Motivational Factors with UTAUT Model on the Integration of Learning Management System (LMS) by Faculty- A Study

Abstract

The perspective of education is undergoing a significant transformation, moving away from rigid, lecture-based instruction toward more flexible, student-centred approaches. Classroom courses and blended learning formats have become mainstream in higher education, with motivational factors Learning Management Systems (LMS) such as Canvas, Blackboard, and Moodle playing a central role in content delivery and student engagement. Teaching through an LMS requires a new set of pedagogical, technical, and communication skills that differ significantly from those used in traditional classrooms. It demands continuous professional growth, as instructors must master digital content creation, online engagement strategies, and technology-enhanced assessment methods. Tragically, many faculty development programs fail to address the fundamental elements—such as institutional backing, time limitations, confidence, and compatibility with pedagogical tenets—that influence the successful implementation of new technologies. Researchers in this study looked at the ways in which teachers use LMSs in the classroom using an expanded version of the UTAUT framework, which is based on the theory of unified theory of acceptance and use of technology. Ninety-five professors from several Odisha-based management schools filled out a self-administered survey using a five-point Likert scale; the results show that demographics have a major bearing on LMS adoption. Similarly, in a subset of Odisha's management schools, faculty members' adoption of a comprehensive learning management system (LMS) is heavily influenced by the UTAUT model's motivating elements.