Evaluating the actual use of learning management systems during the covid-19 pandemic: an integrated theoretical model

The accelerating influx of learning technologies has catalyzed the surge for the formidable investments in e-learning systems across higher education institutions to revolutionize pedagogical practices. Thereby, learning management systems (LMS) have become indispensable tools in higher education. The enforcement of pandemic restrictions and emergency lockdowns to curb the spread of COVID-19 have compelled higher education institutions worldwide to cope with and sustain online education requirements while preserving the quality of the learning experiences at an equal pace. This research develops and validates an integrated theoretical model by integrating three theories, including the IS success model, technology acceptance model (TAM), and theory of planned behavior (TPB). A web-based survey has been administered to a sample of 373 Omani undergraduate students. The PLS-SEM technique has been implemented to analyze and scrutinize the hypothesized cause and effect paths among the constructs. The results revealed that quality factors have significantly influenced perceived ease of use, whereas technical system quality has demonstrated the most critical impact on the perceived usefulness. Both perceived usefulness and perceived ease of use, in addition to subjective norms, have significantly influenced the intention to use LMS. In line with these results, the study throws several theoretical contributions and practical implications.