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Purpose The study investigates the factors that impact the adoption of learning management systems (LMSs) among educators for effective implementation of open and distance learning (ODL) environment in advanced technological institutes (ATIs). Design/methodology/approach This study uses the extended technology acceptance model (TAM) and analyses data using the partial least square–based structural equation modelling approach to validate the construct and test proposed hypotheses. Data were collected through an online questionnaire from the respondents. Findings This study reveals that perceived self-efficacy and job relevance significantly impact perceived usefulness (PU) and perceived ease of use (PEU). PU, PEU and service quality significantly impact attitudes of educators, which impact their behavioural intention and actual use of LMS as a chain reaction. Practical implications The management should organise hands-on training sessions to improve educators' computer self-efficacy and explain the importance of the LMS and its features to offer an effective ODL environment for delivering high-quality education. Originality/value The previous studies focused on LMS use from the students' point of view rather than educators. This study investigates educators' LMS adoption in ATIs using the extended TAM. The findings may be helpful for management to implement an effective ODL environment that offers fully integrated distance learning and e-learning during the prevailing COVID-19 pandemic.
Riyath et al. (Wed,) studied this question.