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ORIGINAL RESEARCH article

Front. Educ.
Sec. Teacher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1457188

Adoption of SPACE-Learning Management System in Education Era 4.0: An Extended Technology Acceptance Model with Self-Efficacy

Provisionally accepted
Zulfani Sesmiarni Zulfani Sesmiarni 1Mohammad E. Hoque Mohammad E. Hoque 2Perengki Susanto Perengki Susanto 3*Md Asadul Islam Md Asadul Islam 2Heny Hendrayati Heny Hendrayati 4
  • 1 Bukittinggi State Islamic University, Bukittinggi, Indonesia
  • 2 Brac Business School, Brac University, Dhaka, Dhaka, Bangladesh
  • 3 Padang State University, Padang, Indonesia
  • 4 Indonesia University of Education, Bandung, West Java, Indonesia

The final, formatted version of the article will be published soon.

    The COVID-19 pandemic has caused constraints on education that takes place face-to-face; thus, the learning process has been conducted online. With this emergence, an application-based learning tool called a Learning Management System (LMS) was created to cater to the requirements of distant students. Therefore, this study explores how SPACE-LMS is used in the Teacher Professional Education Program (TPEP) and how it interacts with the Technology Acceptance Model (TAM) and self-efficacy. This study collected data from TPEP participants in the province of West Sumatra-Indonesia from the 2022 cohort, and 245 individuals actively participated. As the quantitative method, Partial Least Square-Structural Equation Modeling (PLS-SEM) analysis with SmartPLS software was used to test and predict the conceptual model. The empirical findings demonstrate that the readiness of adopting SPACE influences perceived ease of use (PEU) and perceived usefulness (PU). Self-efficacy (SE) influences PEU and intention to use (ITU); PEU influences PU; PEU influences attitudes toward users (ATT); and PU influences ATT. Interestingly, PU had no impact on the ITU. The desire of TPEP students to use the SPACE-LMS is also influenced by their sense of self-efficacy. Thus, this study has both theoretical and practical implications.

    Keywords: Learning management system, Teacher Professional Education Program, Technology acceptance model, self-efficacy, Indonesia

    Received: 30 Jun 2024; Accepted: 15 Oct 2024.

    Copyright: © 2024 Sesmiarni, Hoque, Susanto, Islam and Hendrayati. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Perengki Susanto, Padang State University, Padang, Indonesia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.