Use Of Learning Management System Research Articles

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.

Adoption of Learning Management Systems in Face-to-Face Learning: A Systematic Literature Review of Variables, Relationships, and Models

The use of learning management systems (LMSs) is an outstanding research topic in technology and education. LMSs are used for fully virtual, blended, and face-to-face learning processes. There are reviews in the field on variables and models that explain LMS adoption. However, no literature reviews have been found that analyze LMSs for face-to-face educational processes. As such, the aim of this paper was to conduct a literature review that identifies the variables involved in LMS adoption and their relationships, especially in those studies where the LMS was used to support face-to-face teaching−learning processes. Another aim was to identify the models used in the literature to understand the phenomenon under study. We analyzed 50 research studies and identified approximately 295 variables and their relationships, as well as 11 models attempting to explain the phenomenon. The variables we found include user perception, quality, user skills, social influence, behavior, access, cost, attitude towards use, and intention to use. Very little research has explored the use of LMSs to support face-to-face teaching and learning processes. We therefore see an opportunity for future research in this area.

Factors impacting Saudi students’ intention to adopt learning management systems using the TPB and UTAUT integrated model

PurposeThe purpose of this study is to identify the factors that influence the willingness of Saudi Arabian students from four universities in Saudi Arabia, to adopt learning management systems (LMSs). This will be accomplished by using two popular technology acceptance models unified theory of acceptance and use of technology (UTAUT) and theory of planned behavior (TPB).Design/methodology/approachIn total, 445 undergraduates from four Saudi educational institutions participate in filling out the study questionnaire. To investigate the correlations between the variables, the study used structural equation modeling for data analysis.FindingsThe results of the study show that effort expectancy (EE), subjective norm (SN), attitude toward behavior (ATB) and perceived behavioral control (PBC) are found to be substantially connected with their intentions to use (ITU) LMSs. The findings also show that there is a strong relationship between students’ intentions and their actual use of LMSs.Research limitations/implicationsLike many studies, this research has some limitations. The primary limitation is that the findings of the study cannot be extrapolated to other settings since the report’s analysis and investigation were limited to four Saudi universities. Therefore, to generalize the study’s findings, similar research needs to be conducted in other Gulf and similar cultural universities.Practical implicationsThe integrated model identifies key factors that influence the intent of Saudi Arabian students to use LMS, including EEs, social influence, ATB and PBC. This model can help develop solutions for the obstacles that prevent students from using LMS. The findings can be used to provide assistance to increase the likelihood of LMS acceptance as part of the educational experience. The model may also inspire further research on this topic in the Gulf nations, particularly in Saudi Arabia.Originality/valueAs none of the relevant studies conducted previously in Saudi Arabia has integrated the two models to study the students’ ITU LMSs, this study combines two major theories, TPB and UTAUT, in the context of Saudi Arabia, contributing to the field of technology use in education by expanding empirical research and providing a thorough understanding of the challenges associated with the use of LMS in Saudi universities. This study should be viewed as filling a crucial gap in the field. Moreover, this integrated model, using more than one theoretical perspective, brings a thorough comprehension of the barriers that hinder students’ adoption of LMSs in the academic context in Saudi Arabia and thus assists in making effective decisions and reaching viable solutions.

Motivators for University of Professional Studies Accra Students to Adopt a Learning Management System in Ghana

Abstract The use of a learning management system (LMS) is believed to be significant for students’ academic performance, but students’ attitudes regarding its use are divided. Therefore, the purpose of this study is to apply a modified version of the technology acceptance model to determine the motivators for University of Professional Studies Accra students’ behavioural intentions (BIs) and actual use of LMSs using a convenient sampling technique to elicit data from first-year students in the faculty of information technology and communication studies. The investigation included a total of 188 samples. The study used structured equation modelling partial least squares to analyse the data. Specifically, the study employed the importance-performance map analysis to establish the factors that are important to students’ actual use of an LMS. The study’s findings suggest that REL and output quality significantly impact the perceived usefulness (PU). Also, perceived enjoyment and subjective norm exert a significant impact on the perceived ease of use (PEOU). Additionally, PEOU influences the PU, which in turn influences the BI. Furthermore, the findings reveal a strong link between BI and the actual use of the LMS. Finally, the study suggests that students’ BI to use the LMS is the most important factor for students’ actual use. PU is also an important determinant factor of students’ actual use. Following the study’s conclusion that BI and PU are important for students’ actual use of an LMS, higher education administrators must develop rules that increase the students’ PU of LMSs, while also ensuring that current measures that awaken students’ BIs are maintained or improved so that students can use the LMS for academic work.

