3
Learning Management Systems
3.1 Introduction
Teaching and learning have been carried out through the
traditional face-to-face, time and place restricted mode, and
it was considered to be the backbone of the educational
system. Traditionally, teaching takes place in libraries or
inside the classrooms on-campus by the teacher who is traditionally the center of knowledge. The technology-assisted
teaching and learning model has been migrated from a traditional model to a distance model. The system of education
is in the exploration phase of this new learning system and
transforming from a traditional model to a d-learning,
e-learning, and m-learning model. It is the future direction of
e-learning. Learning management system (LMS) has become
an essential software for faculty and students in their
teaching and learning process. It is a computer software that
facilitates electronic learning. The LMS is composed of
computer software that incorporates functions for teaching,
evaluating, and administrating courses. It is used for contents
delivery, course registration, tracking, reporting, and also for
administration. This chapter presents the importance of
LMS, the historical perspective of LMS, types of LMS and
its users, and key features of LMS.
3.2 Learning Management Systems (LMS)
The use of LMS is growing in higher education. Wide
acceptance of a VLE (or LMS) highlighted the importance of
the e-learning approach. LMSs such as WebCT and Blackboard are the components of digital e-learning and widely
used for both on-campus and off-campus students at major
universities of the world (Murshitha & Wickramarachchi,
2016; Nagy, 2016). Without a doubt, LMS is a cost-effective
and convenient learning platform. Learning management
system (LMS) is a computer software that facilitates F2F
learning, e-learning, and handles all aspects of the learning
process (Szabo & Flesher, 2002). It is also referred to as a
virtual learning environment (VLE) (Shiau & Chau, 2015) or
course management system (Chu et al., 2012). It incorporates functions for teaching, evaluating, administrating
courses (Gilhooly, 2001) and makes them available to all
students (Bogarín, Cerezo, & Romero, 2018; Rapuano &
Zoino, 2006; Sharma et al., 2011). It is an excellent tool for
students’ evaluation and assessment abilities (Tortora,
Sebillo, Vitiello, & D’Ambrosio, 2002). One of the most
important functions of an LMS is an interaction between
learners through chat, instant messaging, discussion board,
email, and monitoring and tracking student activities
(Rapuano & Zoino, 2006). It is an excellent tool for students’ evaluation and assessment abilities (Tortora et al.,
2002). According to Nichols (2003), an LMS is “a collection
of e-learning tools available through a shared administrative
interface”. These include interaction tools (such as messaging, emails, discussion board, and virtual chat for communication with students) and course delivery (such as
uploading a syllabus, course materials, assignments, and
assessments). It helps instructors in designing
student-centered courses that they can effectively deliver
F2F in the classroom as well as virtual instructions online
(Jordan & Duckett, 2018). Almost all institutions of higher
education have adopted LMS to support e-learning (Alharbi
& Drew, 2014; Nagy, 2016). For instance, in the United
States, almost 100% of HEIs use LMS for teaching and
learning (Lang & Pirani, 2014). LMS is now equally popular
not only in the educational sector but also in governmental
organizations and business sectors for the training of individuals in the business sector (Avgeriou, Papasalouros,
Retalis, & Skordalakis, 2003). It helps corporate designers
and educators to plan, organize, and deliver online courses in
an effective way (Jafari, McGee, & Carmean, 2006). It has
the potential of improving online education and creating a
fully functional virtual classroom. Prior research indicates
that the use of LMS is growing in higher education
(Alghamdi, 2016; Gautreau, 2011; Nagy, 2016).
