Examining Lecturers’ Learning Management System Usage Using TAM: Eastern Indonesia Case Study

Over the last decade, there has been a remarkable increase in the adoption and use of learning management systems (LMS) in sub-Saharan Africa in a bid to improve the quality of on-campus delivery as well as increasing access to education through blended and distance learning. Despite the increased adoption of LMS in the region, their potential has not been fully exploited as relatively few users tend to use them, thereby not justifying the high infrastructure investment costs. The continued penetration and adoption of mobile phones amongst users in the region presents an opportunity to find ways of making LMS accessible to users via mobile phones. However, there are relatively few attempts to enhance accessibility and usage of LMS into users' mobile phones especially in sub-Saharan Africa. This article aims at sharing experiences of configuring and using Mobile Moodle to enhance Moodle LMS usage and accessibility via mobile phones at the University of Dar es Salaam. Through analyzing log of two selected courses, it was revealed that the majority of students used Course View and User List features to read course notes and to check for their fellow students respectively. In addition, students indicated that the Mobile Moodle was easy to use and enable them to accomplish learning activities more quickly through a questionnaire that was distributed to elicit their opinions about the Mobile Moodle. The findings from this study will enable those who are involved in LMS implementation especially in sub-Saharan Africa to widen access of LMS via mobile phones and therefore increase LMS usage.

This study adopted a discursive approach to review the use of the Learning Management System (LMS) popularly known as 'Moodle’ in most South African universities. Moodle as fondly called is one of the online tools that can be effectively used to deliver learning activities as well as online learning assessments to implement curriculum delivery without borders or disruptions during the COVID-19 lockdown across the globe. The author highlights various extant studies on the usage and adoption of LMS into teaching and learning for effective implementation in higher institutions of learning. LMS is a global online tool that has been in use for decades in various higher institutions of learning across the developed countries. It has proved to be an efficient learning platform that has impacted significantly the education sector in these developed countries, as learning experiences are provided to diverse students at their comfort zones. With the break of the COVID-19 pandemic that affects the global world, teaching and learning in most parts of the developed countries continue to be facilitated through various online approaches that include LMS in the developed countries. Unfortunately, the pandemic lockdown in many developing countries like South Africa grossly impacted the delivery of curriculum and educational activities in various learning institutions for several months. The continuous presence of COVID-19 led the South African Department of Higher Education and Training to review approaches to curriculum delivery to salvage academic activities. Thus, declared online learning as an alternative to face-to-face curriculum delivery in higher institutions. The adoption of LMS results as the best approach to engage students in full teaching and learning activities.

Purpose – This study explores the impact of Learning Management System (LMS) usage on the online learning experience at Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang, Indonesia during the COVID-19 pandemic. It aims to evaluate student satisfaction and identify challenges faced during this transition, contributing to the broader discussion on optimizing LMS for enhancing student outcomes and satisfaction in higher education, particularly in times of crisis. Methods/Design/Approach – A quantitative descriptive approach was employed, with data collected from 400 respondents through online surveys using Likert-scale questions. The sample included students and faculty members involved in online learning. The study used statistical analysis to assess satisfaction levels and identify key challenges in LMS adoption, particularly focusing on the use of the MOODLE platform. Findings – The use of MOODLE LMS increased from 18.5% in the first semester of the pandemic to 51% in the second semester, reflecting greater platform acceptance. Students reported moderate satisfaction with an overall score of 3.8 out of 5. Challenges included limited internet access (63.5%), insufficient internet quota subsidies (63.3%), and low satisfaction with academic services (2.73) and online learning policy promotion (2.76). Originality/Value – This study provides insights into LMS adoption in a specific educational and cultural context, highlighting both the potential and the challenges of digital learning platforms during a global crisis. It offers practical recommendations for improving LMS design and implementation in higher education. Practical Implications – The findings suggest universities should enhance digital infrastructure and offer financial support to overcome technical barriers such as limited internet access. Improving academic services and promoting clearer online learning policies will further increase LMS effectiveness and student satisfaction. Keywords LMS, MOODLE, student satisfaction, online learning, COVID-19 pandemic. Paper type Research paper

