Student and Staff Perceptions of a Learning Management System for Blended Learning in Teacher Education - Article 2

Oct 15, 2026

The study examines staff and student perceptions of a Learning Management System (LMS) used to support blended learning in teacher education. Survey responses were collected from 46 staff and 470 students, complemented by interviews and focus groups. The analysis compares views on two main LMS affordances: accessibility and interactivity. Students rate the contribution of online accessibility to their learning higher than staff, while both groups judge LMS tools’ interactivity effectiveness similarly, and results highlight key teaching choices that maximize participation and learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Learning Management Systems in Higher Education

Research Matching Student and Staff Perceptions of LMS Features

Interaction Equivalency Theory and Interactivity Types

Australian Journal of Teacher Education | Volume 43 | Issue 3 | Article 2 | | --- | --- | | 2018
Student and Staff Perceptions ofa Learning Management System for Blended Learning in Teacher Education
Kathryn A. Holmes
Western Sydney University, [k.holmes@westernsydney.edu.au](k.holmes@westernsydney.edu.au)
Elena Prieto-Rodriguez
The University of Newcastle, Australia, elena.prieto@newcastle.edu.au | | Recommended Citation Holmes, K. A., & Prieto-Rodriguez, E. (2018). Student and Staff Perceptions ofa Learning Management System for Blended Learning in Teacher Education. Australian Journal of Teacher Education, 43 (3). Retrieved from [http://ro.ecu.edu.au/ajte/vol43/iss3/2](http://ro.ecu.edu.au/ajte/vol43/iss3/2) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol43/iss3/2](http://ro.ecu.edu.au/ajte/vol43/iss3/2) Australian Journal of Teacher Education Student and Staff Perceptions of a Learning Management System for Blended Learning in Teacher Education Kathryn A. Holmes Western Sydney University Elena Prieto-Rodriguez The University of Newcastle Abstract: Higher education institutions routinely use Learning Management Systems (LMS) for multiple purposes; to organise coursework and assessment, to facilitate staff and student interactions, and to act as repositories of learning objects. The analysis reported here involves staff (n=46) and student (n=470) responses to surveys as well as data collected in interviews and focus groups. The research focuses on participants ’perceptions of two broad affordances of the LMS: accessibility and interactivity. Differences were found between student and staff views in relation to accessibility of online materials, with students rating its contribution to their learning more highly than staff. However, the two groups held similar views with regards to the effectiveness of LMS tools to enable interactivity. Applying interaction equivalency theory (Anderson, 2003), the results reveal the importance of the key choices made by teaching staff in deciding which LMS tools to use in order to maximise student participation and learning. Learning Management Systems in Higher Education In recent years the tools available for teaching in university settings have changed dramatically from chalk, blackboards and overhead projectors to learning management systems (LMS) . LMS are now commonplace in higher education for both on-campus and distance students and are broadly defined as information systems that facilitate e-learning by supporting teaching and learning, but that also can perform administrative tasks and facilitate communication between instructors and students (Klobas & McGill, 2010) . However, the corpus of literature dedicated to understanding how its use impacts on pedagogical practices in higher education is still under development (Beetham & Sharpe, 2013; Herrington, Reeves,& Oliver, 2005; Renzi, 2011) . LMS structures have also been criticised for being too instructor-centric because they primarily seem to enable teachers to increase their efficiency in dealing with student assignments and feedback, distribution of teaching resources and various administrative tasks (Mott & Wiley, 2009; Weaver, Spratt, & Nair, 2008) . More recently, LMS have started to incorporate interactive tools such as blogs, wikis, chat rooms and discussion tools; features which have the potential to facilitate constructivist approaches to learning in contrast to traditional transmission models (Lonn & Teasley, 2009) . Rubin et al. (2009) state that at a minimum an effective LMS “must support active engagement, meaningful connections between segments of the course, easy communication, and formative feedback on work that is presented in class discussions or through other venues”(p. 82) . However, for interactivity of this type to occur, so that LMS are used to enhance the learning Vol 43, 3, March 2018 21 Australian Journ

FAQs

What is the focus of the study on the LMS in teacher education?

The study focuses on participants’ perceptions of two LMS affordances: accessibility and interactivity.

How were perceptions data collected for staff and students?

Perceptions were gathered using surveys from staff (n=46) and students (n=470), supported by interviews and focus groups.

What differences were found between students and staff regarding LMS accessibility?

Students rated the contribution of online accessibility to their learning higher than staff.

Oct 15, 2026

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