Integration of Technology Continuance Theory towards LMS acceptance after COVID 19 Among Business Administration, Marketing, and Social Sciences Instructors

Abstract

The COVID-19 outbreak has brought substantial disruption to life and many sectors at one stroke. The pandemic has forced the closure of three basic levels of education (primary, secondary and tertiary) across the world, teaching and learning activities then shifted to an entirely online environment. The unusual challenges of whether instructors were adequately prepared in terms of their capability in delivering their lessons from traditional to e-learning and their intent to continue after COVID-19 faded prompted the researchers to conduct this study. As a result, this study seeks to extend the reliability of Technology Continuance Theory (TCT) constructs and explore the factors that influence the acceptance and continuity of learning management systems (LMS) used by Business Administration, Accounting, Marketing, Social Science, Entrepreneurship, and related instructors during the COVID-19 pandemic. A total of two hundreds and nine responses collected through online surveys among university and college and senior high schools’ instructors in the targeted that exploiting LMS during Covid 19 new normal. Modeling and structuring approaches with a statistical tool known as SmartPLS 3 was utilized. The findings showed that 9 of the 11 hypotheses were supported, with facilitating conditions regressing on satisfaction perception being the most strongly supported, followed by the ease of use perception on information richness. Future studies are recommended to validate ease of use perception on LMS continuation intent and usefulness. In this study, the perception of information richness effects was found to be unsupported.