Abstract:
The rapid advancement of Information and Communication Technology (ICT) has
revolutionized all sectors of society and the Education sector was no exception. Hoping for
similar benefits to developed countries, African nations have been introducing learning
management systems to support teaching and learning activities. In Mozambique, the
introduction of ICT in education was led by the Eduardo Mondlane University, in 2002, when
it introduced the Moodle learning management system, with a view to student-centered
teaching. In this context, the research aims to analyze the factors that influence the acceptance
of the Moodle Platform by UEM teachers. For this study, quantitative methods were used,
through a questionnaire based on the statements of the UTAUT analytical model by Venkatesh
et al. (2003), in which 194 professors from different faculties and schools of the UEM
responded, and validated through Principal Component Analysis (PCA), in which the variance
results found are satisfactory. Performance Expectancy, Effort Expectation, Social Influence
and Facilitating Conditions together accounted for 65.9% of the explained variance of the
empirical instrument. Data processing and analysis were performed using descriptive analysis,
Student's t test, Analysis of Variance (ANOVA). Through the hypothesis test, two hypotheses
were confirmed, according to which "The perception of facilitating conditions is influenced
differently according to age" and "Expectation of Effort is influenced differently according to
the level of experience in Moodle/Vula”.
