Abstract
Objectives The purposes of this study were to find out the professor's perception of the functional indicators of the Learning Management System (LMS) that supports data-based adaptive learningspecify variables related to convergence competency, and to analyze the structural relationships among them. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them.
 Methods Based on literature analysis, the functions of LMS required for adaptive learning were divided into re-porting (dashboard), diagnosis (evaluation and classification), prediction (recommendation), and individualization (non-curricular) areas, and a 34-question questionnaire was created through an expert meeting to ask for func-tional indicators for each area. Next, a Delphi survey was conducted on nine professors at S University, a four-year university in Region B, and a content validity (CVI) analysis was conducted with the data collected through it.
 Results As a result of examining the professor's perception of LMS's functional indicators for each area that sup-port data-based adaptive learning, all of the proposed functional indicators except for some functions in each area satisfied content validity.
 Conclusions The LMS can be utilized to support data-based adaptive learning, and for this, the function of LMS needs to be advanced.
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