Abstract:

The shift from face-to-face to a flexible learning environment following the disruptions due to the COVID-19 pandemic led the universities to fully utilise the learning management system (LMS) as part of the new normal in teaching. Educators in higher educational institutions (HEIs) are in survival mode, especially in developing economies and those with limited LMS experience. This paper has proposed and validated a model to describe the antecedent factors associated with LMS usage to the instructor’s self-efficacy and satisfaction. The structural equation model specifies that 7 out of 10 hypothesised paths provide acceptable fit measures. We successfully modelled the difference along with the prior LMS knowledge. The paper has several implications for the theory and practice in higher education, especially in a developing economy where most HEIs were caught off-guard by the transition caused by the pandemic. We provide theoretical and practical insights derived from this work.   Keywords: Self-efficacy, flexible learning, job satisfaction, computer anxiety, SEM.

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