Learning management systems (LMS) are becoming an essential part of the educational process. The adoption of LMS is addressing multiple flows of the traditional education system. LMS became a crucial part of any educational process during the 2020 Coronavirus pandemic, as the circumstances made it unsafe to continue with the traditional face-to-face educational process. LMS made it possible for many students to carry on with their studies being far away from a university. At the same time, the introduction of LMS can also pose additional challenges for students from various backgrounds. There are wide masses of people without access to modern technologies, who will be excluded from the educational process without the right approach to the LMS adoption. Another concerning issue is that users of a system must pose necessary computer skills and knowledge to be comfortable using LMS.Thus, this paper attempts to highlight the challenges of adoption, usage and integration of LMS at South African learning institutions. It is important to understand these challenges as unadvised adoption of such systems can lead to exclusion of groups of students from the educational process. The present paper reveals and analyses such challenges.To address these questions, the research has put forth the following objectives:• To review users’ opinion on the current state of LMS at their educational institution• To identify LMS features users use and require• To determine a range of factors impacting students’ ability to successfully adopt LMS in their learningThe research is based on a quantitative and deductive approach. In order to achieve the goal of this paper a questionnaire in digital format was distributed among the LMS stakeholders. The target population of the research consists of students at Cape Peninsula University of Technology. As a sampling technique, accidental sampling is used. Everybody completed the survey voluntarily. The sample size was 85 students as the saturation point was reached. To analyse data collected, a statistical analysis was used. The research showed that many students experience several issues with LMS. Even though, majority of the students, participated in the research, possessed necessary computer skills to successfully utilise LMS in their studies, they faced the South African reality of the lack of internet access and access to technology. Besides that, many students believe that existing LMS are too complicated and not user-friendly. They struggle to find necessary information about their course, as well as inability to participate in the collaborative learning. Another aspect the students pointed out was the infrastructural problems of LMS. It is not unheard that an LMS is down at the crucial time.

The main objective of this study was to examine the effect of Learning Management System (LMS) usage in education in public College of Education using Akatsi College of Education as a case study organization. However, the specific objectives to be included are to identify the Learning Management System (LMS currently in use to support teaching and learning at Akatsi College of Education, assess the extent of the adoption of Learning Management System (LMS by Akatsi College of Education in teaching and learning and ascertain challenges that the management of the College is encountering in the use of Learning Management System (LMS. The study used the descriptive survey method as the research design. The selected population for the study was the staff, management and students of College in Akatsi. A sample size of 120 was used. This was made up of 5 Heads of Department, and 15 tutors and 100 students. By this, the sampling method that was used in selecting the lecturers and staff is convenience sampling technique, while the simple random sampling technique was used in selecting the students. The main instrument that was used for the collection of data is the questionnaire and primary data and secondary data were used as sources of data. The findings of the study showed that some of the Learning Management System (LMS) devices used at the College include projectors, internet and telecommunication systems, audio and video visual communication systems, telephone, computers, fax machines and many others. These resources enable them to serve the university community better. Besides, the College has further employed an application called MOODLE that has all students and tutors enrolled on. This to them provides the platform for assessing the students and tutors. Recommendations were that it is important that LMS systems at College are made available to every member of the College whether student, tutors or a non-teaching staff. From the study, ICT systems have been very effective in ensuring the productivity of users including teachers and non-teachers. Significantly, not all the respondents admitted that they use Learning Management System (LMS) system of the university. However, if the College wants to achieve productivity across the College, then the need to ensure that every member of the university is made to use LMS in their functions.

