Learning Management System Usage Research Articles

Analisis Perbandingan Moodle dan Google Classroom Menggunakan Technology Acceptance Model

The study aims to analyze the comparison of student acceptance levels of the Learning Management System (LMS) which are Moodle and Google Classroom using the Technology Acceptance Model (TAM) in the West Java region, Indonesia. The results of this study show that there is a difference in the level of acceptance of the two LMSs but the difference is not very significant. Moodle appears to be slightly more effective in increasing student productivity and is more commonly used in West Java due to the sample of respondents who are mostly from the Faculty of Information Technology (FIT) at Maranatha Christian University. FIT students have largely adopted the Moodle LMS implemented into the Morning Platform (Maranatha Online Learning). With more complex features, Moodle meets the needs of more experienced users. On the other hand, Google Classroom is considered easier to use, especially for students who are new to the LMS. However, over a longer period of time, Moodle maintained a slight edge in terms of usability and user satisfaction. This research makes an important contribution in understanding the preferences and needs of university students in terms of LMS usage, especially in the West Java region.

ANALYZING THE UTILIZATION OF LEARNING MANAGEMENT SYSTEMS TO SUPPORT STUDENT LEARNING IN AN ONLINE LEARNING ENVIRONMENT

As online learning continues to gain prominence in educational settings, the role of Learning Management Systems (LMS) becomes increasingly crucial in facilitating and enhancing student learning experiences. This research aims to investigate the utilization of learning management systems and their impact on supporting student learning in the context of online education. The study employs a study literature method by identifying related research on learning management systems and how they support student learning. The primary objectives are to identify patterns in LMS usage, assess the effectiveness of various features, and explore the challenges faced by students in adapting to online learning environments. Key areas of analysis include the impact of LMS access as a learning tool, the impact of LMS on students, the features of LMS that support student learning, and the challenge of using LMS itself. Additionally, the study delves into the perceptions of students regarding the use of the LMS interface, the adequacy of the instructional materials provided, and the overall impact on their learning outcomes. Through the integration of data analytics and qualitative feedback, this research aims to provide a comprehensive understanding of how Learning Management Systems contribute to student learning in online environments. The findings are expected to inform educators, administrators, and instructional designers about optimizing the design and implementation of online courses, ultimately enhancing the quality of education in the digital era.

What Contributes to Student Language Learning Satisfaction and Achievement with Learning Management Systems?

Learning management systems (LMSs) have received substantial global attention and have undergone extensive research, with most discussions focusing on users' acceptance and continuation of LMS use in the higher education sector. However, research is scarce in terms of identifying the factors that are advantageous to K-12 students' learning and satisfaction when using LMSs for language learning. This study aims to examine the impacts of internal and contextual factors on secondary students' learning satisfaction and English achievement when using LMSs. Data were collected from 289 students through an online survey. The results of the structural equation modeling showed that satisfaction had the most significant impact on English achievement. Furthermore, both internal and contextual factors, including technology self-efficacy, interest, task value, teacher support, and technology facilitation, positively impacted learning satisfaction with LMSs. In addition, teacher support exerted the strongest impact on satisfaction, followed by interest and technology self-efficacy. However, only internal factors, such as interest and task value, were positively associated with English achievement. Neither teacher support nor technology facilitation significantly impacted English performance. Given the increasing availability of LMS usage, the findings of this study can facilitate the more effective implementation of LMSs in China and globally. The study contributes to the theory and practice of LMSs use in K-12 English education. The limitations and implications of the study were discussed as well.

