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Online learning has become increasingly popular among scholars and researchers. A significant amount of progress has been made in online learning to meet the demand for online courses. For example, Armstrong (2011) reports a 145% increase in degree-granting students taking online learning courses in the United States. Similarly, Penman and Thalluri (2014) argue that online learning makes learning and teaching more interesting and engaging. However, teachers face challenges and concerns when using technology. Research studies have shown that teachers' perceptions of online education indicate major problems associated with its implementation (Ahmed, Štreimikienė & Štreimikis, 2022; Raza, Qazi, Khan, & Salam, 2021).
In 2020, COVID-19 left a significant impact on education systems on a scale never seen before. Many countries called for the shutdown of all activities to prevent pandemonium (WHO, 2020). According to the United Nations (2020) and UNESCO (2020), as a measure to contain the virus spread, governments forced educational institutes, universities, and schools to use distance education (Kumar et al., 2021). Distance learning is a learning approach focused on the integration of technology and systems in the delivery of education to students (Al-Arimi, 2014). In this regard, governments and educational institutions use distance learning systems to promote online learning, including instruction for students, teacher support and content delivery (Alqabbani et al., 2020).
As a result of the pandemic, all social activities such as work, education, universities were suspended (Ministry of Health in Saudi Arabia, 2020) and distance learning was introduced quickly in accordance with the plan imposed by the Ministry of Education (Alqabbani et al., 2020). There have been many studies examining LMS in the context of COVID-19 from different perspectives. Alarifi (2021), for instance, studied faculty members' satisfaction with e-learning in light of the coronavirus pandemic. A similar study conducted by Zalat (2021) examined university staff perceptions and factors affecting the acceptability of e-learning during the COVID-19 epidemic in Egypt. Similarly, in many other countries, studies examined factors affecting teachers' use of learning management systems (LMS) (Ahmed et al., 2022; Raza et al., 2021). In Saudi Arabia, however, there is limited research on teachers' intentions to use online platforms. Therefore, this study aims to examine teachers' behavior regarding the use of e-learning management systems (LMS) based on UTAUT to determine their technological intentions and behaviors. The purpose of this study is to answer the following questions:
- 1.
What factors influence Saudi Arabian teachers' intention to use LMS?
- 2.
Do Saudi Arabian male and female teachers have statistically significant differences in their intention to use LMS?
- 3.
Do participants' age, education, and work experience affect their intention to use LMS?