Challenges of Learning Management Systems in Enhancing Teaching and Learning: A Study of Undergraduate Students at a Rural University
Oluwatoyin Ayodele Ajani 
, Samantha Govender & Bongani Thulani Gamede
Issue: Vol.6 No.10 Article 1 pp.2232 – 2248
DOI: https://doi.org/10.38159/ehass.20256101 | Published online 17th September, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This case study explored the challenges associated with the use of Learning Management Systems (LMS) to enhance teaching and learning within a rural university setting, with a focus on the University of Zululand in South Africa. Based on Technological Pedagogical Content Knowledge (TPACK) and Unified Theory of Acceptance and Use of Technology (UTAUT) research frameworks, the research sought to analyse how undergraduate students perceive LMS integration throughout their academic experience across all levels and faculties. A qualitative research design utilizing focus group interviews with 50 students from four faculties: Education, Humanities and Social Sciences, Commerce and Law, and Science, Agriculture and Engineering was chosen. The results indicated a number of ongoing barriers to effective use of LMS: the patchy nature of internet connectivity at the university, the absence of training in digital skills, limited interaction with lecturers on the platform, and over-reliance on the conventional modes of teaching. Besides, students expressed that the LMS was being passive and was merely used for keeping materials rather than promoting collegial engagement and collaborative learning. Recommendations include up-skilling staff in digital pedagogy, student support initiatives in digital literacy, and investment in digital infrastructure by the university. This research adds to existing efforts toward educational technology in under-resourced spaces by placing rural student voices at the forefront of discussions in the field. It indicates that the conditions required for the adoption of LMS at the higher education level should be informed by theory while ensuring that they are grounded in the context.
Keywords: Learning Management Systems, Rural Higher Education, Digital Pedagogy, UTAUT, TPACK
Ajani, Oluwatoyin Ayodele, Bogani Gamede, and Samantha Govender. “Cultural and Ethical Dimensions of Learning Management System Adoption in Rural Universities: Exploring Data Privacy, Algorithmic Bias, and Contextual Realities.” Multidisciplinary Science Journal (Accepted Articles)., 2025.
Ajani, Oluwatoyin Ayodele. “Enhancing Knowledge Production through the Management of Technology and Innovation in Higher Education: Challenges and Opportunities.” Indonesian Journal of Innovation and Applied Sciences (IJIAS) 5, no. 2 (June 28, 2025): 129–44. https://doi.org/10.47540/ijias.v5i2.1644.
Ajani, Oluwatoyin Ayodele, and Tinashe C. Matiyenga. “Enhancing Critical Analysis and Argumentation Skills in University Students Through Multimodal Approaches: A Comprehensive Study.” International Journal of Educational Reform, April 15, 2025. https://doi.org/10.1177/10567879251326556.
Ajijola, Esther M, Oyeronke Olufunmilola Ogunlade, Gboyega Ayodeji Aladesusi, and Charles O Olumorin. “Perception of Learning Management System among Distance Learners in South-West, Nigeria.” Journal of Digital Learning and Education 1, no. 2 (2021): 72–84.
Al-Mamary, Yaser Hasan Salem, Malika Anwar Siddiqui, Shirien Gaffar Abdalraheem, Fawaz Jazim, Mohammed Abdulrab, Redhwan Qasem Rashed, Abdulsalam S Alquhaif, and Abubakar Aliyu Alhaji. “Factors Impacting Saudi Students’ Intention to Adopt Learning Management Systems Using the TPB and UTAUT Integrated Model.” Journal of Science and Technology Policy Management 15, no. 5 (2024): 1110–41.
Amartya, Sen. The Idea of Justice. Penguin Books, 2009.
Bajmócy, Zoltán, Bálint Mihók, and Judit Gébert. “Furthering Social Justice for Disabled People: A Framework Based on Amartya Sen’s Capability Approach.” Studia Universitatis Babes-Bolyai Sociologia 67, no. 1 (2022): 69–84.
Başaran, Seren, and Kowther Abdikarin Hussein. “Determinants of University Students’ Intention to Use Video Conferencing Tools during COVID-19 Pandemic: Case of Somalia.” Sustainability 15, no. 3 (2023): 2457.
Bervell, Brandford, and Irfan Naufal Umar. “Utilization Decision towards LMS for Blended Learning in Distance Education: Modeling the Effects of Personality Factors in Exclusivity.” Knowledge Management & E-Learning 10, no. 3 (2018): 309–33.
Bradley, Vaughn Malcolm. “Learning Management System (LMS) Use with Online Instruction.” International Journal of Technology in Education 4, no. 1 (2021): 68–92.
Celikates, Robin, and Jeffrey Flynn. “Critical Theory (Frankfurt School),” 2023.
Chipamaunga, Shalote, Champion Nestai Nyoni, Mike Nantamu Kagawa, Quenton Wessels, Elliot Kafumukache, Rudo Gwini, Gwendoline Kandawasvika, Patricia Katowa-Mukwato, Rangarirai Masanganise, and Rudo Nyamakura. “Response to the Impact of COVID-19 by Health Professions Education Institutions in Africa: A Case Study on Preparedness for Remote Learning and Teaching.” Smart Learning Environments 10, no. 1 (2023): 31.
Christie, Pam. Decolonising Schools in South Africa: The Impossible Dream? Routledge, 2020.
