A Survey of University Students’ Perceptions of Learning Management Systems in a Low-Resource Setting Using a Technology Acceptance ModelCHIPPS, JENNIFER PhD; KERR, JANE PhD; BRYSIEWICZ, PETRA PhD; WALTERS, FIONA MBACIN: Computers, Informatics, Nursing: February 2015 - Volume 33 - Issue 2 - p 71–77 doi: 10.1097/CIN.0000000000000123 Feature Article Abstract Author Information Learning management systems have been widely advocated for the support of distance learning. In low-resource settings, the uptake of these systems by students has been mixed. This study aimed to identify, through the use of the Technology Acceptance Model, the individual, organizational, and technological factors that could be influencing the use of learning management systems. A simple quantitative descriptive survey was conducted of nursing and health science students at a university in South Africa as part of their first exposure to a learning management system. A total of 274 respondents (56.7%) completed the survey questionnaire, made up of 213 nursing respondents (87.7%) and 61 health sciences respondents (25%). Overall, the respondents found the learning management system easy to use and useful for learning. There were significant differences between the two groups of respondents, with the respondents from health sciences being both younger and more computer literate. The nursing respondents, who received more support and orientations, reported finding the learning management system more useful. Recommendations are made for training and support to ensure uptake. Author Affiliation: School of Nursing, Faculty of Community Health, University of the Western Cape, South Africa. The authors have disclosed that they have no significant relationship with, or financial interest in, any commercial companies pertaining to this article. Corresponding author: Jennifer Chipps, PhD, School of Nursing, University of the Western Cape, Robert Sobukwe Rd, Bellville, Cape Town, 7535, South Africa (email@example.com). Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved.