Learning Management System Success Research Articles

Evaluating the Success of Learning Management Systems using the EESS Model and Expected Confirmation Theory

E-learning and LMS (Learning Management Systems) have been implemented in most universities to modernize learning and assist in the learning process of university students. This study aims to explore the factors that can be used to measure e-learning system success using the EESS (Evaluating E-learning System Success) model and Expectation and Confirmation Theory (ECT). A quantitative research method was employed, using questionnaires to collect data on users’ perceptions of LMS. The collected data were then statistically analyzed using the PLS-SEM method with SmartPLS 3.2.9. Results revealed that out of 29 hypotheses, 16 were accepted and 13 were rejected. A novel discovery was that ECT can be implemented in the EESS model. Three hypotheses involving expectation confirmation had p-values of 0.001, 0.000, and 0.000, indicating significant roles. The study concluded that incorporating expectation confirmation quality into the EESS model enhances its effectiveness by providing a comprehensive perspective.

Investigating the Impact of LMS Quality, Technical Support and Perceived Usefulness on Student Satisfaction in Saudi Universities

Educational technology, particularly Learning Management Systems (LMS), has seen significant growth in recent years. As LMS platforms have evolved rapidly, managing them effectively has become crucial for the success of online courses. Many institutions and organizations now focus on developing LMS solutions as part of their e-learning strategies. LMS platforms are used in various educational contexts, including campus-based, distance, classroom, online, traditional, modern, and massive open online courses. They integrate numerous technological tools to support and enhance each stage of the learning process. In this context, user satisfaction is often discussed as a critical measure of LMS success. This study examines the primary factors influencing user satisfaction and the overall impact of LMS usage. It examines how these factors relate to student satisfaction and assesses LMS effectiveness. Data was gathered using a questionnaire based on previous research. The findings reveal that all identified factors positively impact student satisfaction, suggesting that greater user satisfaction leads to improved benefits for students.

Enhancing educational continuity: exploring factors affecting the success of learning management systems in Dubai higher education

Enhancing educational continuity: exploring factors affecting the success of learning management systems in Dubai higher education

Learning management systems success in the Covid-19 post-pandemic blended learning context: Empirical evidence from a Brazilian engineering school

Learning management systems success in the Covid-19 post-pandemic blended learning context: Empirical evidence from a Brazilian engineering school

Enhancing Educational Continuity: Exploring Factors Affecting the Success of Learning Management Systems in Dubai Higher Education

Enhancing Educational Continuity: Exploring Factors Affecting the Success of Learning Management Systems in Dubai Higher Education

A REVIEW OF THE ACCEPTANCE ON LEARNING MANAGEMENT SYSTEM (LMS) USING UNIFIED THEORY ACCEPTANCE AND USE OF TECHNOLOGY (UTAUT)

Technology advancement in the world nowadays has dramatically evolved, especially in education trends. LMS has become increasingly popular in higher education institutions because it provides a centralised platform for course materials, assignments, and communication. However, despite the benefits that LMS can offer, its adoption by students is only sometimes guaranteed. Conversely, The Unified Theory of Acceptance and Use of Technology (UTAUT) is a popular model for understanding and forecasting whether people will adopt a technology. This review looked at how UTAUT has been applied to examine the acceptance of Learning Management Systems (LMS). It was found that the four main factors in the UTAUT model, “Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions”, can all be important predictors of whether users will accept and use an LMS. The UTAUT model provides a relevant framework for discerning key drivers of user acceptance of learning technologies like LMS. The review found that the relative importance of these constructs can vary depending on the context of use. For example, social influence may be more critical in the context of mandatory LMS adoption. At the same time, facilitating conditions may be essential in voluntary LMS adoption. This review shows things that affect whether people use a new LMS. LMS setup should address user concerns and expectations. Thinking about these user factors can lead to better LMS success. Developers and implementers of LMSs should consider the four key constructs of UTAUT when designing and implementing their systems. Hence, it can increase users’ likelihood of accepting and using the LMS. The findings of this review provide a valuable overview of the factors that influence the acceptance of LMS.

Understanding the Impact of a Learning Management System Using a Novel Modified DeLone and McLean Model

Due to the evident importance of e-learning in education, the number of e-courses and systems delivering various services has exploded. Thus, evaluating e-learning systems is critical to ensuring their successful delivery, practical use, and beneficial effects on learners. Therefore, this study aims to evaluate the success of learning management systems using the modified DeLone and McLean model. A survey involving 239 in-service vocational teachers evaluated the research model. Statistical analysis was used to examine the hypotheses, specifically linear regression analysis. The results of the nine proposed hypotheses indicate that two had an insignificant relationship: information quality on user satisfaction (H5) and system quality on use (H7). The finding shows that the proposed model may give an alternative point of view to the LMS evaluation.

