Abstract:

Learning Management Systems (LMS) combine the advantages of different technologies in order to improve the efficiency of the university and lifelong teaching. The LMS usage increases social communication and understanding, although some students may have a negative attitude to it, due to various reasons, such as computer anxiety or low level of system quality. Google Classroom is one of the most used LMSs, which improve communication and learning process and help the educators to become more effective in teaching. Google Classroom is used as a pure LMS (based solely on using technology, without face-to-face teaching), and as a blended LMS (that combines the technology with face-to-face teaching).

In this research, we investigate key factors that affect students’ satisfaction with the Google Classroom in a blended-learning course and investigate the possible relation between students’ satisfaction and future intention of using LMS. In order to attain this goal, we developed a research instrument, consisting on the following dimensions: Computer anxiety, Technology experience, Personal innovativeness, System quality, Course quality, User satisfaction, Continuous intention to LMS use and Intention to pure LMS use. The online survey was conducted and was sent to 3rd-year undergraduate students who participated in the blended-learning course Business Information Systems at the University of Zagreb, Faculty of Economics and Business, which uses Google Classroom as a support tool to face-to-face teaching. Statistical analysis has been conducted in order to detect the impact of various student attitudes (Computer anxiety, Technology experience, and Personal innovativeness), and system and course characteristics (System quality, Course quality) to student attitudes towards Google Classroom and LMS in general (User satisfaction, Continuous intention to LMS use and Intention to pure LMS use).

Keywords:

Learning management system, LMS, blended, learning, e-learning, Google Classroom.