Objective - The concept of education is entirely outdated. Currently, many higher education institutions are adopting blended learning pedagogy to nurture 21st-century skills. The integration of ICT has become a recent global trend in education with universities and colleges using Learning Management Systems (LMS) as their primary method of disseminating and administrating teaching and learning processes. The exploration of the factors crucial for successful implementation of LMS is therefore essential. However, most literature on this topic focuses on the technical quality of LMS's, and few address the educational quality and efficiency of LMS. Previous research also fails to discuss the conceptualization and measurement of LMS success. This study aims to construct and validate an instrument to measure LMS success in higher education institutions.

Methodology/Technique - Various IS success frameworks were used to design the constructs in this study. A quantitative methodology was adopted with the sample of 379 randomly selected responses from university/college students, academics, and course administrators from India (n=297) and the Maldives (n=82). IBM SPSS AMOS 25 was used to check the validity and reliability of the instrument and to identify the measurement invariance.

Findings & Novelty - This study concludes that information quality, educational quality, system quality, service quality, intention to use, user satisfaction, and net benefits are the critical constructs for measuring LMS success. The findings of this study can be used to support scholars in developing and examining other information system-related theories, as well as to higher education institutions while implementing different LMS's.

Type of Paper - Empirical.

Keywords: Learning Management Systems; Invariance; IS Success; Validation; Higher Education.

JEL Classification: A20, A23. A29, I23.

URI: http://gatrenterprise.com/GATRJournals/GJBSSR/vol7.2_5.html

DOI: https://doi.org/10.35609/gjbssr.2019.7.2(5)

Pages 139 – 150