Learning management systems (LMS) such as Blackboard and Moodle have frequently been studied using technology acceptance models. There are various popular technology acceptance models including the Technology Acceptance Model (TAM) and its derivates TAM 2, TAM 3, as well as the Unified Theory of Acceptance and Use of Technology (UTAUT) and the General Extended Technology Acceptance Model (GETAMEL) frameworks but the adoption and acceptance of LMS is primarily examined from the student perspective. Although some research does explore teachers' viewpoints and compares both groups, studies focusing on teachers remain less explored. Building on those studies using the UTAU framework, this research specifically addresses the use of LMS for grading and providing feedback through online embedded rubrics. This is an area of limited focus that warrants further exploration.

This study investigated the adequacy of the dimensions of UTAUT in measuring the technology acceptance amongst staff of online embedded rubrics using Blackboard (an LMS) in the context of higher education (HE). The aim of this research was to explore the dimensions of the UTAUT model in depth as well as provide rich insights into staff members’ experiences with online embedded rubrics for assessment and feedback purposes. Historically, empirical research testing the UTAUT model has been dominated by quantitative methods. Following the few examples of qualitative methods exploring UTAUT, this paper adopted a qualitative research strategy, utilising an exploratory case study approach to provide a comprehensive understanding of the institution considered as well as provide real world applicability. A total of 30 semi-structured interviews were conducted, and a deductive latent approach was used in the coding to identify content related to UTAUT model’s dimensions.

The main findings suggest that as well as the extent UTAUT dimensions, researchers should consider four additional factors in user acceptance of the online marking and feedback tools which include: digital confidence; digital autonomy; pedagogic approaches and values; and knowledge and awareness of tools. The main contributions of our study include the chosen methods, the context of rubrics use in HE and the novel dimensions for UTAUT necessary in this context.

Keywords: UTAUT, Learning Management Systems (LMS), Higher education (HE), online marking.