Online education and learning management system usage in a South African Economic and management faculty during COVID-19

The COVID-19 pandemic forced the rapid move of Higher Education from face-to-face to online formats worldwide; initially referred to as emergency remote teaching. As Higher Education transitions into a “new normal” of online and blended education, how educators had transitioned to online spaces at an historically Black and disadvantaged university in South Africa was explored; more specifically, how educators were using the Sakai learning management system (LMS)/virtual learning environment (VLE). This study investigated the instructional design and educational-soundness of online pedagogical practices. To this end, forty-eight (48) online undergraduate course sites from an Ecnomic and Management Sciences faculty were reviewed from nine departments and programmes, according to socio-constructivist and Universal Design of Learning (UDL) principles. It was found that Sakai LMS/VLE tool usage was skewed towards administrative, evaluative and management functions over pedagogical functions: communication (83%), evaluation (83%), content (71%), monitoring (67%), and collaboration (52%). While most courses included varied types of learning activities, they were dominated by traditional and passive approaches, and less inter/active approaches: acquisition (89%), practice (71%), production (64%), discussion (35%), collaboration (31%), and investigation (8%). The results from this study will guide future staff development initiatives to improve LMS/VLE instructional design and online educational practice. Future research includes qualitative exploration of both staff and student experiences. Implications for equity, social justice and transformation in South African Higher Education, and related contexts, are emphasised.

Exploring and comparing pedagogical beliefs of university instructors in relation to their behavioural patterns regarding learning management system use

ABSTRACT 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.

Learning Management System Usage On Teaching and Learning in Akatsi College of Education

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.

Computer Self-efficacy on Using Learning Management System: From the Lens of Undergraduate Students

The development of technological shapes to support learning process both online and offline becoming more diverse to achieve the learning quality with ease, flexible and effective. Learning Management Systems (LMS) are examples of Internet-based technology that are commonly employed in developed countries. However, the number university using LMS as media learning support in developing countries such as Indonesia are limited Many factors both support and hinder the practical usage of LMS. As a result, the goal of the study was to assess the factors influencing the successful usage of LMS at the university using the Delone McLean model approach (D&M). This model was modified, and a broad factor called Computer Self-Efficacy (CSE) was introduced, which was tested using a questionnaire on 311 undergraduate students. Six hypotheses were tested, four of which were supported and two were rejected. Based on these findings, it concluded that this study had helped to modify the D&M model, which can improve the ability of students’ services in online learning and encourage students’ self-efficacy gradually.

Investigate pre-service teachers’ learning behaviors and their relationship with academic performance through LMS log data

Learning Management Systems (LMS) have been widely used by many universities to support teaching and learning. Extensive research has shown that LMS usage patterns are associated with learners’ outcomes, however, related studies from the pre-service teachers’ perspective are limited. This paper aims to further explore the association between pre-service teachers' LMS patterns and their learning outcomes using a quantitative method. After examining 172 pre-service teachers’ LMS log data and performance, the findings show that times participated and assignment on time percent are significant predictors of their grades. Moreover, pre-service teachers demonstrated distinct LMS behavioral patterns in LMS when engaging with the Virtual Field Experience theme. The findings provide insights into future curriculum and course designs to better support pre-service teachers.

Perceived Learning Management System Effectiveness, Teacher’s Self-Efficacy, and Work Engagement: Groundwork for an Upskilling Plan

This study explored the perceived effectiveness of the Learning Management System (LMS), self-efficacy, and work engagement. The researcher made use of descriptive-quantitative design with questionnaire as the main instrument of gathering the data. A total of. 107 faculty teachers from three Higher Education Institutions in the Philippines that are using Canvas LMS were chosen through convenience sampling. Online questionnaires were used to collect data, and descriptive statistics were employed to analyze demographic information. Based on the results, teachers reported high levels of perceived LMS effectiveness, teachers’ self- efficacy, and work engagement. Significant differences were found in perceived LMS effectiveness based on gender, with males ranking higher than females. Differences were also observed across age groups and the duration of LMS usage. Correlational analysis indicated positive relationships between perceived LMS effectiveness, teachers’ self-efficacy, and work engagement. Through regression analysis, it was revealed that teachers’ self- efficacy significantly predicted perceived LMS effectiveness, and the combined effect of perceived LMS effectiveness and teachers’ self- efficacy significantly predicted work engagement. Moreover, teachers suggested vast areas for upskilling in terms of LMS features, Assessment, Professional Networks, and Support and Instructions. The study identified areas of concerns in the dimensions of perceived LMS effectiveness, teacher’s self-efficacy, and work engagement that served as the bases for recommended faculty upskilling plan for online and hybrid instructions.

