Model for adopting social learning management systems in blended learning environments in higher education

Hidalgo-Cajo B.G.; Delgadillo-Ávila R.S.; Hidalgo-Cajo F.R.; Hidalgo-Cajo I.M. · Revista Electronica Interuniversitaria de Formacion del Profesorado (2026) · DOI: 10.6018/reifop.678101

Resumen

The research examines the factors that influence the continued use of socially oriented Learning Management Systems (LMS) in blended learning environments from the perspective of higher education teachers. Using partial least squares structural equation modelling (PLS-SEM), a sample of 238 teachers from the National University of Chimborazo was analysed, integrating technical, social and cognitive-affective constructs. The results reveal that satisfaction is the main predictor of continued use, acting as a mediator between perceived usefulness and permanence on the platform. Although ease of use and subjective norms influence initial perception, their direct impact on sustained use is limited. In contrast, content quality, system quality and, especially, social presence emerge as key factors that strengthen perceived usefulness and satisfaction. The model shows high explanatory (R^2 > 0.75) and predictive (Q^2 > 0.70) power, confirming its validity in complex educational contexts. It is concluded that the sustained success of LMSs does not depend solely on their technical functionality, but on a pedagogical experience enriched by social interaction and perceived value. Institutions should prioritise collaborative environments, relevant content and satisfactory user experiences to encourage genuine adoption.

Instituciones: Universidad Nacional Mayor de San Marcos