A decade has elapsed since the Learning Management System (LMS) technology permeated its way into higher education in Sub-Saharan Africa (SSA), offering new paradigms of both blended and online mode e-learning delivery. Parallel to other continents, the introduction of LMS stimulated acceptance and adoption intentions among stakeholders in higher education. This necessitated research into faculty members’ and students’ LMS acceptance and adoption intentions. While some research has been conducted in this dimension, the evidential facts are scattered. There is a need to agglomerate these studies to project a better picture of study patterns and results, to be abreast of the current state of the literature and better direct future research. This study sought to bridge the gap by way of a systematic review of previous studies within a decade of LMS acceptance research in SSA, placing them in contextual paradigms of models, methodologies, milestones, subjects, countries, findings and challenges. Results from a systematic review of 31 studies, revealed key determinants of LMS acceptance/adoption to be Attitude and Perceived Usefulness; followed by Performance Expectancy and Perceived Ease of Use; then lastly Social Influence. Major challenges to LMS implementation identified were ICT infrastructure; LMS usage skills and training; LMS system quality, LMS use policy and management support. TAM1 was the dominant model employed and students were the main subject of studies. Moreover, quantitative approach was the preferred design with Regression as the main statistical tool used for data analysis. The study recommended among others that more UTAUT or TAM3 based studies employing mixed method design with instructors as subjects, using structural equation modelling analysis are needed in SSA LMS research. Leadership and top management of higher education institutions should focus more on ICT infrastructure, LMS usage skills/training, LMS quality related issues, support and ICT policy formulation.

Background: Learning Management Systems (LMS) represent one of the main technology to support learning in HE institutions. However, every educational institution differs in its experience with the usage of these systems. South East European University’s LMS experience is longer than a decade. From last year SEE – University is adopting Google Classroom (GC) as an LMS solution. Objectives: Identifying factors which encourage LMS activities, with special emphasis on SEEU, might be of crucial importance for Higher Education academic leaders as well as software developers who design tools related to fostering LMS. Methods/Approach: This paper introduces new approach of investigating the usage of LMS, i.e. identifying the determinants of increasing usage of LMS activities, by conducting empirical analysis for the case of SEEU. We apply appropriate estimation technique such as OLS methodology. Results: Using SEEU Usage Google Classroom Report & Analysis Data for spring semester (2016–2017) and winter semester (2017–2018) - SUGCR dataset 2017, we argue that (i) LMS activities are affected by demographic characteristics and (ii) the students’ LMS usage is affected by level and resources of instructors’ LMS usage. Conclusions: The empirical results show positive relationship between student and instructors’ LMS usage.

To survive a learning management system (LMS) implementation an understanding of the needs of the various stakeholders is necessary. The goal of every LMS implementation is to ensure the use of the system by instructors and students to enhance teaching and communication thereby enhancing learning outcomes of the students. If the teachers and students do not use the system, the system is useless. This research is motivated by the importance of identifying and understanding various stakeholders involved in the LMS implementation process in order to anticipate possible challenges and identify critical success factors essential for the effective implementation and adoption of a new LMS system. To this end, we define the term stakeholder. We conducted a stakeholder analysis to identify the key stakeholders in an LMS implementation process. We then analyze their goals and needs, and how they collaborate in the implementation process. The findings of this work will provide institutions of higher learning an overview of the implementation process and useful insights into the needs of the stakeholders, which will in turn ensure an increase in the level of success achieved when implementing a LMS.

The adoption of Learning Management Systems (LMS) in Higher Education Institutions (HEI) offers a transformative potential to enhance educational quality, operational efficiency, and cost-effectiveness while promoting sustainable digital transformation. However, resistance to LMS implementation often undermines these benefits. Initial perceptions of an Organizational Change Readiness (OCR) play a crucial, as they shape attitudes and behaviors, often resulting in rumors, disengagement, and resistance. The objective of the study is to explore how attributes of change, leadership support, internal organizational context, and attributes of change targets impact OCR in the context of LMS implementation. Drawing from organizational change management and information systems literature, this study examines key factors influencing these early perceptions within LMS initiatives. A cross-sectional survey was conducted with 316 university personnel across seven public universities and three private colleges. Data were analyzed using partial least squares, revealing that vision clarity, change appropriateness, top-management support, project champion effectiveness, and organizational flexibility explaining 75% of the variance in perceived OCR. Conversely, factors such as change efficacy, organizational history of change, organizational conflicts, and group self-efficacy demonstrated limited influence. These findings underscore the importance of aligning LMS initiatives with institutional goals, fostering sustainable digital practices, and enhancing policy frameworks to facilitate smooth adoption. This study provides actionable insights for promoting sustainable educational transformation in HEIs, particularly in contexts where traditional teaching methods prevail and resistance to technological change is common.

