Faculty Perceptions of the Educational Value of Learning Management Systems

A learning management system (LMS) is a tool ostensibly designed to better manage, and therefore improve, the learning process. Much previous research has indicated the potential benefits for learning and pedagogy that an LMS affords (Heirdsfield, Walker, Tambyah, & Beutel, 2011; Lonn & Teasley, 2009; Morgan, 2003). This study aimed to examine the impact of LMS on teaching and learning in traditional classroom environments. More specifically, it sought to explore the experience and perceptions of faculty in the use of LMS for learning and teaching in Saudi higher education. A mixed method approach consisting of a questionnaire and in-depth interviews was used to implement the research investigation. In the first phase, quantitative data were collected, via the questionnaire, from 132 faculty members to investigate the nature of their use of the LMS, and to identify which features they used most frequently as well as their reasons. In the second phase, in-depth semi-structured interviews with eleven faculty members were conducted to explore the impact of using the LMS on teaching and learning practices from the perspective of faculty members, and to identify the challenges and/or benefits that they encountered while using this system. Generally, the study found that although the LMS was not used to its full potential by faculty, it was perceived as a useful educational tool that had a positive effect on their classes in terms of promoting communication with students, improving the quality of teaching, supporting student engagement in learning, maintaining transparency, protecting students’ privacy, and clarifying students’ responsibility. However, the study revealed some difficulties that might limit the achievement of these benefits such as the students' reluctance to use the system, the complexity of LMS interface and its reliability, as well as the lack of administrative support in terms of inadequate training programmes to meet the needs of faculty members and a lack of a system of incentives and rewards. The study suggests that the identified benefits are expected to increase when faculty become more familiar with the LMS and when the difficulties they face are resolved.