IOSR Journal of Engineering (IOSRJEN) www.iosrjen.org ISSN (e): 2250-3021, ISSN (p): 2278-8719 Vol. 14, Issue 5, May 2024, ||Series -1|| PP 07-19 International organization of Scientific Research 7 | Page Factors predisposing the use of LMS in the University of Ibadan Distance Learning Centre (DLC): A path analytical Investigation E.O., Oladunmoye (PhD), 1 Department of Applied Psychology, Kampala International University, Kampala, Uganda. Correspondence Email: oladunmoyetomenoch@gmail.com G.P., Enamudu, (PhD), 2 Department of Applied Psychology, Kampala International University, Kampala, Uganda. and Muhammad Tajuddeen Sa'ad (PhD), 3 Department of Applied Psychology, Kampala International University, Kampala, Uganda. Received 28 April 2024; Accepted 05 May 2024 Abstract The adoption of Learning Management Systems (LMS) in higher education institutions has become increasingly crucial in the wake of digital transformation and the global shift toward online and blended learning. This case study investigates the factors influencing LMS adoption among students and lecturers at the University of Ibadan Distance Learning Centre (UI DLC) in Nigeria. Through a comprehensive survey and path analytical modelling, this research explores the relationships between key variables and LMS adoption, aiming to contribute to a deeper understanding of technology adoption in higher education in the Nigerian context. The findings reveal several significant factors that influence LMS adoption among students and lecturers in Nigerian universities. For students, policy regulation, teacher training, and access to technology emerged as significant predictors of LMS adoption. These findings align with existing literature, emphasizing the importance of institutional support, educator preparation, and technology access. Surprisingly, internet availability did not directly impact students' LMS adoption, suggesting a relatively widespread internet access among university students in Nigeria. Among lecturers, policy regulation and teacher training were identified as significant factors influencing LMS adoption. This underscores the critical role of clear policies and ongoing professional development in promoting technology adoption among educators. Interestingly, internet availability did not have a significant direct effect on lecturers' LMS adoption, possibly due to their assumed tech-savviness. Furthermore, this study explores the indirect factors contributing to LMS adoption among students and lecturers. Access to technology, policy regulation, and teacher training indirectly influence adoption through perceived ease of use and perceived usefulness. These findings highlight the complexity of LMS adoption, where multiple factors interact to shape users' perceptions and behaviours. Additionally, a model comparison was conducted to determine which path analytical model best explained LMS adoption patterns. Both models, one for students and one for lecturers, explained a high percentage of variance in LMS adoption, with the lecturer model slightly outperforming the student model. This suggests that students and lecturers are influenced by similar factors but may have different expectations and roles in LMS adoption. I. Introduction Learning Management Systems (LMS) have emerged as indispensable tools for facilitating online learning, providing educational institutions, businesses, and organizations with versatile software platforms to support teaching and learning in a digital environment (Al-Azawei, et al. 2017). The adoption of LMS has been widespread in many countries, especially during the COVID-19 pandemic, as they offer valuable features such as content management, communication tools, assessment tools, grading tools, feedback mechanisms, and analytics tools (Al-Azawei et al., 2017). According to Research.com (2020), the global LMS market was valued at $9.4 billion in 2018 and is expected to reach $28.1 billion by 2025, with a compound annual growth rate (CAGR) of 16.2%. The report identifies several factors that drive the growth of the LMS market, such as