LMS use and Instructor Performance: The Role of Task-technology Fit
Tanya McGill, Murdoch University, Australia ; Jane Klobas, Stefano Renzi, Bocconi University, Italy
International Journal on E-Learning Volume 10, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The introduction of learning management systems (LMS) has changed the way in which instructors work. This paper uses Goodhue and Thompson’s (1995) technology-to-performance chain (TPC) to explore the roles of task-technology fit (TTF) and level of LMS use in the performance impacts of LMS for instructors. A mixed method approach was used: an initial quantitative study followed by collection of additional in-depth data using open ended questions. The results showed that TTF directly affects instructors’ perceptions of the impacts of the LMS on their performance, indicating that the better the fit of an LMS to the skills of an instructor and the tasks that the instructor must complete, the more positive its effect on their performance is likely to be. However, level of LMS utilization by instructors is not associated in a simple linear way with TTF or performance impact. Poor fit discourages some instructors from using the LMS; in this case, poor fit is associated with low utilization. On the other hand, poor fit can result in high utilization for those instructors who spend additional working with the system so that they can work around problems resulting from poor fit.
McGill, T., Klobas, J. & Renzi, S. (2011). LMS use and Instructor Performance: The Role of Task-technology Fit. International Journal on E-Learning, 10(1), 43-62. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Ronny Scherer, Department of Teacher Education and School Research (ILS), Norway; Timothy Teo, School of Education, Australia
Educational Research Review Vol. 27, No. 1 (June 2019) pp. 90–109
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