An assessment of learning management system use in higher education: Perspectives from a comprehensive sample of teachers and students

An assessment of learning management system use in higher education: Perspectives from a comprehensive sample of teachers and students

• Simon, Patricia D. The University of Hong Kong
• Jiang, Juming The University of Hong Kong
• Fryer, Luke K. The University of Hong Kong
• King, Ronnel B. The Chinese University of Hong Kong
• Frondozo, Cherry Eron The Education University of Hong Kong

Technology, Knowledge and Learning, 2024

Springer

2024

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Learning Management Systems Student and Teacher Perspectives Higher Education TPACK TAM LMS Usage Framework

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

Learning Management Systems (LMSs) are underutilized in universities despite them being standard components of higher education. Given this, there is a need to gather the perspectives of students and teachers to examine how these key end-users engage with LMS and utilize its various features and functions. Such an endeavor could aid in addressing the barriers and in promoting the use of LMSs in online teaching and learning. As studies about LMS use with both teacher and student samples are limited, we simultaneously gathered both students’ and teachers’ perceptions of Moodle from all academic faculties at a public university in Hong Kong. Structured qualitative interviews were conducted with eighty-two participants (41 teachers, 41 students) via Zoom. Results suggest that Moodle, while previously viewed as merely a repository of course materials, transitioned from being a supplementary tool to a key information dissemination tool during the pandemic. Despite the availability of collaboration tools, majority of interactions still occur in alternative communication channels. Findings point to students’ and teachers’ need for familiarity, training, and a visually and functionally improved interface to enhance their experience in the LMS. We also found how content and pedagogy influenced how LMS was integrated into teaching, with frequency and manner of LMS use varying between faculties and departments. Given this, tailor-made information and support for each department are needed to maximize LMS use in classes. We suggest the conduct of dialogues involving multiple stakeholders (i.e., teachers, students, administrators, and technical support staff) so that higher education institutions can share best practices on how to improve LMS utilization to enhance the quality of teaching and learning in universities. Copyright © 2024 The Author(s).

• English

Journal Articles

• 22111662

• 10.1007/s10758-024-09734-5

https://bibliography.lib.eduhk.hk/bibs/96f2e2c2

2024-12-06