Identification, quality perceptions, and cultural moderators in learning management system group commitment

Students’ commitment to online collaborative learning poses a significant challenge for higher education institutions. This study explores the factors that affect students' commitment to Learning Management System (LMS) groups. A conceptual framework is developed that integrates social identity theory, DeLone and McLean's information systems success model, and Hofstede’s cultural theory. By adopting a quantitative research design, 367 responses were gathered from university students. The data was analyzed using covariance-based structural equation modelling (CB-SEM). The findings reveal that factors such as LMS group identification, adherence to LMS group norms, perceived system quality, perceived service quality, and perceived information quality positively influence students’ commitment to the LMS group. Interestingly, collectivism as a cultural variable moderates the positive relationship between compliance with LMS group norms and commitment to LMS groups. Furthermore, uncertainty avoidance amplified the positive relationships that perceived system quality and information quality had with LMS group commitment. The model presented in this study offers significant predictive power concerning commitment to an LMS group. These findings will provide valuable insights for systems developers, higher education institutions, and instructors aiming to bolster online group commitment within LMS.