An empirical investigation linking learners adoption of blended learning to their intention of full e-learning

Kamla Ali Al-Busaidi*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

100 Citations (Scopus)


Learning management system (LMS) is playing a major role in higher academic institutions worldwide. Even though full e-learning is becoming a feasible strategy for a number of institutions in the world, some institutions, especially those in developing countries, are resisting a full e-learning environment. Consequently, these academic institutions initially adopt LMS for blended learning to assess their readiness for full e-learning transformation. There are a number of studies that investigate the determinants of full e-learning, but very limited studies investigate the link between learners perception of blended learning and full e-learning. The objective of this study was to link learners adoption (perceived ease of use, perceived usefulness (PU) and satisfaction) of LMS in blended learning and their personal characteristics (self-efficacy, technology experience and personal innovativeness) to their intention to use full e-learning. Data were collected through a questionnaire from 512 learners in Oman. The study found that personal innovativeness, PU and satisfaction of LMS in blended learning are significant to learners intention to engage in full e-learning. Thus, learners adoption of LMS in blended learning boosts their intention to full e-learning. The results provide useful insights for practitioners and researchers on full e-learning planning and strategy.

Original languageEnglish
Pages (from-to)1168-1176
Number of pages9
JournalBehaviour and Information Technology
Issue number11
Publication statusPublished - Nov 1 2013


  • blended learning
  • determinants of e-learning
  • e-learning
  • full e-learning
  • learners' acceptance of LMS
  • learning management system

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • General Social Sciences
  • Human-Computer Interaction


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