The LMS market is predicted to grow at a rate of 16%
from 2016 to 2020. The adoption of LMS for web-based
instruction continues to increase in higher education. It has
© Springer Nature Switzerland AG 2021
R. A. Khan and H. Qudrat-Ullah, Adoption of LMS in Higher Educational Institutions of the Middle East,
Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-030-50112-9_3
13
Learning Management Systems
3.1 Introduction
Teaching and learning have been carried out through the
traditional face-to-face, time and place restricted mode, and
it was considered to be the backbone of the educational
system. Traditionally, teaching takes place in libraries or
inside the classrooms on-campus by the teacher who is traditionally the center of knowledge. The technology-assisted
teaching and learning model has been migrated from a traditional model to a distance model. The system of education
is in the exploration phase of this new learning system and
transforming from a traditional model to a d-learning,
e-learning, and m-learning model. It is the future direction of
e-learning. Learning management system (LMS) has become
an essential software for faculty and students in their
teaching and learning process. It is a computer software that
facilitates electronic learning. The LMS is composed of
computer software that incorporates functions for teaching,
evaluating, and administrating courses. It is used for contents
delivery, course registration, tracking, reporting, and also for
administration. This chapter presents the importance of
LMS, the historical perspective of LMS, types of LMS and
its users, and key features of LMS.
3.2 Learning Management Systems (LMS)
The use of LMS is growing in higher education. Wide
acceptance of a VLE (or LMS) highlighted the importance of
the e-learning approach. LMSs such as WebCT and Blackboard are the components of digital e-learning and widely
used for both on-campus and off-campus students at major
universities of the world (Murshitha & Wickramarachchi,
2016; Nagy, 2016). Without a doubt, LMS is a cost-effective
and convenient learning platform. Learning management
system (LMS) is a computer software that facilitates F2F
learning, e-learning, and handles all aspects of the learning
process (Szabo & Flesher, 2002). It is also referred to as a
virtual learning environment (VLE) (Shiau & Chau, 2015) or
course management system (Chu et al., 2012). It incorporates functions for teaching, evaluating, administrating
courses (Gilhooly, 2001) and makes them available to all
students (Bogarín, Cerezo, & Romero, 2018; Rapuano &
Zoino, 2006; Sharma et al., 2011). It is an excellent tool for
students’ evaluation and assessment abilities (Tortora,
Sebillo, Vitiello, & D’Ambrosio, 2002). One of the most
important functions of an LMS is an interaction between
learners through chat, instant messaging, discussion board,
email, and monitoring and tracking student activities
(Rapuano & Zoino, 2006). It is an excellent tool for students’ evaluation and assessment abilities (Tortora et al.,
2002). According to Nichols (2003), an LMS is “a collection
of e-learning tools available through a shared administrative
interface”. These include interaction tools (such as messaging, emails, discussion board, and virtual chat for communication with students) and course delivery (such as
uploading a syllabus, course materials, assignments, and
assessments). It helps instructors in designing
student-centered courses that they can effectively deliver
F2F in the classroom as well as virtual instructions online
(Jordan & Duckett, 2018). Almost all institutions of higher
education have adopted LMS to support e-learning (Alharbi
& Drew, 2014; Nagy, 2016). For instance, in the United
States, almost 100% of HEIs use LMS for teaching and
learning (Lang & Pirani, 2014). LMS is now equally popular
not only in the educational sector but also in governmental
organizations and business sectors for the training of individuals in the business sector (Avgeriou, Papasalouros,
Retalis, & Skordalakis, 2003). It helps corporate designers
and educators to plan, organize, and deliver online courses in
an effective way (Jafari, McGee, & Carmean, 2006). It has
the potential of improving online education and creating a
fully functional virtual classroom. Prior research indicates
that the use of LMS is growing in higher education
(Alghamdi, 2016; Gautreau, 2011; Nagy, 2016).
The LMS market is predicted to grow at a rate of 16%
from 2016 to 2020. The adoption of LMS for web-based
instruction continues to increase in higher education. It has
© Springer Nature Switzerland AG 2021
R. A. Khan and H. Qudrat-Ullah, Adoption of LMS in Higher Educational Institutions of the Middle East,
Advances in Science, Technology & Innovation, https://doi.org/10.1007/978-3-030-50112-9_3
13