Beyond Storage: Evaluating the Utilization of Learning Management Systems in Higher Education

In the rapidly evolving landscape of higher education, the integration of Learning Management Systems (LMSs) has become pivotal, transcending mere content uploading to necessitate a deeper fusion of technology, pedagogy, and content knowledge, as emphasised by the Technological Pedagogical Content Knowledge (TPACK) model. This study addresses the knowledge gap in assessing the alignment of the usage LMSs with the TPACK framework through a mixed-method approach. Analysing LMS usage patterns and distributing questionnaires to academics reveals the predominant use of LMSs for basic content storage, with limited incorporation of multimedia resources and infrequent utilisation of external and analytical tools. These findings raise concerns about universities' optimal utilisation of technology investments, highlighting the need to reassess LMS value and potential redesign. The study underscores the importance of enhanced training and support for academics to align LMSs with TPACK principles, emphasising the necessity of understanding this relationship. By doing so, educators can employ transformative strategies that extend beyond conventional boundaries, offering a more enriched educational experience.

A Study on the Usage of Learning Management Systems in Higher Education

A Study on the Usage of Learning Management Systems in Higher Education

LEARNING MANAGEMENT SYSTEM (LMS) PREFERENCE AMONG MALAYSIAN EDUCATORS: A COMPARISON BETWEEN GOOGLE CLASSROOM AND MICROSOFT TEAMS

The integration of a learning management system (LMS) into higher education and other educational levels has become a significant factor in the adoption of digital learning approaches. With a vast array of options available, making accurate decisions in this dynamic landscape poses challenges. This paper seeks to streamline the selection process and ensure the most suitable match for an institution's particular goals and needs. This research primarily centres on the investigation of free e-learning platforms, chosen for their cost-effectiveness and alignment with the study's specific scope. Hence, this research explores the preferences of Malaysian educators concerning LMS usage, focusing on a specific comparison between Google Classroom and Microsoft Teams. The research employed a quantitative approach, utilising an online survey to collect and record domain comparisons. The results revealed that educators showed a preference for Google Classroom over Microsoft Teams when it came to teaching and facilitation. Several factors contributed to this preference, as evident from the analysis of the collected data, which fell into three main categories: functional suitability, compatibility, and portability. It is hoped that this study will help Malaysian educators to comprehend the suitability of technology for learning and the exchange of knowledge to benefit the students, institutions and the country in general.
 Keywords: E-Learning; Language Learning Platform; Learning Management System; Malaysian Educators; Platform Comparison

Analyzing effect of fear and uncertainty avoidance on use behavior of learning management system: Post COVID-19 era

This study examines the acceptance of mobile Learning Management Systems (LMS) in the telecom sector of Pakistan during the COVID-19 pandemic. The study employs the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) to gain a deeper understanding of the factors that affect the acceptance of LMS among workers and how it is affected by the moderating impact of Fear of pandemic and uncertainty avoidance. Data were analyzed using Partial Least Squares (PLS) and Structural Equation Modeling (SEM). The results of this study indicate that social isolation, price value, and habitat have a significant impact on users’ LMS behavior. Additionally, user behavior is significantly influenced by behavioral intentions. The study also found that coronavirus fears can moderate the relationships between performance expectancy, effort expectancy, social influence, price value, and behavioral intentions. On the other hand, uncertainty avoidance moderates the relationship between performance expectancy, social influence, facilitating conditions, price value, and behavioral intentions. This study highlights the importance of understanding user acceptance of LMS in order to improve work performance, save time, and eliminate costs. The findings of this study can be used by organizations to develop strategies to increase the acceptance and usage of LMS in the workplace, especially in the context of the COVID-19 pandemic. The study also provides insight into how fear of COVID-19 and uncertainty avoidance can be taken into account when designing and implementing LMS.

Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review

Learning management systems (LMSs) have facilitated access to courses beyond conventional classroom environments via distance and asynchronous education. Although numerous studies have examined LMS usage in higher education institutions, review of scales measuring the LMS experience of both students and teachers remains scarce. This scoping review aimed to identify scales assessing student and teacher experiences with LMS, along with the attributes of studies employing these scales. The systematic search encompassed five databases, ultimately incorporating 79 of 5536 peer-reviewed articles in the final review. Findings revealed that included studies predominantly focused on student samples, with fewer examining teacher samples and even fewer involving both stakeholders. The majority of included studies created their own measurement, and over half of the newly created measurements were combined with constructs that were extracted from multiple theories. The System Usability Scale is the only measurement that has been used in multiple studies. The Technology Acceptance Model (TAM) and DeLone and McLean’s Information Success (IS) model emerged as the most frequently employed frameworks for investigating factors influencing LMS utilization. Moodle ranked as the most commonly assessed LMS within the reviewed studies. Based on this data, recommendations for future LMS research are discussed.

Technology Acceptance Model for the Use of Learning Management System in Indonesia

This research is based on a problem, mainly that there has been an increase in the usage of learning management systems, necessitating the use of TAM for evaluating user acceptance. This research is categorized as quantitative research using Partial Least Squares – Structural Equation Modelling (PLS-SEM) technique method. Data collection technique were obtained through online questionnaires involved 100 respondents of Learning Management System (LMS) users. The questionnaires were assembled based on 21 instruments which were indicators in this study. The results shows that compatibility does not have a significant effect on perceived usefulness, but it has a significant impact on perceived ease of use. Perceived ease of use has a significant influence on perceived usefulness. Perceived service quality and perceived usefulness have an effect on behavioral intention while perceved ease of use does not have an impact on behavioral intention. Perceived usefulness was simultaneously affected by 50.2%, perceived ease of use was affected with 10.8%, and the behavioral intention variable was simultaneously influenced by 19.2%.

Ramifications of the Unified Theory of Acceptance and Use of Technology (UTAUT) among developing countries’ higher education staffs

AbstractA considerable amount of research using Unified Theory of Acceptance and Use of Technology (UTAUT) has been conducted worldwide to investigate the intention and actual usage of Learning Management Systems (LMS) by tertiary staff during COVID-19. However, there seems to be a lack of such research in developing countries like South Africa. Equally important is the examination of how UTAUT, in the context of developing countries, either supports or contradicts existing findings. Our motivation, therefore, was to determine whether the behavioural intention (BI) of tertiary staff within the context of a developing country aligns with or contradicts existing findings. Simultaneously, we aimed to explore the areas identified by UTAUT that should be addressed or considered based on these factors. We also incorporated additional context specific to developing countries. Guided by ten (10) hypotheses, we employed partial least squares structural equation modeling (PLS-SEM) to analyse the measurement and structural models using a survey of two hundred and sixty-four (264) respondents from one university in the Province of the Eastern Cape in South Africa. According to the UTAUT model, several factors such as performance expectancy (PE), effort expectancy (EE), attitude toward using technology (ATT), social influence (SF), self-efficacy (SE), anxiety (ANX), and facilitating conditions (FC) influence BI. However, the results obtained through path coefficient bootstrapping, using 10,000 subsamples, revealed that the intention to use LMS was explained by only three latent constructs: facilitating conditions (FC→ BI), performance expectancy (PE→ BI), and social-influence (SI→ BI). These three factors collectively accounted for approximately 44% of the variance (R-squared) in BI. We argue that instead of solely critiquing UTAUT, it is essential to consider its limitations and explore future research opportunities, particularly in connecting BI with actual usage. Overall, the theoretical implications of these results underscore the importance of acknowledging the influence of context and the limitations of existing theories in understanding technology acceptance in developing countries.

