[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600083-105":59,"doc-detail-600083-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","investigating-the-use-of-learning-management-system-lms-for-distance-education-in-malaysia-a-mixed-method-approach","Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia - A Mixed-Method Approach","","Technology acceptance research explains how learning technologies are adopted by users through perceived factors shaping intended use. This mixed-method study examined Learning Management Systems (LMS) for distance education in Malaysia using an extended Technology Acceptance Model (TAM). Survey results from 205 respondents showed the extended TAM, including perceived resources, explained attitudes (R2=56.2%) and actual use (R2=34.5%). Semi-structured interviews with 15 respondents further supported that perceived ease of use and perceived resources drive attitude and predict use. Key concerns included difficulty accessing learning content and limited interactive activities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-the-use-of-learning-management-system-lms-for-distance-education-in-malaysia-a-mixed-method-approach/600083/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-the-use-of-learning-management-system-lms-for-distance-education-in-malaysia-a-mixed-method-approach/600083.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What model did the study use to examine LMS use for distance education?","Question",{"text":112,"@type":113},"The study applied an extended Technology Acceptance Model (TAM) to explain how perceived resources and ease of use relate to attitudes and actual LMS use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the survey of 205 respondents show?",{"text":117,"@type":113},"The extended TAM significantly explained attitudes and actual use, with reported variance values of R2=56.2% for attitudes and R2=34.5% for actual use.",{"name":119,"@type":110,"acceptedAnswer":120},"What concerns did interview participants highlight?",{"text":121,"@type":113},"Participants primarily reported inconvenience in accessing learning content and a lack of interactive learning activities, reflecting the role of perceived ease of use.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600083,1792161101,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach  \nNagaletchimee Annamalai  \nSchool of Distance Education, Universiti Sains Malaysia, Pulau Pinang, Malaysia  \nORCID: 0000-0002-8600-5624  \nT. Ramayah  \nSchool of Management, Universiti Sains Malaysia, Pulau Pinang, Malaysia  \nORCID: 0000-0002-7580-7058  \nJeya Amantha Kumar  \nCentre for Instruction Technology and Multimedia, Universiti Sains Malaysia, Pulau Pinang, Malaysia  \nORCID: 0000-0002-6920-0348  \nSharifah Osman  \nFaculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Skudai, Johor,  \nMalaysia  \nORCID: 0000-0003-2896-9377  \nReceived: 16 Feb 2021 Accepted: 25 Apr 2021  \nAbstract  \nTechnology acceptance research explains the adaptation of learning technology by accounting for the use of technologies. This mixed-method study investigated the use of Learning Management Systems (LMS) for distance education in Malaysia using the extended Technology Acceptance Model (TAM) . Limited studies on LMS for Malaysia higher education studies focusing on distance learning are warranted due to the diversity of resources, maturity, and education as working adults contrasting from traditional undergraduates. The survey on 205 respondents revealed that the extended TAM, which includes perceived resources, explained variance in attitudes (R2= 56. 2%) and actual use (R2= 34. 5%) adequately.  \nConcurrently, indicating perceived ease of use and perceived resources as a determiner for the attitude which predicts actual use. Subsequently, a semi-structured interview on 15 respondents supported this as it was inferred that respondents’ attitude was mainly determined by their perception of the role of LMS to facilitate learning activities. Furthermore, inconveniences in accessing learning contents and lack of interactive learning activities are the respondents’ primary concern, reflecting on the predictive role of perceived ease of use. The findings also provide appropriate guidance for the pedagogical design and LMS implementation for distance education based on affordance and inclusivity.  \nKeywords: extended TAM, perceive resources, distance learning, Moodle, higher education  \nINTRODUCTION  \nLearning Management System (LMS) such as BlackBoard, Moodle, and WebCT are popular virtual learning environments in higher education and have been adopted globally to integrate teaching and learning technology. The benefits include flexibility, ubiquity, time, and cost-efficiency (Fernando et al., 2008; Park & Choi, 2009) . It was initially focused on distance learning (Cigdem & Ozturk, 2016), as it provided a means to  \ndiversify the learning population based on 21st-century learning needs (Bervell & Arkorful, 2020; Saidi et al., 2021) . Nevertheless, LMS has come a long way. Its functionality has expanded to facilitate the integration of online tools for hybrid learning, such as flipped and blended learning (Washington, 2019) . Despite these strengths, LMS is not free from pessimism. While beneficial, the online delivery using LMS requires strategies that could facilitate different learning requirements and styles (Thah & Latif, 2020) which falls upon the instructors’ hands to create a meaningful learning experience (Cigdem & Ozturk, 2016; Kim & Thayne, 2015) . As LMS is also designed to be instructor-oriented, empirical findings have indicated that it restricts learners from exploring the learning facilities independently (Viberg & Grönlund, 2017) . Furthermore, its inadequacy as an effective communication and interaction platform (Gros & García-Peñalvo, 2016) reflects substandard opportunities as a collaborative tool (Fleischmann, 2018) .  \nLikewise, issues were also apparent in terms of usability as older LMS versions were mainly designed for desktop-based interaction while not supporting mobile accessibility (Viberg & Grönlund, 2017) . When a majority of undergraduates today are avid users of sma","cbCairzVeicbeqyr","https://ap.wps.com/l/cbCairzVeicbeqyr","pdf",403315,15,"English","# Introduction\n# Problem Statement\n# Abstract\n# Keywords","[{\"question\":\"What model did the study use to examine LMS use for distance education?\",\"answer\":\"The study applied an extended Technology Acceptance Model (TAM) to explain how perceived resources and ease of use relate to attitudes and actual LMS use.\"},{\"question\":\"What did the survey of 205 respondents show?\",\"answer\":\"The extended TAM significantly explained attitudes and actual use, with reported variance values of R2=56.2% for attitudes and R2=34.5% for actual use.\"},{\"question\":\"What concerns did interview participants highlight?\",\"answer\":\"Participants primarily reported inconvenience in accessing learning content and a lack of interactive learning activities, reflecting the role of perceived ease of use.\"}]","Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia - A Mixed-Method Approach | PDF",1792089998,38]