The purpose of this study was to investigate the structural relationships between university students’ acceptance of a learning management system (LMS), sense of community and engagement in a blended learning (BL) environment. This study was conducted in an introductory computer course with students who participated in a Moodle learning community that was constituted for the BL course. Three self-report instruments were employed to gather data from 168 university students studying at a public university. The path analysis with structural equation modeling (SEM) confirmed that students’ LMS acceptance was related to their sense of community and engagement in BL. The findings revealed that students’ LMS acceptance significantly and positively affected their sense of community and engagement in BL. Moreover, perceived usefulness and perceived ease of use of LMS were uncovered as influential factors in increasing their sense of community and engagement. The findings of the study imply that instructors should ensure students’ acceptance of LMS to establish learning communities in which they have opportunities for collaborative, interactive and engaging learning activities in the delivery of BL.

这项研究的目的是调查大学生接受学习管理系统（LMS），社区意识和参与混合学习（BL）环境之间的结构关系。这项研究是在介绍性计算机课程中进行的，学生参加了为BL课程组成的Moodle学习社区。使用了三种自我报告工具来收集来自168名在公立大学学习的大学生的数据。使用结构方程模型（SEM）进行的路径分析证实，学生对LMS的接受程度与其在BL中的社区意识和参与感有关。调查结果表明，学生对LMS的接受程度显着并积极地影响了他们对BL的社区意识和参与度。而且，人们发现LMS的有用性和易用性被认为是增加其社区意识和参与度的影响因素。研究结果表明，教师应确保学生接受LMS，以建立学习社区，使他们在BL的交付中有机会进行协作，互动和参与式学习活动。