Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review

Abstract

AbstractLearning management systems (LMSs) have facilitated access to courses beyond conventional classroom environments via distance and asynchronous 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 experiences 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 student 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 measurements 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 influencing 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.Keywords: Distance educationonline learningpost-secondary educationevaluation methodologies AcknowledgementThe authors would like to thank the help and support from Miss. Yijin Li and Miss. Ying Su. This work could not be accomplished without their tireless hard work.Disclosure statementThere is no conflict of interest to declare.Notes on contributorsPatricia D. Simon is a postdoctoral fellow at the University of Hong Kong. Her research interests include the promotion of students’ mental health, well-being and engagement in both physical and virtual classrooms. She is also interested in applying psychological principles for the improvement of educational technologies and for the promotion of environmental sustainability, health, and well-being.Juming Jiang is a post-doctoral fellow at the University of Hong Kong, Hong Kong. His research programme focuses on how to support students’ learning motivation and interest in offline and online learning environments, with extended reality (i.e., virtual/augmented/mixed reality) and artificial intelligence technologies.Luke K. Fryer is an Associate Professor at the University of Hong Kong, Hong Kong. His research programme addresses motivations to learn, learning strategies and teaching-learning on/off-line.