The advancement in internet-based learning technologies together with the national agenda towards globalized online education in Malaysia have prompted the learning management system (LMS) to become an important channel for institutions of higher education to effectively deliver education to students. Since user resistance has been known to be a stumbling block in the implementation of the LMS, it is crucial for the institutions to acknowledge that comprehensive adoption by users relies heavily on user acceptance. Moreover, since some institutions may have even made it compulsory for students to use the LMS, user acceptance of the LMS should be studied in the sense that using LMS is likable and pleasurable. Although the features of the technical capability of the LMS are important, it has been asserted that having the feeling of personal convenience when using the LMS is even more important to the users. With the amount of financial effort and manpower involved in implementing the LMS by institutions in Malaysia towards fulfilling the online learning agenda of the nation, it is important to study whether the convenience factor as an individual impact can play the partial role of influencing Malaysian students’ satisfaction of the LMS which would in turn influence them to use the LMS. Based on the Information System Success Model by DeLone and McLean, this study establishes vital process factors regarding the LMS usage among university students in Malaysia. Hence, in this study, LMS usage by students is measured by the degree of students’ acceptance of the LMS. An online survey has been done to collect data from 212 students of two large public universities in Malaysia. Structural equation modeling has been used to test the relationships in the conceptual model. The results of data analysis using the PLS-SEM technique employed in the study have indicated that student satisfaction is positively influenced by factors of information quality, system quality, service quality and convenience. LMS usage has been found to be positively impacted by student satisfaction while student satisfaction has been found to have significant mediation effect. The findings from this study can be utilized by institutions committed towards having successful implementation of the LMS. In enhancing LMS usage by the students, the institutions of higher education can consider focusing on the necessary steps towards increasing student satisfaction. Meanwhile, to increase student satisfaction, apart from improving the information quality, system quality and service quality, institutions should also seriously consider promoting the LMS to the students by highlighting the individual impact of the LMS in terms of convenience.

Understanding the relationship between instructors’ pedagogical beliefs and their usage of learning management systems (LMSs) is crucial in higher education. This study addresses this research gap by studying how 64 active university teachers’ pedagogical beliefs match their LMS usage behaviours. Based on 1374 LMS courses, this study intended to illuminate the complex relationship between teachers’ traditional, constructivist, ICT-based beliefs and operational behaviours while using an LMS for technology-enhanced instruction. Four patters were found: low-use (67.2%), administration-oriented (20.3%), communication-oriented (9.4%), and assessment-oriented (3.1%), which provide insights into how university instructors engage with LMS tools, highlighting the different LMS tool-adoption strategies used in higher education. Intriguing links were found between actual usage patterns and pedagogical beliefs, indicating that administration-oriented and low-usage patterns were related with weaker beliefs in ICT use, with the former having the highest constructivist belief scores and the latter recording the lowest. Instructors with communication use patterns had the lowest traditionalist beliefs, while those focusing on assessment had the highest. This research underscores the significance of aligning pedagogical approaches with technology integration within the context of higher education instruction, offering vital insights for universities committed to ongoing improvement in teaching practices and the effective utilisation of LMS technologies.

