Purpose The aim of this study is to examine the opinions of university students studying in the emergency and distance education period about asynchronous learning environments within the framework of the Technology Acceptance Model. Design/methodology/approach The population of this study, which was conducted with the survey model, consists of students studying at the Faculty of Education, Faculty of Engineering, Faculty of Sports Sciences and Faculty of Fine Arts of a state university. A total of 800 people studying in different departments participated in the study. The learning management system (LMS) Acceptance Scale was used to collect data. Findings According to the results of the study, it was determined that the total mean scores of the participants were at a good level; there was a moderate level of acceptance in the “social influence” dimension and a good level of acceptance in other sub-dimensions. It was determined that university students’ acceptance levels of LMSs differed according to gender, the way of connecting to the internet, age, faculty of study and the method of taking an important course related to their career. Students generally have high acceptance rates of LMSs in compulsory situations. However, they prefer face-to-face education, and their acceptance levels are likely to increase as the rate of using LMSs and their ability to direct their own learning increase. Originality/value Determining the suitability of LMSs for student needs is important in determining the impact of these environments on student performance, the effort they spend, the ease of use of the environments and the social influence of these environments on students in order to continue lessons in an effective and attractive manner.
Güzelyurt et al. (Wed,) studied this question.