User Experience of Open Distance Learning Management Systems: An Analysis of Technology Acceptance Model

Abstract

Open Distance Learning (ODL) management systems have become increasingly critical in providing flexible educational opportunities.  However, user experience (UX) challenges persist that can impede learning effectiveness. This study investigates UX factors in ODL  systems across three institutions in North-Eastern Nigeria, employing the Technology Acceptance Model (TAM) as a theoretical framework. Through a descriptive quantitative approach involving 600 respondents (49.3% male, 49.7% female), we examined  correlations between accessibility, flexibility, desirability, and system usage intentions. Utilizing Spearman's Rank Correlation and  regression analyses, the research revealed significant positive correlations between system accessibility and desirability (r=0.95, p<0.021), flexibility and user attitude (r=0.67, p<0.012), and desirability and behavioral intention(r=0.71, p<0.001). Key findings indicate moderate  user satisfaction across most constructs (M=3.38) with notable high scores for accessibility (M=3.38) but lower satisfaction with progress  tracking features (M=2.83). The study proposes user-centered design guidelines to enhance ODL management systems, emphasizing  improved tracking mechanisms, tailored course design, and continuous feedback integration. These recommendations aim to optimize  digital learning environments and support more effective educational technology implementation in resource-constrained settings.