Abstract
Educational institutions of higher learning in most countries are moving to virtual learning, but the acceptance and deployment of learning management systems (LMSs) by teaching staff in some Nigerian universities are still a problem. Published research that details the use of LMSs by Nigerian academic staff is sparse, hence, this study investigates factors that influence reception and utilization of LMSs by staff who teach at 3 chosen universities in Nigeria using a quantitative correlational approach. The modified Unified Theory of Acceptance and Use of Technology (UTAUT) framed the study. Also, two variables were added to the instrument namely, 'Design decision' and 'Staff performance' to garner additional data about the usage of LMSs in the circumstances of HEIs in Nigeria. One hundred and twenty-two (122) teaching staff completed the online survey. Regression analyses suggested that effort expectancy contributed most to LMS's actual use. Moreover, facilitating conditions, performance expectancy, and social influence had a statistically significant effect on LMS actual usage and design decisions. The findings may inform university HEI administrators in countries of developing economies on essential factors to consider when digitizing teaching and learning.