What makes learning management systems effective for learning?

Chaw, Lee Yen, and Tang, Chun Meng (2018) What makes learning management systems effective for learning? Journal of Educational Technology Systems, 47 (2). pp. 152-169.

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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.

Item ID: 56097
Item Type: Article (Research - C1)
ISSN: 1541-3810
Keywords: blended learning, learning effectiveness, information system success model, learning management system, partial least squares
Copyright Information: Copyright © The Author(s) 2018.
Date Deposited: 08 Nov 2018 21:39
FoR Codes: 46 INFORMATION AND COMPUTING SCIENCES > 4609 Information systems > 460909 Information systems philosophy, research methods and theory @ 40%
39 EDUCATION > 3903 Education systems > 390303 Higher education @ 20%
39 EDUCATION > 3903 Education systems > 390399 Education systems not elsewhere classified @ 40%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies @ 100%
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