IT support in the learning process constitutes a key factor for the success of innovative teaching/learning scenarios. To ensure learning success in innovative teaching/learning scenarios, learners need to faithfully apply learning management systems (LMS). However, we lack theoretical insights into which factors affect whether they do so. To help solve this issue, we first used adaptive structuration theory to identify antecedents and consequences regarding faithful LMS appropriation and embed them into a theoretical model. Second, we conducted a survey study with 173 participants to evaluate the model. The results show that the perceived IT support, interactivity, and the task-technology fit significantly affect the degree to which learners faithfully apply a LMS. Moreover, the results indicate that faithful appropriation is a significant indicator of the learning process satisfaction as well as perceived learning success. The present paper thus theoretically contributes to the scientific discussion concerning technology-mediated learning processes while also making a practical contribution by deriving implications for LMS application.
Recommended CitationJanson, Andreas; Söllner, Matthias; and Leimeister, Jan Marco (2017) "Individual Appropriation of Learning Management Systems—Antecedents and Consequences," AIS Transactions on Human-Computer Interaction (9) 3, pp. 173-201
Available at: https://aisel.aisnet.org/thci/vol9/iss3/1