EFFECTIVENESS OF LEARNING MANAGEMENT SYSTEMS IN ENHANCING ACADEMIC DELIVERY AMONG TEACHERS: A STUDY FROM SREE KERALA VARMA COLLEGE, THRISSUR
DOI:
https://doi.org/10.53555/es.v11i1.2476Keywords:
Blended Teaching Model, LMS Integration, Digital TransformationAbstract
The rapid digital transformation in higher education, accelerated by the COVID-19 pandemic, has positioned Learning Management Systems (LMS) as essential tools for academic continuity and instructional innovation. This study investigates the effectiveness of LMS usage among faculty members at Sree Kerala Varma College, Thrissur, focusing on pedagogical efficiency, accessibility, and user adaptability. The research adopts a descriptive design, using both primary and secondary data sources. A structured questionnaire was administered to 60 teachers selected through convenience sampling. Statistical tools such as percentage analysis, weighted mean, chi-square test, and Z-test were applied to analyse responses. The findings reveal that LMS significantly enhances teaching productivity by enabling flexible content management, effective communication, and continuous evaluation. However, limitations such as inadequate technical training, infrastructural challenges, and inconsistent user engagement hinder optimal utilization. The study concludes that successful LMS integration requires not only technological investment but also strategic faculty training, institutional support, and a blended teaching model that balances traditional and digital learning.
Downloads
References
Al-Busaidi, K. A., & Al-Shihi, H. (2019). Key factors to instructors’ satisfaction of learning management systems in blended learning environments. Journal of Educational Technology & Society, 22(4), 149–160.
Almarashdeh, I. A. (2016). Sharing instructors’ experience of learning management system: A technology perspective of user satisfaction in distance learning course. Computers in Human Behavior, 63, 249–255. https://doi.org/10.1016/j.chb.2016.05.013
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
García-Peñalvo, F. J., & Corell, A. (2020). The COVID-19: The challenge of ensuring academic continuity in higher education. Education in the Knowledge Society, 21(12), 1–12. https://doi.org/10.14201/eks.23013
Kumar, V., & Bervell, B. (2019). Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students. Education and Information Technologies, 24(2), 1793–1817. https://doi.org/10.1007/s10639- 018-09858-z
Martin, F., & Parker, M. A. (2014). Use of synchronous virtual classrooms: Why, who, and how? MERLOT Journal of Online Learning and Teaching, 10(2), 192–210.
Mtebe, J. S., & Raisamo, R. (2014). Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania. International Review of Research in Open and Distributed Learning, 15(1), 249–271. https://doi.org/10.19173/irrodl.v15i1.1687
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007
UNESCO. (2020). Distance learning strategies in response to COVID-19 school closures. United Nations Educational, Scientific and Cultural Organization. https://en.unesco.org
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251–260. https://doi.org/10.1016/j.chb.2016.12.085
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 International Journal For Research In Educational Studies
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
