Learning Management Systems (LMS): Inside Matters

Abstract

By the end of last millennium, many universities and colleges started using internet to meet their distance learning needs. Different course management systems (CMS) were developed to meet the needs of online and hybrid courses. These CMS later on transformed into Learning Management Systems (LMS). Many educational institutions have already started using LMS and there are still many who are considering adopting one. The big question before the late adopters of this online learning technology is which LMS they should opt for? This study will be useful for those who are in the process of selecting an LMS as well as those who are in the business of designing one. A survey was conducted to get feedback from the faculty of higher education institutions to find out the major barriers in adoption of e-learning and to find out what kind of functionalities and teaching methodologies should be supported by LMSs. Results indicate lack of training, lack of incentives to use e-learning, lack of technical support and lack of time to develop e-courses are the major barriers in adoption of e-learning by the faculty members. As far as the desired functionalities in an LMS are concerned ability to create student groups for group activities, availability of discussion board, announcement board and online quizzes, file sharing/transfer functionality were the most sought functionalities. The most desired method of teaching that need to be supported by LMS had been group problem solving, discussion based strategies, problem based learning and simulation. The results of survey will be helpful for the adopter as well as designers of LMS.

The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector

“…Studies (Chiu, Sun, Sun, & Ju, 2007;Ivanović et al, 2013) show that the intention to continue using an LMS is not high, and LMS use is often discontinued after initial adoption. A review of the literature reveals that the LMS design factors that can affect the intention to continue using LMS tools are perceived ease of use (PEU) (Abdalla, 2007;Chiu, Hsu, Sun, Lin, & Sun, 2005;Iqbal & Qureshi, 2011;Lau & Woods, 2009;Liaw, 2008;Selim, 2007;Sun et al, 2008), which is sometimes called effort expectancy (Chiu & Wang, 2008); perceived usefulness (PU) (Abdalla, 2007;Liaw, 2008); appropriate course management tools (Iqbal & Qureshi, 2011;Liaw, 2008); as well as the interactivity of the system (Iqbal & Qureshi, 2011;Liaw, 2008;Pituch & Lee, 2006).…”

Social Isolation and Acceptance of the Learning Management System (LMS) in the time of COVID-19 Pandemic: An Expansion of the UTAUT Model

“…This indicates that the use of this technology during the COVID-19 pandemic is the need of the hour to keep the learning process continued. A few examples of LMS used in educational institutions include Moodle, WebCT, Blackboard, and Desire2Learn ( Iqbal, 2011 ; Waheed et al., 2016 ). Hassanzadeh et al.…”

The influence of learning value on learning management system use

“…It is a web-based system that allows instructors and students to interact via the web and share information and resources (Al-Busaidi and Al-Shihi, 2010;Lonn et al, 2011). WebCT, Blackboard, MOODLE (Modular Object-Oriented Dynamic Learning Environment) and Desire2Learn are some of the more popular examples of LMS used in various institutions (Iqbal and Qureshi, 2011;Waheed et al, 2015a).…”