Learning Management System (LMS) Moodle: Unraveling Its Impact on Accounting Students’ Academic Performance

The outbreak of covid-19 has caused significant changes in education sector, including the demand to conduct lectures with the assistance of technology. One of the worthly used technologies is the Learning Management System (LMS). This study aims to analyze student perception about factors affecting the use of LMS Moodle and how its use then affects their academic performance. This is a quantitative study adopting personal computer usage model and technology to performance chain model. This study involved 156 accounting students of an Islamic Sate University in Makassar, Indonesia. Data were obtained by questionnaire and analyzed with Structural Equation Modeling (SEM) processed by AMOS. The result shows that of the four variable factors proposed, the task-technology fit factor did not show a positive effect on the use of LMS, while three other variables namely Facilitating Conditions, Social Factors, and Long-Term Consequences show a positive effect on the usage of LMS. Then, Task-Technology Fit and The Use of LMS have a positive effect on Accountant Student’s Academic Performance.Keywords: Accounting students, Academic performance, LMS, Technology

Learning Management System usage: Unwrapping its potentials and drawbacks

The pandemic has made the role that technology-based instruction, such as the use of Learning Management Systems (LMS), must play even more important. But now that face-to-face classes are resumed, it can assist instruction and the provision of distance learning. This study was founded on the idea that LMS improvement may be made by carefully examining the problems and struggles that students face. A validated and pilot-tested survey instrument and social media interviews were used to collect data for the quantitative and qualitative parts of the study, which involved 1,372 and 10 randomly chosen students, respectively. The Quirino State University’s Excellent, Accessible, Resilient, Adaptive Learning Space (QSU e-ARAL) has considerable value in terms of system, information, interaction, instructional quality, and learning quality, according to the findings, as it offers tools, features, contents, and other components that assist students' efficient and productive learning. Holistic learning has numerous advantages, but its full guarantee cannot be provided by using solely the LMS because of the technical, technological, financial, and engagement problems that students encounter when using it. With this, it is expected that the LMS will be enhanced based on user feedback in order to realize its full potential as a tool for instruction and remote learning.

Digital Literacy and Growth Mindset to Predict Technology Acceptance During Learning Processes

Covid-19 pandemic had impacted the urgency of using digital learning technology. Literature studies showed that teachers needed Digital Literacy and Growth Mindset to accept the new technology used. This study examined the contribution of the Digital Literacy and Growth Mindset in predicting the usage of Learning Management Systems (LMS). Respondents of this study were 60 lecturers in one university in Jakarta, where the LMS has been developed to be used in their learning and teaching processes. They were consented to become subjects of the study. Data were collected using questionnaire and analyzed by multiple regression. Results of this study indicated that Digital Literacy and Growth Mindset simultaneously had a significant contribution to the effective usage of LMS (R2=0.419, F (2) = 20.545, p0.05). This research also showed that Digital Literacy had contributed more than the Growth Mindset (β=0.406 β=0.295). In facing the digital learning transformation during the pandemic time, collaboration is needed from all important actors in the education sector, such as lecturers, universities, and students, to support the development of a better digital learning ecosystem. It is suggested to upscale the study to generate the hypothesis that Digital Literacy is truly a critical aspect to be studied in this digital learning technology acceleration era.

Analisis Penerimaan Learning Management System di Perguruan Tinggi Menggunakan Technology Acceptance Model (TAM)

This study aims to evaluate the utilization of the Learning Management System (LMS) by students of Universitas Terbuka (UT). The primary focus of this research is to comprehend the usage of LMS in higher education, with the research locations divided into three geographical zones: West (UT-Jakarta, UT-Surabaya, UT-Serang, UT-Pekanbaru, UT-Palembang, UT-Aceh), Central (UT-Pontianak, UT-Samarinda, UT-Makassar, UT-Kendari), and East (UT-Majene, UT-Mataram, UT-Palu, UT-Ternate, UT-Jayapura). The focus of the research is to identify factors influencing students not to participate in online classes, particularly related to the suboptimal utilization of the Online Tutorial service. In this study, 400 respondents were surveyed, all of whom are UT students. Data analysis was conducted using the SmartPLS application, utilizing the Technology Acceptance Model (TAM). The model involves both external variables and those within the TAM. The research findings indicate that the system quality significantly influences the use of LMS by students. Based on the gathered information, universities should enhance and regularly update features within the LMS to better support users efficiently.