A strategy to motivate continued instructor usage of learning management systems (LMSS) in higher learning institutions of Zimbabwe

Abstract

The purpose of this study was to develop a strategy to motivate continued usage of Learning Management Systems in higher learning institutions of Zimbabwe. A related goal was to identify unique challenges experienced by instructors in their use of LMSs. The use of LMSs is now global and has been fairly successful in developed countries even though past research shows that instructors tend to discontinue usage over a period of time. Whereas most LMSs research is carried in the context of the developed world, the candidate demonstrates that Vantankesh's IS Success Model and Davis' Technology Acceptance Model can be successfully replicated into the developing world on condition that local environment is taken into context. The results showed that LMSs in Zimbabwe higher learning institutions hold a promise of success even though challenges exist. The findings have wider implications on the need to invest in neccessary infrustructure and future predictions on learner interests. The study demonstrates that shared success can be achieved if the local conditions are taken into context when developing a strategy to motivate instructor continued LMS usage. The study holds the practical implication that institutions can motivate instructors to continue with usage of LMSs to deliver quality output in their daily duties