Learning Management System usage: Unwrapping its potentials and drawbacks
and
Article Sidebar
Full Text: 
PDF
Main Article Content
Abstract
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.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Adzharuddin, N., & Ling, L. (2013), Learning Management System (LMS) among University Students: Does it Work?. International Journal of e-Education, E-Business, e-Management and e-Learning, 3(3), 248-252. DOI: 10.7763/IJEEEE.2013.V3.233.
Alecu, I. N., Marcuta, L., Marcuta, A., & Angelescu, C. (2011), The role of an E-learning platform in the sustainable development of the online learning at the University of Agricultural Sciences and Veterinary Medicine. Scientific Papers Series–Management, Economic Engineering in Agriculture and Rural Development, 11(2), 5-8.
Alenezi, A. (2018), Barriers to Participation in Learning Management Systems in Saudi Arabian Universities. Education Research International, 2018, Article 9085914.
https://doi.org/10.1155/2018/9085914
Alghamdi, S., & Bayaga, A. (2016). Use and attitude towards learning management systems (LMS) in Saudi Arabian universities. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2309-2330. https://doi.org/10.12973/eurasia.2016.1281a.
Alhumsi, M. H., & Alshaye, R. A. (2021). Applying technology acceptance model to Gauge University students’ perceptions of using blackboard in learning academic writing. Knowledge Management & E-Learning, 13(3), 316–333. https://doi.org/10.34105/j.kmel.2021.13.017
Alias, N. A., & Zainuddin, A. M. (2005). Innovation for better teaching and learning: Adopting the learning management system. Malaysian Online Journal of Instructional Technology, 2(2), 27-40.
Alshammari, S., Ali, M., & Rosli, M. (2016). The Influences of Technical Support, Self-Efficacy and Instructional Design on the Usage and Acceptance of LMS: A Comprehensive Review. TOJET: The Turkish Online Journal of Educational Technology, 15(2), 116-125.
Al-Samarraie, H., Teng, B. K., Alzahrani, A. I., & Alalwan, N. (2018). E-learning continuance satisfaction in higher education: A unified perspective from instructors and students. Studies in Higher Education, 43(11), 2003-2019. https://doi.org/10.1080/03075079.2017.1298088.
Alturki, U., Aldraiweesh, A., & Kinshuck. (2016). Evaluating The Usability And Accessibility Of LMS “Blackboard” At King Saud University. Contemporary Issues on Education Research, 9(1), 33-44.
https://doi.org/10.19030/CIER.V9I1.9548
Boram, P. (2020, July 16). (News Focus) After Six Months, Pandemic Accelerates Arrival of Contactless Future in S. Korea. Yonhap News Agency. https://en.yna.co.kr/view/AEN20200716002500315.
Bove, L., & Conklin, S. (2020). Learning strategies for faculty during a learning management system migration. Online Journal of Distance Learning Administration, 23(1).
Chen, N. S., Lin, K. M., & Kinshuk. (2008), Analysing users’ satisfaction with e‐learning using a negative critical incidents approach. Innovations in Education and Teaching International, 45(2), 115-126. https://doi.org/10.1080/14703290801950286.
Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, California, SAGE Publications.
Dahlstrom, E., Brooks, DC., & Bichsel, J. (2014). The Current Ecosystem of Learning Management System in Higher Education: Student, Faculty and IT Perspectives. Louisville, CO: ECAR.
Dayagbil, F. T., Palompon, D. R., Garcia, L. L., & Olvido, M. M. J. (2021). Teaching and Learning Continuity Amid and Beyond the Pandemic. Frontiers in Education, 6, 1–12. https://doi.org/10.3389/feduc.2021.678692
De Lima, C., Cid Bastos, R., & Caetano Bastos, L. (2021). The Information Quality impact on Learning Platforms. Renote, 8(2), 59-68. https://doi.org/10.22456/1679-1916.110204.
Fathema, N., Shannon, D., & Ross, M. (2015), Expanding the technology acceptance model (TAM) to examine faculty use of learning management systems (LMSs) in higher education institutions. Journal of Online Learning & Teaching, 11(2), 210-232.
Hwee, J., & Koh, L. (2020). Perceptions of learning management system quality, satisfaction, and usage: Differences among students of the arts. Australian Journal of Educational Technology, 36(30), 26-40. https://doi.org/10.14742/ajet.5187.
Klobas, J. E., & McGill, T. J. (2010). The role of involvement in learning management system success. Journal of Computing in Higher Education, 22(2), 114-134.
http://doi.org/10.1007/s12528-010-9032-5.
