Examining the influence of the pedagogical beliefs on the learning management system usage among university lecturers in the Kurdistan Region of Iraq

Twana Tahseen Sulaiman; Anuar Shah Bali Mahomed; Azmawani Abd Rahman; Mazlan Hassan

doi:10.1016/j.heliyon.2022.e09687

Examining the influence of the pedagogical beliefs on the learning management system usage among university lecturers in the Kurdistan Region of Iraq

Heliyon. 2022 Jun 6;8(6):e09687. doi: 10.1016/j.heliyon.2022.e09687. eCollection 2022 Jun.

Authors

Twana Tahseen Sulaiman^{1

2}, Anuar Shah Bali Mahomed², Azmawani Abd Rahman², Mazlan Hassan²

Affiliations

¹ Department of Business and Management, School of Management and Economics, University of Kurdistan Hewlêr, Erbil, Kurdistan Region, Iraq.
² School of Business and Economics, Universiti Putra Malaysia, 43400, UPM Serdang, Selangor Darul Ehsan, Malaysia.

Abstract

The pedagogy method academicians in the Kurdistan Region follow has not been reformed since 1992. There is a need to test different pedagogical beliefs, including constructivist and traditional pedagogical beliefs. This study examined the effect of pedagogical beliefs on technology adoption among university lecturers. The present study extends the Technology Acceptance Model (TAM) by including lecturers' pedagogical beliefs and examining them in Arab counties. A questionnaire was distributed during the COVID-19 pandemic, and 393 data were collected from university lecturers. The study examined how the constructivist and traditional pedagogical beliefs influence the model's three constructs: perceived ease of use, perceived usefulness, and actual use. This study has new finding that contributes to TAM, and the reasons are deliberated.

Keywords: Constructivist pedagogical beliefs; Learning management system; Pedagogical beliefs; TAM; Traditional pedagogical beliefs.