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Abstract
Many higher education institutions nowadays are equipped with Learning Management Systems (LMS) to provide rich online learning solutions and utilize its functions and capabilities to improve the learning practices. The current study aims to gain instructors’ perspective of LMS, investigate the use of its functions, and identify the barriers that may influence LMS utilization at the Gulf University for Science and Technology (GUST). This research aims to examine current practices, opinions, and challenges that help academicians and system developers contribute to better learning practices and academic achievement. The study used a quantitative method that included a sample of 58 faculty members. Findings obtained from the questionnaire indicated that instructors were generally comfortable and had positive perceptions about LMS Moodle. The results revealed that LMS's administrative functions, such as files and announcements, are widely used compared to the advanced interactive learning activities. Moreover, LMS's use on mobile devices is infrequent, and more emphasis must be placed on using LMS friendly user interfaces that can enable all tools and functions to use LMS.
Highlights
Online learning includes many terms used in the literature, such as e-learning, distance learning, flexible learning, virtual learning, blended learning, and technology-enhanced learning [1]
Item four got the first rank with a mean value of 4.31, which demonstrates that instructors most likely want to use Learning Management Systems (LMS) in their teaching practices
The learning management system was a positive experience for the professors and the students
Summary
Online learning includes many terms used in the literature, such as e-learning, distance learning, flexible learning, virtual learning, blended learning, and technology-enhanced learning [1]. E-learning involves using hardware, software, and telecommunication technologies to support and manage teaching and learning activities to transform traditional learning environments and create new and effective learning practices. The advancements of technologies helped developers provide learning management tools that encourage engaged and collaborative learning [2]. Interactive and flexible learning is a term that generally refers to activities that enhance learning opportunities and aims to create self and independent learners, while instructors facilitate the learning process [3]. Technology-enhanced learning can be merged within the classrooms, which is known as blended learning or be used to provide remote access to be part of the learning environment
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