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There is a growing demand worldwide for the adoption of Learning management systems (LMS) by academic institutions to support e-Learning platform. Yet limited research has been conducted to investigate the factors affecting its usage, particularly by university instructors. To fill this research void, the expectation-confirmation model (ECM) was used as the core framework for analysis, while additional critical independent factors related to organizational, technological and individual characteristics were added to find a better model to understand university instructors’ continuance intention to use Blackboard system as a popular LMS.

Sample data were gathered from 158 university instructors at a university in the United Arab Emirates (UAE) who volunteered to participate in this study. Structural equation modeling technique was used to verify the causal relationships between the constructs.

Perceived usefulness (PU) affected satisfaction of Blackboard system. Both PU and satisfaction affected instructors’ continuance intentions to use Blackboard system. User-interface design affected both PU and satisfaction. Technical support influenced perceived usefulness. Training influenced perceived usefulness, but it had no influence on satisfaction. Computer self-efficacy had no influence on perceived usefulness.

Based on the ECM, this study contributes significantly to the limited body of research on capturing the influence of organizational, technological and individual motivators to explain university instructors’ continuance intention to use LMS.