Antecedents and Outcomes of Learning Management System Usage: Evidence from Developing Country Educational Institutions

Background: This research-to-practice paper explores the growing use of Learning Management Systems (LMS) in education, particularly focusing on higher education institutions in Qatar. While LMS adoption is widespread in developed countries, developing nations like Qatar face challenges in usage. Method: The study addresses a gap in prior research by identifying and empirically testing both the antecedents and outcomes of LMS usage, using survey data from 433 students and Structural Equation Modelling (SEM). Findings: Key findings show that 9 out of 12 antecedents significantly influence LMS usage, which in turn positively affects all three perceived outcomes. The study contributes to the understanding of LMS adoption in developing countries and offers practical insights for educators and policymakers. Implications: This study contributes to the adoption of technology and instructional technology literature by offering valuable insights for researchers and practitioners in educational institutions. Moreover, this study is among the few to integrate selected antecedents and outcomes of LMS usage in one model.