Transformation and Acceptance of Learning Management Systems in HEI

Introduction

Coronavirus which started in Wuhan in March 2019 changed the fate of lot of countries. It brought transformation in various sectors; Education was one of them. With disruption in technology, the Education sector saw enormous growth in technology-oriented learning and redesigning the existing frameworks. E-learning initiatives enable quality learning frameworks with enormous benefits to teaching with the use of information communication technology (Yusoff et.al, 2015). With internet technology, the use of new ICT tools in learning has been augmented. New tools of learning in the learning classroom have changed the environment of learning and teaching pedagogy (Abdel- Wahab, 2008; Al-Qaysi, 2021). The amalgamation of LMS with e-learning from smartphones has brought a flux of e-learning and the use of LMS. The primary, secondary, and higher education institutions had to shift from the traditional model of education to introduce Learning Management System (LMS) by linking e-learning with LMS (Kasim and Khalid, 2016). Alias and Zainuddin (2005) described this system, as LMS as a “software program or web-based technology used to organize, carry out, and evaluate a certain educational procedure.”. The Learning Management system is a web-based application that is customized to handle the content, activities of students, teaching-learning pedagogy, student interaction, assessment, and reports. LMS is not just registration and records of the student, it is much more. LMS is a system where students can have the choice of online course, submitting assignment and activities, evaluation and assessment. The platform facilitates active interaction between teacher and student (Jurubescu, 2008). This mode of learning (LMS) has seen a sharp positive drift in the higher education sector LMS (Fathema, Shannon, & Ross, 2015). According to studies, the global market for learning management systems is anticipated to increase at a CAGR of 18.7% during the forecast period, from $13.38 billion in 2021 to $44.49 billion in 2028. The unprecedented expansion of online education in India is largely a result of its flexibility with regard to timing, possible cost savings associated with attendance, and geographic scope. (Appana. S, 2008). Furthermore, the growth of LMS is directly inclined to the features it offers to its instructor and the student. According to instructor, LMS is a comprehensive application which builds and maintains course website as a teaching learning strategy (Naveh et. al., 2010). According to (Lin & Wang, 2012) LMS is an applicant which help student gather knowledge. There are different types of LMS platform: Open and Commercial. Open source LMS implies that the person or individual can build the LMS such as Moodle. However, it may or may not be free of cost. On the other hand Commercial System which is chargeable may be customised as per the requirement of HEI.A customised LMS system also provides better knowledge management leading to better performance (Thomas A et. al. 2022)