Content area
Full Text
This study is to examine the impact of LMS on academic performance using virtual competency theory and student involvement theory. To do so, the current study develops a research model utilizing theories in information systems and education disciplines to examine the moderating effect of virtual competency and the mediating effect of academic involvement on the relationships between LMS usage and academic performance. To test the research model, 113 college students were surveyed. Partial least squares (PLS) structural equation modeling was employed to analyze the data and these analyses provided empirical support for the proposed hypotheses. We believe our model extends our knowledge of (1) the traditional theories related to LMS, (2) the impact of LMS usage on academic performance, and (3) moderator and mediator in the relationships between LMS usage and academic performance.
INTRODUCTION
Recent developments in technology have increased our ability to communicate and collaborate over long distances. As technology continues to improve, the workplace and the classroom continue to transform with introduction and combination of new technologies. In addition, the increasing proliferation of computers and smartphones has allowed us to expand the bounds of the workplace, as face-to-face communication is no longer the only option. This has led to the invention of the virtual workplace, where people widely separated by geographic boundaries are able to work together as a single organization using virtual environments, computer mediated communication (CMC), and other methods of long distance communication (Wasko et al. 2011).
The way that technology has changed the workplace also carries over into the learning environment. Many universities already offer online courses and use a learning management system (LMS) which is a set of tools and features designed to facilitate coursework and learning (Dahlstrom and Bichsel 2014). Online courses allow students the opportunity to pursue educational achievement at a distance even though they cannot reach the physical location of the campus. Furthermore, hybrid courses take advantage of LMS and distance learning allowing for students face-to-face interaction with their instructors. It is even an increasing trend for teachers to use an LMS as part of a traditional course, which provides many opportunities for both student and teacher to increase learning engagement (Dahlstrom and Bichsel 2014).
As universities are beginning to recognize the value and utility...