CCE Theses and Dissertations

Course Management Software: Applying the Technology Acceptance Model to Study Use by Post-Secondary Faculty

Date of Award


Document Type


Degree Name

Doctor of Philosophy in Information Systems (DISS)


Graduate School of Computer and Information Sciences


Maxine S. Cohen

Committee Member

Steven R. Terrell

Committee Member

Richard D. Manning


This research studied faculty use of course management software in post-secondary institutions by applying a modified Technology Acceptance Model. Course management software allows faculty to demonstrate skills, share knowledge, and communicate with students at various times and through various means. There are a variety of methods for making course management software available for the students; however, at some point, involvement by the faculty is required. This research focused specifically on the faculty since they control the use or non-use of the software. The study centered on constructs such as perceived ease of use, perceived usefulness, concern for privacy and security, implementation time, faculty computer anxiety, social influence, and facilitating conditions. Faculty from universities that have course management software available but do not mandate its use were asked to complete a survey provided to them by a link in an e-mail.

The results of this study did not support the Technology Acceptance Model. Two factors, however, do significantly impact use of course management software: experience with the CMS and anxiety regarding the use of the CMS. Many instructors are using some of the CMS features, primarily e-mail, to complement their traditional teaching methods or for online classes. Now that computers have become everyday tools, there are fewer concerns regarding privacy and security of information and less concern about the time need to implement the CMS. Also, instructors at post-secondary institutions where academic freedom has been the standard do not perceive pressure from those in the organization with social influence to use the CMS. To obtain support from instructors, administrators at post-secondary institutions will want to study the facilitators that impact usage. By understanding the environment and perceptions of instructors, the CMS can be improved, facilitating conditions can be provided, and instructors can see the usability of the software.

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