Today, educational institutions often use their own proprietary learning management systems (LMS). It leverages internet capabilities to provide a variety of intelligent learning tools to meet the needs of diverse students. This study aims to identify key factors that influence students' preferences for using an LMS by exploring how LMS adoption can enhance learning outcomes. Survey of 417 undergraduate and postgraduate students conducted from several Private Universities and B-schools in West Bengal. This research uses a validated Technology Acceptance Model (TAM) to assess students' perceptions of LMS adoption. The findings shed light on the perceived effectiveness of learning management systems (LMS) in higher educational context of West Bengal. In this research study, the researcher has tried to address the answers of the research questions listed below: ➢ What factors influence the adaptation rate of LMS among students in higher educational institutes of West Bengal, and how can these factors be conceptualized within a theoretical framework to better understand LMS adoption and usage patterns in the region? ➢ What is the level of acceptance of LMS among Undergraduate and Postgraduate students attending Private Universities and B-Schools in West Bengal's present education ecosystem?

The study examines the acceptance and the usage of a new learning management system (LMS) among postgraduates of a public university in Malaysia. A quantitative method was employed in which a questionnaire was used to collect the data. Two hundred and ninety-seven samples of students were randomly selected from nine hundred and twenty-one students. A statistical package for social science version 22 and descriptive statistics were used to determine the acceptance and extent to which students are intended to use the LMS. The descriptive statistics revealed that students are willing to use the new LMS in their educational activities. They were able to download and access the lecture notes through the LMS as well as upload and submit their assignments using LMS. In addition, the findings revealed that students enjoyed using LMS and it fitted their learning styles. However, students believed that if the university’s internet connection could be upgraded, students could have had a more enjoyable experience in using the new LMS. The findings might be useful for LMS managers, faculty members, and university management, to understand the level at which students accept and utilize the new LMS. This would also help the university authority to upgrade and improve the compatibility of the system and develop appropriate policies and strategies to encourage long-term usage of the LMS. Having limited and few studies of a newly implemented LMS, this study could identify not only the extent to which students are accepted and use the new LMS but also reveal that students’ perception of performance expectancy is critical for acceptance and usage the new LMS.

This study explores the influence of institutional support on the effectiveness of Learning Management System (LMS) implementation among academicians in vocational higher education institutions. Utilizing a mixed-methods approach, the research combines primary quantitative and qualitative data collected online—with the aid of AI-assisted tools for data gathering and processing—with a secondary data analysis of institutional records, LMS usage logs, and related documentation. Findings reveal that institutional support, particularly in the form of technical assistance, professional development, and administrative policy, plays a critical role in shaping educators’ engagement with LMS platforms. The study highlights the importance of aligning institutional strategies with technological adoption to enhance teaching and learning outcomes in vocational settings.

Introduction to The Problem : The occurrence of the COVID-19 pandemic is increasingly rampant, the thing that is being hotly discussed is related to face-to-face learning into virtual face-to-face . That correct occurs in an early learning conducted by stare advance Becomes virtual stare. Purpose : Based on the SE Minister of Education and Culture an appeal for doing education online and working from the house to avoid the spread of COVID-19. The moment occurs the COVID-19 pandemic; there are changes in implementation One of the media that can be held for online learning is the Learning Management System (LMS) as implemented in SMA Muhammadiyah 2 Yogyakarta. Design/methods/approach : The destination of the study is to know the implementation of the learning media Learning Management System (LMS) at SMA Muhammadiyah 2 Yogyakarta. In addition, for knowing factor support and inhibitor in online learning performance using LMS. Subject from the study this namely five teachers with different eye lessons . Data collection techniques in research this use observation , interview and documentation with instruments that have been compiled . Data validity in the study this use triangulation data source . Data analysis techniques using procedure data reduction , data presentation and data interpretation. Findings : The results of this study find two Things important that is first , the implementation of the Learning Management System conducted through stages of planning , implementation and evaluation . Finding second is existence factor supporters like existence data plan help , strong signal , and adequate devices. The temporary factor of the barrier is no existence quota , no existence signal , and devices that do not adequate . Research implications/limitations : Studies still have limitations on subjects and data processing. Originality/value : For the next researcher, it is hoped that could dig and research further so that could add more results deep