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Record Nr. |
UNINA9910483876503321 |
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Autore |
Khan Rashid (Artificial intelligence developer) |
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Titolo |
Adoption of LMS in Higher Educational Institutions of the Middle East / / by Rashid A. Khan, Hassan Qudrat-Ullah |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
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ISBN |
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Edizione |
[1st ed. 2021.] |
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Descrizione fisica |
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1 online resource (XIII, 89 p. 30 illus., 9 illus. in color.) |
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Collana |
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Advances in Science, Technology & Innovation, IEREK Interdisciplinary Series for Sustainable Development, , 2522-8714 |
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Disciplina |
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Soggetti |
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Sustainable development |
Management - Study and teaching |
Educational technology |
Technology - Sociological aspects |
Culture |
Technology |
Sustainable Development |
Management Education |
Technology and Digital Education |
Science and Technology Studies |
Culture and Technology |
Educational Technology |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Adoption of LMS in the Cultural Context of Higher Educational Institutions of the Middle East -- Technology Adoption -- Learning Management Systems -- Technology Adoption in Saudi Arabia -- Technology Adoption Theories and Models -- How Did We Find Evidence for LMS Adoption? -- Empirical Evidence of LMS Adoption in the Middle East -- Adoption of LMS: Evidence from the Middle East -- Conclusions and the Road Ahead. |
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Sommario/riassunto |
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This book discusses the adoption of learning management systems (LMS) in higher education institutions. It presents influential predictors |
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that may impact instructors’ behavioral intention to adopt learning management systems in the context of Arab culture, as well as a unique model of technology acceptance that draws on and combines previous technology adoption models (i.e., a modified unified theory of acceptance and use of technology model – UTAUT2). Moreover, this study extends the UTAUT2 model by including Hofstede’s (1980) cultural dimensions, and technology awareness as the moderators of the model. It also describes the explanatory technique approach used to collect quantitative data from the instructors at higher education institutions in Saudi Arabia and were analyzed with structural equation modeling using SPSS/Amos software. The findings revealed that facilitating conditions were the strongest predictor of behavioral intention to adopt an LMS, followed by performance expectancy and hedonic motivation, technology awareness, and cultural dimensions exerted a moderating influence on instructors’ behavioral intention to use LMS in their teaching. By including new constructs, this becomes the first study of its kind exploring instructors’ use of LMS in Higher Educational Institutions of Saudi Arabia and other countries of the Middle East. It offers practical insights for a broad range of researchers and professionals at higher education institutions and serves as a reference guide for designers of learning management systems (e.g., blackboard systems), policymakers, and the Ministry of Education staff. |
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