The perceptions of new lecturers towards adopting a learning management system for facilitating modules online in a South African ODeL institution

Abstract

Learning management systems (LMSs) are among the key digital tools that most institutions have developed for their lecturers and students to manage their online academic activities. The aim of this study was to explore new lecturers’ perceptions of adopting and using an LMS for facilitating online modules in the College of Education (CEDU) of an open distance and e-learning (ODeL) institution in South Africa. ODeL institutions recruit new lecturers from other traditional universities and private organisations, with the result that these individuals often have no experience of the ODeL context and therefore encounter challenges using distance education technologies to teach and support students. A qualitative case study research design was employed in this study. Semi structured interviews were used to collect data from 11 new lecturers who were purposely selected to participate in this study. The findings revealed that most lecturers were not using the university’s LMS frequently. The non-use of the university’s LMS was affected by various factors, including lack of proper skills, the design of some LMS functions and the lecturers’ attitudes. The researchers recommend that relevant training be aligned with the specific digital literacy needs of lecturers. LMS platforms form a major part of the e-learning initiatives at universities and are often central to student support; consequently, they should be used effectively to teach and support students.