Loubna ELMESKINE, Moulay Idriss El Ouafa
In 2020, our planet was shaken by the health crisis linked to Covid-19. Moroccan universities have also integrated or activated video-conferencing tools, learning management systems (LMS) and many other tools to deal with health restrictions. The use of these learning management systems has now become a major challenge for many higher education institutions(Mohammadi et al., 2021). Nevertheless, several studies shed light on many uncertainties about what influences teacher-researchers when it comes to their use and commitment toLMSs (Kite et al., 2020). There is also clear evidence that technical issues and lack of appropriate support are the main barriers to teacher engagement with LMSs(Al Meajel & Sharadgah, 2018; Bolliger and Wasilik, 2009). Therefore, our study aims to determine the elements that influence teachers in their use of LMS. This is a qualitative approach conducted with teachers at Ibn Zohr University. The results show that digital literacy and other factors influence the adoption of LMS by university teachers.
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