Student Satisfaction in Using a Learning Management System (LMS) for Blended Learning Courses for Tertiary Education

Nasir, Farah Damia Mohd; Hussain, Mohd Al Mahdi B.; Mohamed, Harnani; Mokhtar, Mohd Amar Mohd; Karim, N. Abdul

doi:10.24191/ajue.v17i4.16225

Cited by 9 publications

(5 citation statements)

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“…A study by Ikhsan et al (2023) found that perceived ease of use had a significant impact on students' satisfaction with LMS. Similarly, Nasir et al (2021) reported that the ease of use of the LMS was a crucial factor affecting students' satisfaction with the system. A system that is easy to navigate will increase the frequency of use amongst its users and while helping them to be more skilful in fully utilizing its functions and features.…”

Section: Perceived Usefulnessmentioning

confidence: 98%

“…This includes the use of LMS as a platform to interact with the instructors and fellow students. Such integrated communication platform is useful as it encourages students to interact with the instructors and their classmates pertaining to their studies (Nasir et al, 2021). Students are no longer required to book appointments for a face-to-face consultation with their instructors at an SF SQ PU PEOU allocated time.…”

Section: Perceived Usefulnessmentioning

confidence: 99%

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Determinants of LMS Satisfaction among Pre-University Students at Asia Pacific University of Innovation and Technology

Mizan,

Din,

Othman

2023

IJARBSS

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The extensive use of learning management systems or LMS in education provides various benefits to the users, particularly instructors and students. It is also important to investigate the satisfaction of users in using the LMS to ensure its efficient use in the teaching and learning environment. This paper focuses on investigating the factors that affecting LMS satisfaction among pre-university students at a private tertiary institution in Malaysia. Subsequently a quantitative study drawing data from 83 university students was employed. The collected data was analysed using SPSS. Descriptive statistics have been utilized to analyse data in the study. The findings show that there is a moderately high correlation between satisfaction and the independent variables: 1) perceived usefulness, perceived ease of use, and system quality. Several implications are drawn from the results of the study and future research suggestions are provided.

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Section: Perceived Usefulnessmentioning

confidence: 98%

Section: Perceived Usefulnessmentioning

confidence: 99%

Determinants of LMS Satisfaction among Pre-University Students at Asia Pacific University of Innovation and Technology

Mizan,

Din,

Othman

2023

IJARBSS

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“…The results indicate that LMS quality can be improved by making it more usable to students. Usability can be enhanced through access, ease of use provided to students, and whether the system has sufficient features to increase student engagement and interaction (Nasir et al, 2021) [63].…”

Section: Main Analysismentioning

confidence: 99%

The Effect of Cognitive Load on Learning Memory of Online Learning Accounting Students in the Philippines

Abeysekera,

Sunga,

Gonzales

et al. 2024

Sustainability

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Before COVID-19, universities in the Philippines sparingly used online learning instructional methods. Online learning is now widely known, and universities are increasingly keen to adopt it as a mainstream instructional method. Accounting is a popular discipline of study undertaken by students, but its online adoption is less well known. This study investigated university accounting students’ perceptions of the cognitive load of learning and how it influences their effect on learning memory at a university in the Philippines. During the COVID-19 period, after introducing online learning, 482 university undergraduate accounting students provided their perceptions using a five-point Likert scale survey questionnaire. The study measured teaching quality, learning content quality, and learning management system (LMS) quality, representing the cognitive load of learning. It measured electronic learning (e-learning) quality, learner satisfaction, and behavioral intentions to adopt online learning, continually representing the learning memory framework. The data analyzed using a structural equation model showed that students managing their cognitive load positively influenced their short-term learning. Learning content, teaching, and LMS quality positively influenced e-learning quality and student satisfaction. Student satisfaction positively influenced, but e-learning quality did not influence, students’ continued willingness for online learning. The findings were largely consistent across the second- and third-year enrolments. Findings from the first-year students showed that teaching quality did not influence student satisfaction and e-learning quality. This is the first study to test the influence of the cognitive load of learning on the learning memory of accounting students in an online learning environment.

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“…In any case, positive student feedback encourages to continue the development of e-education from the perspective of preparing experts in medicine and psychology (teaching clinical and special psychology) as an attractive educational option (Sindiani et al, 2020). In this regard, it can be said that an LMS focused on blended learning can effectively support e-learning environments in universities (Mohd Nasir et al, 2021). In addition, the use of virtual simulators can be a decisive argument in favor of online technologies for teaching medical specialties and developing not only theoretical knowledge but also practical skills (Dammerer et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Moodle Learning Analytics on Students’ Performance and Motivation

Suad,

Tapalova,

Berestova

et al. 2023

INT J INSTRUCTION

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The central objective of this investigation was to study the issue of objectivity in assessing student performance using Moodle Learning Analytics system. It was decided to interview 532 students and 193 teachers concerning their attitude towards this grading system. This allowed analyzing the satisfaction of students and teachers with Moodle Learning Analytics, the objectivity of the grades given, the levels of students' motivation, students' readiness for self-education, the degree of mastery of theoretical and practical skills in an e-learning mode, as well as general satisfaction with distance learning in Moodle. The findings suggest the necessity to devote more attention to the matter under consideration to elaborate more straightforward assessment criteria, harmonize them among students and teachers, and develop new methods for improving students' abilities related to independent learning.

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Student Satisfaction in Using a Learning Management System (LMS) for Blended Learning Courses for Tertiary Education

Cited by 9 publications

References 0 publications

Determinants of LMS Satisfaction among Pre-University Students at Asia Pacific University of Innovation and Technology

Determinants of LMS Satisfaction among Pre-University Students at Asia Pacific University of Innovation and Technology

The Effect of Cognitive Load on Learning Memory of Online Learning Accounting Students in the Philippines

The Impact of Moodle Learning Analytics on Students’ Performance and Motivation

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