Abstract:

Innovation in Higher Education (HE) has been known as a structured and deliberated process of introducing changes, aiming to improve, minimize or solve previously identified problems. The use of Information and Communication Technologies (ICT) has been identified as one of the most common innovation movements in the HE system.

This study aims to identify factors that may influence the use of ICT, particularly Learning Management Systems (LMS), in HE.
LMS are understood as a technological infrastructure that promotes the diffusion and acquisition of knowledge. In this study LMS are considered an instrument of innovation in teaching and learning.

In many Higher Education Institutions (HEI) the use of LMS is voluntary, and it is up to the instructors to decide whether or not to use them. This decision is not only rational but also involves the resolution of conflicts created by individuals’ goals, habits and beliefs, which determines the adoption process into a sensitive and complex procedure.

One of the most referenced adoption of innovation models is the Unified Theory of Acceptance and Use of Technology (UTAUT) proposed by Venkatesh, Morris, Davis and Davis (2003). This unifying model (more than any other) has been known as the most robust representation of technology acceptance process. However, many of the studies carried out in educational contexts, and based on this model, have not contemplated pedagogical variables. Preferring to identify factors of cognitive nature, this model highlights the importance of behavioural and motivational beliefs for the adoption of technology however, this may not be sufficient to understand the process of ICT integration in teaching activities. In this study, we explore the role of one pedagogical variable: the concept of pedagogical usability. Based on this, the following research question emerged: Can pedagogical usability contribute to a better understanding of the process of adoption and continued use of e-Learning platforms in Higher Education? In order to answer to this question, we propose to expand UTAUT, adding a "pedagogical usability" dimension, in order to understand its contribution as a determining factor in the process of technology adoption.

The analysis of this new dimension and its descriptors was developed through a questionnaire with 34 items, applied to the professors of a portuguese university (n=404, about 11% of the institution's faculty).

The results validate not only the extension of the UTAUT by the introduction of the pedagogical usability variable. There was also found a strong correlation between the pedagogical usability and the expectations regarding performance.

The results of this study contributed to the extension of UTAUT model with the integration of factors of pedagogical nature that help predict the behavioural intention of the professors to adopt LMS in their teaching practices, not only in Portugal but worldwide.

References:
[1] Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27 (3), 425-478.

Keywords:

e-learning, innovation, learning management systems, higher education, UTAUT.