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dc.contributorSusan, Geertshuis
dc.contributor.authorLiu, Qian
dc.date.available2019-07-30T02:56:59Z
dc.date.copyright2019-07-29
dc.identifier.citationThis journal article has been publisheden_NZ
dc.identifier.urihttp://hdl.handle.net/10523/9525
dc.description.abstractUniversities implement Learning Management Systems (LMSs) with the aspiration of improving educational practice. However, LMS adoption by academics within universities vary and frequently falls short of institutional aspirations. In this study, we propose an integrated and adopter–centred professional identity perspective of LMS adoption and empirically validate such a perspective at a New Zealand university where a LMS was implemented. We surveyed 204 academic staff and analysed questionnaire data using structural equation modelling. Results indicate that the adoption of the LMS was associated with professional identity. Variations in aspects of professional identity not only shaped the extent of LMS usage, but was also predictive of qualitatively different ways of using the LMS for teaching. Theoretical and practical implications are discussed based on the research findings.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherTaylor & Francisen_NZ
dc.relation.ispartofStudies in Higher Educationen_NZ
dc.subjectLearning management system, academic staff, adoption, professional identity, higher education, structural equation modellingen_NZ
dc.titleProfessional identity and the adoption of learning management systemsen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2019-07-30T02:52:46Z
otago.schoolEducation Unit, University of Otago Wellingtonen_NZ
dc.identifier.doi10.1080/03075079.2019.1647413en_NZ
otago.openaccessOpenen_NZ
dc.rights.statementThe article is available here: https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1647413en_NZ
dc.description.refereedPeer Revieweden_NZ
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