Personal Information Technology Infrastructure Quality (PITIQ) Influence on Information and System Quality in LMS Success Models

The COVID-19 Pandemic has forced educational institutions, including in higher education level, to change teaching and learning process. They must carry out all teaching and learning processes using the Learning Management System (LMS). Information Technology Infrastructure (ITI) plays an essential role in LMS. Most studies have been focused on ITI based on organizational perspectives, and only few of them is based on personal resource. This study examined the impact of Personal Information Technology Infrastructure Quality (PITIQ) on the success of LMS. It used the DeLone and McLean model. The participants were 105 students using LMS in Indonesian public universities. This study also employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the survey data. The results indicated that PITIQ provide a significant impact on both the LMS quality of the system and the LMS quality of information. Based on R-square results, the implications of variables in the proposed model were LMS System Quality (52.9%), LMS Information Quality (47.6%), Student Satisfaction (59.6%), the Use (17.0%), and Net Benefit (72.1%). The quality of the system and information from the LMS provider would not be well received if the PITIQ was of low quality. The system’s quality and information quality affect student satisfaction with the LMS. Furthermore, students can experience the Net Benefits of LMS if they continuously use and are satisfied by LMS services.

Learning management system success: the role of student experience explored

Learning management system success: the role of student experience explored

Learning management system success: the role of student experience explored

Learning management system success: the role of student experience explored

What drives Success of Learning Management Systems in Sri Lanka: Student Perspective

Developments in Information technology has made rapid changes in the traditional teaching and learning methods in organizations, such as higher education institutions. This new method of teaching and learning is enabled mainly through Learning Management Systems. Issues in effective implementation and management of such systems have drawn the attention of many researchers. However, LMS success research still lacks particularly in the Sri Lankan higher education context. Hence, the purpose of this research was to examine the success of e-Learning systems in the Sri Lankan higher education context. The conceptual model was tested by fitting it to data collected from undergraduate students using learning management systems. This was the first study to test a multidimensional e-Learning systems success model (DeLone and McLean’s, 2003, IS success model) in the Sri Lankan context. Of the quality dimensions considered, quality of the information/content provided by the system was the most influential. Student satisfaction had the largest effect size on benefits to students. This study provides meaningful insights particularly relevant to e-Learning implementers in higher education in Sri Lanka.

Assessing the Adoption of Learning Management Systems in Higher Education

Objective - At present, higher educational institutions are heavily reliant on Learning Management Systems (LMS) to effectively manage communication with students and to enable technology-based learning. However, the success of LMS depends mostly on the adoption of LMS by students and teachers. The aim of this study is to incorporate different important factors of the Technology Acceptance Model to compare the behavioural intention of students and teachers to adopt LMS. Methodology/Technique – Structured instruments are used for a sample of academics and undergraduates as the main contributors of LMS. The attitude towards LMS adoption of academics and students was compared. Finding - The results suggest that the attitudes of teachers and students towards LMS adoption significantly differ as both contributors and users of LMS. Novelty - In addition, the research highlights different aspects of LMS that can be manipulated for the successful adoption of LMS Type of Paper: Empirical. Keywords: LMS Adoption; Technology Acceptance Model (TAM); University Community; Attitude Reference Reference to this paper should be made as follows: Lasanthika, W.J.A.J.M; Tennakoon, W.D.N.S.M. 2019. Assessing the Adoption of Learning Management Systems in Higher Education, Global J. Bus. Soc. Sci. Review 7(3): 204 – 208. https://doi.org/10.35609/gjbssr.2019.7.3(5) JEL Classification: A20, A23, A29.

Construction and Validation of the Learning Management System Success Scale in the Higher Education Setting

Objective - The concept of education is entirely outdated. Currently, many higher education institutions are adopting blended learning pedagogy to nurture 21st-century skills. The integration of ICT has become a recent global trend in education with universities and colleges using Learning Management Systems (LMS) as their primary method of disseminating and administrating teaching and learning processes. The exploration of the factors crucial for successful implementation of LMS is therefore essential. However, most literature on this topic focuses on the technical quality of LMS’s, and few address the educational quality and efficiency of LMS. Previous research also fails to discuss the conceptualization and measurement of LMS success. This study aims to construct and validate an instrument to measure LMS success in higher education institutions. Methodology/Technique – Various IS success frameworks were used to design the constructs in this study. A quantitative methodology was adopted with the sample of 379 randomly selected responses from university/college students, academics, and course administrators from India (n=297) and the Maldives (n=82). IBM SPSS AMOS 25 was used to check the validity and reliability of the instrument and to identify the measurement invariance. Findings & Novelty - This study concludes that information quality, educational quality, system quality, service quality, intention to use, user satisfaction, and net benefits are the critical constructs for measuring LMS success. The findings of this study can be used to support scholars in developing and examining other information system-related theories, as well as to higher education institutions while implementing different LMS’s. Type of Paper: Empirical.