Student Evaluation of the Features of Learning Management Systems Used by Universities in Distance Higher Education

The aim of this study is to examine the opinions of university students in higher education institutions during the COVID-19 pandemic period about the basic features that a learning management system (LMS) should have, in nine dimensions: communication and interaction, productivity tools, collaboration tools, management tools, course delivery tools, content development tools, hardware compatibility, reporting, and language support). A total of 125 university students studying in different faculties and departments of 12 universities in various regions of Turkey participated in the study. The data were collected using various social media tools via a questionnaire prepared in Google Forms. According to the results of the study, although some students stated that they did not have any knowledge about the features of the LMS that they used, they stated that they were able to use all the features of the LMS effectively. The percentage of students who expressed a positive opinion about the nine features of the LMS they used varied between 36.8% and 53.6%. Some students also stated that they had no knowledge of the features of the LMS they used. The results of this study reveal that there is still a lack of knowledge and use regarding the functions of LMSs used by students. These results highlight the importance of making more effective use of LMSs, which play an important role in distance education.

Acceptance of the learning management system in the time of COVID-19 pandemic: An application and extension of the unified theory of acceptance and use of technology model

After the spread of the coronavirus around the world, the Egyptian government imposed blended learning on higher education institutions. Consequently, colleges and universities in Egypt are entering a new era where learning is not confined to the classroom alone but also through learning management systems (LMSs). Thus, this study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) to study how students accept and use the LMSs. An online survey was conducted through a structured questionnaire to collect quantitative data for analysis. Obtained data from 803 respondents were analyzed using structural equation modelling Partially least squares regression was used for the model and hypothesis testing. The results show that trust is vital in determining the acceptance and use of LMSs. The study results may provide insights into a better approach to promoting LMS acceptance.

Graduate school students’ self-efficacy toward online learning in the midst of the COVID-19 pandemic

<span lang="EN-US">The COVID-19 pandemic brought drastic changes in graduate education. One of the most pressing concerns that graduate education students experience is their adjustment to the online learning modality. This study was conducted to determine their self-efficacy in online learning. A descriptive method of research was employed by 147 graduate school students in the Northern Philippines. The findings showed that students have a high level of self-efficacy when it comes to online learning. Despite their struggles and challenges in the online classroom, particularly in social interactions and communication with their classmates and teachers, they are eager to complete their respective degrees since they are confident in their learning management system's use. In addition, their current level of self-efficacy in online learning varies according to their age, occupation, and online courses they were previously enrolled in.</span>

Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan.

Successful implementation and use of learning management systems (LMSs) have become a critical challenge for many higher education institutes during the Covid-19 pandemic. Although LMSs with lots of features were developed for universities, the success of those systems is highly related to a detailed understanding of challenges and factors influencing the use of the systems among their users. HELMS (Higher Education Learning Management System) is a countrywide LMS used for teaching and learning during the quarantine period caused by covid-19 in Afghanistan universities. As it was the first experience of Afghan universities in using the learning management systems during the pandemic, challenges were expected to appear. No previous research has been conducted on either studying the challenges of using the HELMS or investigating the factors influencing the use of HELMS during the Covid-19 pandemic in Afghanistan. Hence, there was no unified view of the potential challenges of using HELMS and factors influencing the use of the HELMS among the researchers. This research aims to investigate the challenges that face the use of HELMS and explore the factors influencing the use of HELMS among both lecturers and students. This study employed a qualitative research method by conducting semi-structured interviews with 100 participants including university management, lecturers, and students. Thematic analysis was used as a method for the analysis of qualitative data. The findings of this research will help policymakers, researchers, and practitioners in public and private universities to grasp knowledge on the successful implementation and use of LMSs during covid-19 and afterward.

