The Use and Adaptation of Learning Management System by Undergraduates (Gen Z) at a Higher Learning Institution in South Africa During a Pandemic

Abstract

The COVID-19 pandemic significantly disrupted higher education worldwide, forcing institutions to rapidly adopt remote learning through Learning Management Systems (LMSs). This study investigates how Generation Z undergraduate students at a South African university engaged with LMS platforms during the pandemic, focusing on the factors that influenced effective usage and perceived learning success. Guided by the Faithful Appropriation Model (FAM), the research employed a cross-sectional survey of first-year students, with 81 valid responses analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings highlight the critical roles of IT support and self-efficacy for self-regulated learning in fostering faithful LMS appropriation. Interestingly, higher computer self-efficacy was associated with lower LMS engagement, suggesting overconfidence may hinder platform use as intended. The study contributes theoretically by extending FAM with new variables relevant to remote learning, and practically by informing LMS design and institutional support strategies. Limitations include the small sample size and reliance on retrospective self-reporting, which may affect generalizability. This research supports national educational goals by offering insights for improving digital learning environments in crisis contexts.