Integrating Student Trust in a Conceptual Model for Assessing Learning Management System Success in Higher Education: An Empirical Analysis

Romanian universities face the challenge of implementing learning management systems (LMS) while introducing blended learning (BL) in their academic programs. In order to benefit from this educational concept, it is imperative to determine whether the LMS provides added value to the university. After an extensive literature review, we designed a conceptual model for the LMS success, by combining constructs from previous well-established models and adding the user trust dimension. To test this model, we conducted a case study on the premises of the Faculty of Cybernetics, Statistics and Economic Informatics at The Bucharest University of Economic Studies. The network of determinants was examined for validation and relationships, using structural equation modeling. This paper details our findings with regard to the newly tested hypotheses, with an emphasis on the role of the user trust dimension.

Looking Inside and Outside the System: Examining the Factors Influencing Distance Learners Satisfaction in Learning Management System

In the last few years, the use of educational technology, particularly the concept of Learning Management System (LMS), has increased rapidly. With this fast development, the question arises as how to manage the LMS to obtain success and efficiency in online courses. One of the important factors that have received many citations in literature studies (and has a special position in information system research) is the user satisfaction. It is a crucial factor that can predict the success or failure of any LMS. In relation, this research examined the success factors that affect the user satisfaction and outcomes of LMS. This paper discusses the conceptual User Satisfaction Evaluation Model (USEM) employed to measures LMS success. In particular, it seeks to examine “the relationship between: Service quality, system quality, ease of use, perceived usefulness, information quality and students satisfaction, as well as to measure the outcomes of the LMS.” Results from the data analysis indicate that all proposed factors have a positive effect on student satisfaction. The result also concludes that a higher rate of user satisfaction will lead to greater benefits for the students.

“I am Still Learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment

Blended learning has been growing in demand and popularity and has become a common phenomenon in modern higher education systems, especially with the implementation of learning management system (LMS). This paper examined the effects of critical success factors on students’ experience and satisfaction with the LMS in a blended learning setting. Certain characteristics of students, instructors, system, classmates, course design, and organization were identified from the literature as the main indicators of the LMS success. A total of 174 university students (94 males and 80 females) responded to an online questionnaire. A partial least square (PLS) approach was used for data analysis. The result showed that certain factors were found to influence students’ perceived ease of use and usefulness of LMS and consequently their satisfaction. Findings from this paper provide the necessary insights as to how universities can enhance students’ experiences and satisfaction of LMS in order to support the blended learning approach.

Modelling the success of learning management systems: application of latent class segmentation using FIMIX-PLS

ABSTRACTThere is not a unique attitude towards the implementation of digital technology in educational sceneries. This paper aims to validate an adaptation of the DeLone and McLean information systems success model in the context of a learning management system. Furthermore, this study means to prove (1) the necessity of segmenting students in order to fit the model more accurately and (2) the impact of other new Internet tools on students’ perceptions with regard to learning management systems. Partial least squares has been used to analyse the measurement and the structural model. Subsequently, the Finite Mixture Partial Least Squarestechnique has been employed to examine unobserved heterogeneity and to find users’ segments. The results of this research indicate that to segment between two groups of students is especially useful in order to improve the understanding of the success of a learning management system. This segmentation is made according to the importance which the students attribute to the new Internet tools to support their learning.

Moderating effect of learning styles on a learning management system’s success

This study uses the DeLone and McLean model to determine the moderating impact of learning styles on the success of learning management systems from a student’s point of view. The main objectives of this research are: (1) to evaluate the Delone and McLean model of information system success in the context of learning management systems and, (2) to determine the effect of the learning styles of students on this model. An in-person survey of 258 engineering students was used to evaluate the research model. The analysis is based on structural equation modelling, specifically partial least squares. The results indicate that the research model explains use, user satisfaction, and perceived benefits of a learning management system. In addition, the Felder-Silverman learning styles (sensing-intuitive, visual-verbal; active-reflective; sequential-global) modify the strength of the relationships between the variables of the success model.

Current Trends and Challenges of Developing and Evaluating Learning Management Systems

Many Universities recognize the necessity of using Learning Management Systems (LMSs) to increase learners' motivation, encourage interaction, provide feedback and provide support during the learning process. There are many proprietary and open source LMSs that can be found as alternative products. With the ever-growing number of LMSs, the task of developing and evaluating LMS becomes even more important. This paper discusses the factors that affect the use of LMS, the developing issues that have an impact on LMS and the evaluation processes that should be taken to select the suitable LMS. Also, it presents challenges that face LMS success, efficiency, assessment, evaluation, selection and usability. Last it shows the current trends to answer a question of how the LMS of the future will look like.

Student satisfaction with learning management systems: a lens of critical success factors

Institutions of higher education have invested heavily in learning management systems (LMS) for creating course websites. Yet, how to assess LMS effectiveness is not fully agreed upon. Based on institutional theory, this article considers student satisfaction as indicative of LMS success and proposes a lens of critical success factors (CSF) as a different new approach for exploring LMS effectiveness. Results obtained in a survey of 8425 students and in semi-structured interviews with 40 students point to five critical success factors for increasing student satisfaction with LMS: Content Completeness, Content Currency, Easy to Navigate, Easy to Access and Course Staff Responsiveness. The main contribution of the CSF lens is in guiding institutions of higher education toward informed decision making regarding LMS technology.