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Information Technology is so widespread and moving at such a rapid speed that it has influenced the education sector at a fast and pressurised pace. This influence has placed focus on the new terminology education technology and blended learning. In order to introduce and implement education technology, Higher Education Institutions (HEIs) worldwide have been introducing Learning Management Systems (LMSs) to support the charges in pedagogy to improve the collaboration learners themselves and between learners and educators. The implementation of LMSs at South African HEIs are still lagging behind in comparison to first world countries. Nonetheless, changes and advances in education technology have been taking place. These changes have to some degree brought about resistance towards the use of technology (software) to change teaching technique. Mixed methods research (quantitative and qualitative) was used to conduct a case study analysis at the Durban University of Technology (the case of DUT academic staff using a LMS). The case study allowed the analysis of perceived ease of use (PEOU) of LMSs at this HEI. The perceptions of the academic staff was analysed by executing a survey and by conducting interviews. The study identified additional factors that have a significant influence on PEOU on the Technology Acceptance Model 3 (TAM) (Venkatesh and Bala 2008). Literature, information from the interviews and the themes that emerged from the qualitative results was used to propose a theoretical tiered pedagogical framework that could be adopted by other HEIs planning to adopt a LMS.

Creating a framework for promoting perceptions of ease of use for e-learning