Issues in learning management systems implementation: A comparison of research perspectives between Australia and China

Australian post-secondary institutions have embraced the incorporation of Learning Management Systems (LMSs) into traditional classroom-based instruction and distance learning models. Given that an increasing number of Chinese students are studying in Australia and that their experience of using LMSs in China may be very different from that in Australia, it is important to explore the issues in LMS implementation in the two countries. This literature review compares the use of LMSs in China and Australia with the aim of identifying some of the issues impacting their integration into the course offerings of post-secondary institutions in both countries. The review identifies seven main themes that influence the implementation of LMSs: LMS selection and non-financial factors; diversity of LMS deployment in Australia; the rise of MOOCs in China; the impact of culture on LMS usage; online learning and socialisation; learner and faculty expectations of online learning; and roadblocks to online learning. This review helps to identify and synthesise the issues that impact upon the ability of higher education institutions in Australia and China to integrate LMS technologies into their course offerings.

Learning management systems and their impact on academic work

ABSTRACT Enterprise-wide, repository-based, ubiquitously available, socially oriented technologies such as learning management systems (LMSs) and virtual learning environments are altering the nature of institutional teaching and learning processes. These technology-induced changes are likely in turn to have an impact on the work experience of academics. This article qualitatively examines the impact of LMSs on several important academic relationships: with students, with colleagues, with the institution itself and with home. The research found that academics mainly used LMSs as repositories of materials with some additional use for managing assessment; however, they made little use of communication, administration or monitoring features. Academics used LMSs in ways and for purposes that suited themselves: use of LMSs has not changed teaching habits or approaches. Academics were not concerned about the impact of the technology on home–life or work–life balance. Academics reported little concern about intellectual property but nevertheless took measures to protect teaching materials.

The Effects of UTAUT and Usability Qualities on Students’ Use of Learning Management Systems in Saudi Tertiary Education

Aim/Purpose: This study proposes a theoretical framework that amalgamates Unified Theory of Acceptance and Use of Technology (UTAUT) variables with usability metrics to investigate the impact on students’ intention and use of the Learning Management System (LMS) in Saudi higher education. Background: There is a dearth of academic research on Saudi higher education to examine the effects of usability factors on students use of LMSs, so significant issues have not yet been examined. Methodology: Based on survey data from 605 respondents, the Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was employed to assess the model. Contribution: The findings of the study may help colleges and universities to gain insights into the best way to promote e-learning system perceived usefulness and acceptance among students. Findings: The results confirmed that the UTAUT parameters are valid and robust in the context of LMS in Saudi Arabia. The dimension of social influence emerged to significantly influence the students’ intention and usage behaviour. The performance expectancy was affected by information quality and the system interactivity whereas the effort expectancy was influenced by system navigation, system learnability, and instructional assessment. The usability feature of interactivity was also demonstrated to influence students’ willingness to use the system. Recommendations for Practitioners: University policymakers are expected to benefit from this research for e-learning system acceptance in an academic setting and eliminate any impediments to its implementation. University students will be able to identify the factors and motivations driving their adoption of the system. In particular, usability, social, and organisational factors that affect their use of an e-learning system would be better understood. Recommendation for Researchers: The study should aid the research community in technology acceptance and usability studies to determine the students’ perceptions and experiences towards e-learning usability, social, and organisational factors that influence their acceptance, specifically in a Saudi context where students have unique psychological and social characteristics. Administrators and designers could also better understand areas of improvement for usability issues and develop design solutions based on the findings of this study. Impact on Society: The suggestions have been offered in order to accelerate and increase the use of e-learning services in Saudi higher education. System designers and administrators should have a better insight into the user interface design, considering system-independent metrics that could enhance user acceptance of e-learning systems. Future Research: The study focused on the students’ perspective, a natural progression of this work is to involve other e-learning stakeholders (teachers and administrators). This could enrich the research by providing a better understanding of undisclosed issues, offering different views about the implementation and use of an e-learning system in Saudi Arabia.

