Unpacking Teacher's Acceptance toward Moodle-based LMS: Perspectives from Socially Disadvantaged Schools

Due to schools' closure affected by the covid-19 pandemic, many schools particularly socially disadvantaged schools were at risk of difficult environments for online learning and instruction. Provision of Learning Management System (LMS) in supporting distance learning during Covid-19 pandemics becomes an essential component for equity of education. In this study, a Moodle-based LMS to support distance learning activities for teachers from socially disadvantaged schools was developed based on the co-design process. We explore the effect of technology acceptance factors using the Technology Acceptance Model (TAM) (i.e., perceived ease of use, perceived usefulness, and behavioral intention to use the technology) and external support (i.e., attitude toward the system, user interface design, online course design, previous online learning experience, perceived interaction, and self-efficacy) on teacher's general use of Moodle in a distance learning environment. We conducted a survey and collected data from 30 elementary school teachers from socially disadvantaged schools. All TAM original constructs and external constructs exceeded the mean value of 4.00 indicating positive responses by the teachers regarding the ease of use, the usefulness, content design, and user-interface design of the system. They also perceived the teaching performances, effectiveness, and productivity in work were improved because of the system assistance so that they plan to utilize the system for distance learning activities.