Measurement of higher education students' and teachers' experiences in learning management systems: A scoping review

College

College of Liberal Arts

Department/Unit

Psychology

Document Type

Article

Source Title

Assessment & Evaluation in Higher Education

Volume

49

Issue

4

First Page

441

Last Page

452

Publication Date

2024

Abstract

Learning management systems (LMSs) have facilitated access to courses
beyond conventional classroom environments via distance and asynchro- nous education. Although numerous studies have examined LMS usage in higher education institutions, review of scales measuring the LMS experience of both students and teachers remains scarce. This scoping review aimed to identify scales assessing student and teacher experi- ences with LMS, along with the attributes of studies employing these scales. The systematic search encompassed five databases, ultimately incorporating 79 of 5536 peer-reviewed articles in the final review.
Findings revealed that included studies predominantly focused on stu- dent samples, with fewer examining teacher samples and even fewer involving both stakeholders. The majority of included studies created their own measurement, and over half of the newly created measure- ments were combined with constructs that were extracted from multiple theories. The System Usability Scale is the only measurement that has been used in multiple studies. The Technology Acceptance Model (TAM) and DeLone and McLean’s Information Success (IS) model emerged as the most frequently employed frameworks for investigating factors influ- encing LMS utilization. Moodle ranked as the most commonly assessed LMS within the reviewed studies. Based on this data, recommendations for future LMS research are discussed.

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Digitial Object Identifier (DOI)

10.1080/02602938.2023.2266154

Disciplines

Educational Assessment, Evaluation, and Research | Higher Education

Keywords

Distance education; Postsecondary education

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