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A R T I C L E I N F O A B S T R A C T Article history: Received: 02 January, 2020 Accepted: 27 March, 2020 Online: 14 April, 2020 This study built and tested a research model to determine the determinants that impact students’ actual use of the learning management system. A survey questionnaire was used to gather data from 148 university students who used LMS in their course of study. The structural equation model was used to analyze quantitative data. The study revealed that (1) performance expectancy, effort expectancy and institutional support positively impacted students’ actual use of LMS, (2) social influence and infrastructure support did not positively impact students’ actual use, (3) gender had a significantly moderated effect on the correlation between institutional support and actual usage of technology. This study added to existing studies on the use of UTAUT in explaining students’ actual use of technology in developing nations. Implications for practice, drawbacks and future directions are discussed.

Determinants of Students’ Actual use of the Learning Management System (LMS): An Empirical Analysis of a Research Model