Postgraduate Students’ Experience of Using a Learning Management System to Support Their Learning: A Qualitative Descriptive Study

Abstract

Introduction Educational institutions worldwide have implemented learning management systems (LMSs) to centralise and manage learning resources, educational services, learning activities and institutional information. LMS has mainly been used by teachers as storage and transfer of course material. To effectively utilise digital technologies in education, there is a need for more knowledge of student experiences with digital technology, such as LMSs and especially regarding how LMSs can contribute to student engagement and learning. Objective This study aimed to gain knowledge about postgraduate nursing students’ experiences with the use of LMS in a subject in an advanced practice nursing master's programme. Methods A qualitative method with a descriptive design was employed. Two focus group interviews were performed with eight postgraduate nursing students from an advanced practice nursing programme at a university college in Norway. Data were analysed using qualitative content analysis. Results Three themes emerged from the data material: 1) A course structure that supports learning; 2) LMS tools facilitate preparation, repetition and flexibility; and 3) own responsibility for using the LMS for preparation before on-campus activities. Conclusion The course structure within the LMS seemed to be important to enhance postgraduate students’ ability to prepare before on-campus activities. Implementation and use of LMS tools can facilitate preparation, repetition and flexibility, especially when postgraduate students study difficult topics. Postgraduate students seem to have different views regarding their own responsibility for using the LMS to prepare before on-campus activities.

Is online‐only learning as effective as blended learning? A longitudinal study comparing undergraduate students' performance in oral radiology

“…23,24,37 Finally, repeated study of the content contributes to optimal exam preparation. 40 These key features have been shown to enhance learning effectiveness. 41 Regarding the limitations of this study, the generalisability of our results may be limited as we only examined data from one university with a relatively small sample size.…”

“…For the students, on the other hand, it allowed remote learning with flexibility in time and place at their comfort 23,24,37 . Finally, repeated study of the content contributes to optimal exam preparation 40 . These key features have been shown to enhance learning effectiveness 41 …”

Exploring the User Experience (UX) of University Learning Management System (LMS)

“…As the postgraduate students are geographically dispersed and mostly are working adults, it will be difficult to gather data from multiple postgraduate programs at large. We choose the postgraduate students because research have found they have different views regarding their own responsibility for using the LMS to prepare before on-campus activities (Steindal et al 2021).…”

Enhancing E-Learning System through Learning Management System (LMS) Technologies: Reshape the Learner Experience

“…It enables students to learn at any time and from any location. Steindal et al (2021) mentioned that during the onslaught of the pandemic covid-19, educational institutions worldwide have begun implementing learning management systems (LMSs) to centralize and manage learning resources, educational services, learning activities, and institutional information. This paper aims to enhance the E-Learning System through LMS Technologies in reshaping their learner experience.…”