Infusing learning management systems in higher education: A study of collective actions of University management, and students at the university of Eswatini

Abstract

Learning Management Systems (LMS) have become very relevant tools in higher education, facilitating online learning, communication, and resource management. The COVID-era lockdowns further ensured their necessity. However, their effective implementation remains a challenge for many institutions. Successful integration and utilization of LMS, it would seem, often hinges on institutional leadership and support. This study investigated the collective actions of university management and students in the infusion of LMS in higher education. The study posited that specific management behaviors significantly impact LMS infusion. A mixed-methods approach was employed, combining quantitative and qualitative data to provide a comprehensive understanding of the research problem. Data were collected through an open-ended questionnaire with university administration, a questionnaire distributed amongst university students, and a follow-up focus group discussion with students at the University of Eswatini. The findings revealed that three management actions were particularly influential in fostering LMS infusion: identification with LMS users, mobilization of users, and removal of barriers to LMS infusion. University leaders who demonstrate a deep understanding of LMS users' needs and challenges were more likely to create an environment conducive to LMS infusion. Moreover, actively engaging and motivating students to comprehensively use the LMS, through training, incentives, and support was crucial for successful infusion. Finally, addressing technical, and pedagogical barriers to LMS use was essential for maximizing its potential. The study contributes to the understanding of how university management can effectively drive LMS infusion. By highlighting the importance of specific leadership actions, this research offers practical implications for higher education institutions seeking to optimize their LMS investments and enhance teaching and learning outcomes. Future research could explore the generalisability of these findings to different institutional contexts and delve deeper into the mechanisms underlying the relationship between management actions and LMS infusion. Furthermore, research that explores the long-term effects of these management actions on student performance and faculty satisfaction could also be explored. Keywords: Learning Management Systems, higher education, university management, LMS infusion, LMS motivation Social Movement Theory, Legitimation Activity Model, mobilization activities, removal of barriers.