Prospects and Challenges of Learning Management Systems in Higher Education

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.

Barriers to Participation in Learning Management Systems in Saudi Arabian Universities

This study was designed to identify various barriers that have hindered the adoption of LMSs in Saudi Arabian universities. Learning management systems (LMSs) have been adopted in many learning institutions because of their functionalities and applications to improve pedagogy. Universities have been encouraged to use LMSs to enhance the collaborative working environment among students and between the students and their instructors. This study was done by administering 150 questionnaires to students in three universities in Saudi Arabia. Findings from the study revealed that the main barriers to the use of LMSs were inadequate technical support by the universities, negative attitude toward technology, and inadequate training on the LMS platforms. Minor barriers identified include poor Internet access and networking, limited infrastructure to support the LMS, lack of hardware and software to run the LMS, and challenges in English language proficiency.

Training academic library staff using an online learning management system (LMS)

Purpose This column aims to propose the idea of using learning management systems (LMSs) as a platform for online training and development within academic libraries. Design/methodology/approach A background and literature review are used as a basis for these recommendations. Findings The column argues that LMSs possess untapped potential as an effective online library training platform. Originality/value The column proposes further widespread use of LMSs for online training and development in academic libraries, despite a historical lack of use for this purpose.

Students' perceptions of Blackboard and Moodle in a Portuguese university

AbstractThe use of learning management systems (LMS) has grown considerably in universities around the world. The University of Minho (UM) has pioneered in this area in Portugal, adopting Blackboard as its official LMS. Moodle is also used in UM in scattered initiatives, allowing for interesting comparisons.Previous studies comparing Blackboard and Moodle have been confined to limited samples and focused on students' perceptions only. In this paper, we also try to relate those perceptions to the impact of the LMSs on student level of engagement.We assess the extent and depth of use of the two LMSs, presenting the results of a study of students' perceptions and experience with both Blackboard and Moodle. Unlike previous studies, more students (46.5%) stated a preference for Blackboard over Moodle, while 34.7% preferred Moodle, and nearly 20% had no preference. Factors that might explain these results are explored in some detail.By and large, a basic utilisation is made of both platforms, as little more than electronic document repositories, in what Francis and Raftery, in 2005, designate as a Mode 1 level of engagement. We could, however, detect some instances of a more sophisticated Mode 2 utilisation, particularly with Moodle, underlining the role of faculty in integrating a sophisticated use of LMSs when designing their courses.

Initial Experiences in Radiology e-Learning

The use of two different educator-centric learning management systems (LMSs), Moodle and Manila, for radiology e-learning was formatively evaluated and the implications of the future use of LMSs in radiology education were explored. NeuroRAD, a neuroradiologic digital library and learning community, is implemented with Moodle, one of the most popular open-source educator-centric LMSs. Pediatric-Education.org, a pediatric digital library and learning community, is implemented with Manila, a commercial educator-centric LMS. Quantitative and qualitative analyses of these LMSs were performed with World Wide Web server log file statistical programs and user-submitted comment forms. In 2005, NeuroRAD was used by 9959 visitors, who read 98,495 pages of information, whereas PediatricEducation .org was used by 91,000 visitors, who read 186,000 pages of information. Visitors represented a wide spectrum of medical learners and used the sites to answer clinical questions; to prepare for lectures, conferences, and informal teaching sessions; and to stay up-to-date and prepare for examinations. Early results indicate that radiology learning communities can be implemented with educator-centric LMSs relatively easily and at low cost by radiologists with minimal computer expertise, and can find receptive and appreciative audiences. Online radiology learning communities could play a significant role in providing education to radiologists the world over throughout their careers.