On SAGE Insight: What Makes Learning Management Systems Effective for Learning?

From Journal of Educational Technology Systems

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The size and reach of the web have proliferated rapidly since its inception in 1989. Since then, the web has had a tremendous influence on what and how people do things. Today, it is common for people to shop, read news, or watch movies on the web. In the education sector, along with the increasing use of digital technology among learners, the web has driven the growth of learning management systems Equipped with such useful functions as content management and learner administration, the LMS offers learning institutions, from the elementary to the tertiary levels, a cost-effective solution for learning delivery.

To determine the characteristics that would encourage LMS use, and to examine whether LMS use helps students learn more effectively, this study developed a research model using the updated IS success model as a point of departure. Through a questionnaire survey, responses collected from 123 university students who studied in a blended learning environment at a university were analyzed. Findings showed that system quality and service quality, but not information quality, had a significant relationship with system use. In turn, system use had a significant relationship with learning effectiveness.

Abstract

Learning management systems (LMSs) may provide learners with resources in various formats, such as videos, quizzes, and forum discussions to support their learning, but having access to an LMS does not necessarily mean that learning has occurred effectively. Despite its apparent usefulness, whether the use of the LMS can indeed help learners learn more effectively remains an interesting matter for course providers, LMS vendors, and learners. Therefore, this study adopted the updated DeLone and McLean information system success model to examine whether LMS system quality, information quality, and service quality affect learners’ system use and user satisfaction, and ultimately their learning effectiveness. Through a questionnaire survey, responses collected from 123 university students who studied in a blended learning environment at a university were analyzed. Findings showed that system quality and service quality, but not information quality, had a significant relationship with system use. In turn, system use had a significant relationship with learning effectiveness.


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Article details

What Makes Learning Management Systems Effective for Learning?
Lee Yen Chaw, Chun Meng Tang
First Published August 28, 2018 Research Article
DOI: 10.1177/0047239518795828
Journal of Educational Technology Systems


     
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