Kraleva, R., Sabani, M., & Kralev, V. (2019). An analysis of some learning management systems. International Journal on Advanced Science, Engineering Information Technology, 9(4), 1190-1198. DOI:10.18517/ijaseit.9.4.9437
King, N. (2004). Using templates in the thematic analysis of text. In Cassell C., & Symon, G. (Eds.), Essential guide to qualitative methods in organizational research (pp. 257–270). London, UK: Sage.
http://dx.doi.org/10.4135/9781446280119.n21
Koh, J., & Kan, R. (2020). Perceptions of learning management system quality, satisfaction, and usage: differences among students of the arts. Australian Journal of Educational Technology, 36(3). https://doi.org/10.14742/ajet.5187
Kroner, G. (2014, January 7). Does Your LMS Do This? Edutechnica. https://edutechnica.com/2014/01/07/a-model-for-lms-evolution/.
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122. https://doi.org/10.1080/0305764X.2016.1259389.
Leeds, E., Campbell, S., Baker, H., Radwan, A., Brawley, D., & Crisp, J. (2013). The impact of student retention strategies: An empirical study. International Journal of Management in Education, 7(1/2), 22-43. DOI: 10.1504/IJMIE.2013.050812.
Maslov, I., Nikou, S., & Hansen, P. (2021). Exploring user experience of learning management system. The International Journal of Information and Leaning Technology, 38(4), 344-363. https://doi.org/10.1108/IJILT-03-2021-0046
Mishchenko, E. (2020). LMS Technical Analysis: problems of choice. E3S Web of Conferences, 24(07005), 1-10. https://doi.org/10.1051/e3sconf/202124407005.
Mohsen, M. A., & Shafeeq, C. P. (2014). EFL teachers' perceptions on blackboard applications. English Language Teaching, 7(11), 108-118. http://dx.doi.org/10.5539/elt.v7n11p108
Navarro, M. M., Prasetyo, Y. T., Young, M. N., Nadlifatin, R., & Redi, A. A. N. P. (2021). The perceived satisfaction in utilizing learning management systems among engineering students during the COVID-19 pandemic: Integrating task technology fit and extended technology acceptance model. Sustainability (Switzerland), 13(19), Article: 10669.
https://doi.org/10.3390/su131910669
Nguyen, N. (2021). A study on satisfaction of users towards learning management system at International University – Vietnam National University HCMC. Asia Pacific Management Review, 26(4), 186-196. https://doi.org/10.1016/j.apmrv.2021.02.001.
Salcedo, C. S. (2010). Comparative analysis of learning outcomes in face-to-face foreign language classes vs. language lab and online. Journal of College Teaching & Learning (TLC), 7(2), 43-54. https://doi.org/10.19030/tlc.v7i2.88
Sawafta, W., & Al-Garewai, A. (2016). The effectiveness of blended learning, based on learning management system “blackboard” in direct and delayed achievement of physics and learning retention among the students of Health Colleges in King SaudUniversity. Journal of Educational and Psychological Studies, 10(3), 476-497. DOI: 10.53543/jeps.vol10iss3pp476-497.
Shah, S. N. A., Khan, A. U., Khan, B. U., Khan, T., & Xuehe, Z. (2021). Framework for teachers' acceptance of information and communication technology in Pakistan: Application of the extended UTAUT model. Journal of Public Affairs, 21(1), Article: e2090.
https://doi.org/10.1002/pa.2090.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. http://www.elearnspace.org/Articles/connectivism.htm Smith, L., & Abouammoh, A. (2013). Higher Education in Saudi Arabia: Achievements, Challenges, and Opportunities. Springer, Dordrecht, Netherlands.
https://doi.org/10.1007/978-94-007-6321-0.
Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 education and education technology ‘solutionism’: A seller's market. Postdigital Science and Education, 2(3), 863–878. https://doi.org/10.1007/s42438-020-00164-x.
Turnbull, D., Chugh, R., & Luck, J. (2021). Learning management systems: a review of the research methodology literature in Australia and China. International Journal of Research and Method in Education, 44(2), 164-178. https://doi.org/10.1080/1743727X.2020.1737002.
Walker, D., Lindner, J., Murphrey, T., & Dooley, K. (2016). Learning management system usage: Perspectives from university instructors. The Quarterly Review of Distance Education, 17(2), 41-50.
Yakubu, M. N. (2019). The effect of quality antecedents on the acceptance of learning management systems: A case of two private universities in Nigeria. International Journal of Education and Development using Information and Communication Technology, 15(4), 101-115.
Xu, D., & Jaggars, S. S. (2016). Performance gaps between online and face-to-face courses: differences across types of students and academic subject areas. Journal of Higher Education, 85(5), 633-659. https://doi.org/10.1080/00221546.2014.11777343