THE ADOPTION OF A LEARNING MANAGEMENT SYSTEM (LMS) AMONG STUDENTS AND FACULTY MEMBERS OF THE AFRICAN UNIVERSITY COLLEGE OF COMMUNICATIONS (AUCC)

Abstract

Learning Management System (LMS) in institutions of higher learning is increasing either as a supplement to face-to-face instruction, blended instruction, or fully online course offerings. This study explored the possible differences or similarities in the perspective of both faculty and students of the African University College of Communications (AUCC) regarding the adoption of the LMS during and after the COVID-19 restrictions. In explaining how LMS is adopted or rejected, the Diffusion of Innovation Theory (DOI) and the Technology Acceptance Model (TAM) were used for this study. With the use of a qualitative research approach and case study, data was gathered from eight students and eight faculty members purposively sampled from both the Communication and Business Schools of AUCC. Data gathered was thematically analysed with the attributes of DOI and TAM. The data collected found that the participants had divergent views concerning the attributes of DOI and TAM in their adoption or rejection of the LMS. Some students preferred the new LMS because they can download it and run it on their smartphones hence having an advantage over the previously used portals that only gave them access to their grades. With compatibility, all the respondents indicated that the new LMS did not require any lifestyle change. To the faculty, it is just like an extension of the old portal previously used. For this reason, AUCC faculty are not using it effectively, and sometimes it is not used at all. The study concludes that students and faculty alike need the necessary support to maximize the use of LMS for curriculum delivery, especially during an outbreak of a pandemic like COVID-19.