The rapid growth of educational technology in higher education has led to the widespread use of Learning Management Systems (LMS) in distance learning. However, limited research has focused on measuring instructors' satisfaction with these systems, despite its critical role in course engagement and enhancing student interaction with course content. This study proposes a comprehensive framework for evaluating instructors' satisfaction with LMS usage. Thus; We adopted DeLone and McLean's Information System Success Model to empirically assess the relationships between Information Quality (INQ), (...) System Quality (SYQ), Service Quality (SQ), Perceived Usefulness (PU), User Loyalty (UL), and User Satisfaction (US). The results indicate that SQ has a greater effect on the US than SYQ, PU, and INQ. Moreover, the results show that the US has a significant direct influence on UL. The study focuses on higher education instructors and employs a questionnaire-based survey for data collection. Based on the results, it is recommended that LMS design should consider the needs of both instructors and students, incorporating the latest technological advancements. Neglecting instructors' satisfaction in LMS development could negatively influence the outcomes of distance learning courses. (shrink)

This manuscript draws on the moral norms arising from the nuanced accounts of epistemic (in)justice and social identity in relational autonomy to normatively assess and articulate the ethical problems associated with using AI in patient care in light of the Black Box problem. The article also describes how black-boxed AI may be used within the healthcare system. The manuscript highlights what needs to happen to align AI with the moral norms it draws on. Deeper thinking – from other backgrounds other (...) than decolonial scholarship and relational autonomy – about the impact of AI on the human experience needs to be done to appreciate any other barriers that may exist. Future studies can take up this task. (shrink)