Daar, Gabriel Fredi, Ni Luh Supartini, Ni Made Ayu Sulasmini, Kadek Ayu Ekasani, Denok Lestari, and Ida Ayu Gayatri Kesumayathi. “Students’ Perception of the Use of Learning Management System in Learning English for Specific Purpose During the Pandemic: Evidence From Rural Area in Indonesia.” Journal of Language Teaching and Research 14, no. 2 (2023): 403–9.
Dlamini, Reuben, and Nqobile Ndzinisa. “Universities Trailing behind: Unquestioned Epistemological Foundations Constraining the Transition to Online Instructional Delivery and Learning.” South African Journal of Higher Education 34, no. 6 (2020): 52–64.
Dube, Bekithemba. “Rural Online Learning in the Context of COVID 19 in South Africa: Evoking an Inclusive Education Approach.” Multidisciplinary Journal of Educational Research 10, no. 2 (June 15, 2020): 135–57. https://doi.org/10.17583/remie.2020.5607.
Elmunsyah, Hakkun, Andrew Nafalski, Aji Prasetya Wibawa, and Felix Andika Dwiyanto. “Understanding the Impact of a Learning Management System Using a Novel Modified DeLone and McLean Model.” Education Sciences 13, no. 3 (2023): 235.
Freitas, Gert De, and Erna D. Spangenberg. “ Mathematics Teachers’ Levels of Technological Pedagogical Content Knowledge and Information and Communication Technology Integration Barriers.” Pythagoras 40, no. 1 (2019): a431.
Kean, Ang Chooi, Mohamed Amin Embi, and Melor Md Yunus. “Incorporating ICT Tools in an Active Engagement Strategy-Based Classroom to Promote Learning Awareness and Self-Monitoring.” International Education Studies 5, no. 4 (2012): 139–49.
Kondoro, Aron, Salome Maro, Joel Mtebe, Jamie Proctor, Aneth Komba, and Björn HAßLER. “Towards Improving the Accessibility and Usability of a Mobile-Based Learning Management System for Blind Primary School Teachers.” In 2023 IST-Africa Conference (IST-Africa), 1–10. IEEE, 2023.
Lubanyana, Nombuso, Courage Matobobo, and David Tatenda Risinamhodzi. “Impact of Electronic Learning in Rural Universities: A Case of WSU Ibika Campus.” In 2022 IEEE World Engineering Education Conference (EDUNINE), 1–5. IEEE, 2022.
Lumadi, R. I. “The Influence and Effects of Digital Revolution on Africa’s Higher Education Systems.” South African Journal of Higher Education 38, no. 3 (2024): 114–30.
Maharaj, Shaveen. “An Analysis of Online Learning and Teaching at the Department of Electronic Engineering at a University of Technology during the Coronavirus Pandemic in South Africa.” The Independent Journal of Teaching and Learning 18, no. 2 (2023): 42–64.
Mangundu, John. “The Effects of Technostress on Academic Commitment among First-Year Undergraduate Students at an Institution of Higher Education in South Africa.” In In Proceedings of the 4th African Human Computer Interaction Conference, 106–17, 2023.
Maphalala, Mncedisi Christian, and Oluwatoyin Ayodele Ajani. “Leveraging Artificial Intelligence as a Learning Tool in Higher Education.” Interdisciplinary Journal of Education Research 7, no. 1 (January 16, 2025): a01. https://doi.org/10.38140/ijer-2025.vol7.1.01.
———. “Teaching and Learning of Computer Science in Higher Education: A Self-Directed Learning Perspective.” In Navigating Computer Science Education in the 21st Century, 89–111. IGI Global Scientific Publishing, 2024.
Mohammadi, Mustafa Kamel, Abdul Aziz Mohibbi, and Mohammad Hadi Hedayati. “Investigating the Challenges and Factors Influencing the Use of the Learning Management System during the Covid-19 Pandemic in Afghanistan.” Education and Information Technologies 26, no. 5 (2021): 5165–98.
Mohammed, Yakubu Bala, Nadire Cavus, Abdulsalam Ya’u Gital, Mohammed Bulama, and Abba Hassan. “A Hybrid Soft Computing Approach for Prediction of Cloud-Based Learning Management Systems Determinants.” International Journal of Human–Computer Interaction 41, no. 1 (2025): 504–14.
Moher, David, Alessandro Liberati, Jennifer Tetzlaff, and Douglas G Altman. “Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement.” Bmj 339 (2009).
Mtshali, N G, A Harerimana, V N Mdunge, and S Z Mthembu. “Postgraduate Students’ Experiences with Learning Management Systems at a Selected Nursing Education Institution in KwaZulu-Natal Province.” African Journal of Health Professions Education 14, no. 2 (2022): 89–97.
Munyaradzi, Muchineripi, Dichaba Mpho Mildred, and Addae David. “Engaging Students Online: Readiness of Lecturers to Use Learning Management System (LMS) at a Technical Vocational Education and Training College.” Community College Journal of Research and Practice 48, no. 6 (2024): 369–85.
Ndou, Kharendwe, Nkhangweni L Mashau, and Joel Chigada. “Learning Management Systems as a Platform for Information Sharing during the COVID-19.” South African Journal of Information Management 25, no. 1 (2023): 1618.
Ngema, Thandi, and Oluwatoyin Ayodele Ajani. “Exploring Digital Transformation in Preservice Teacher Education in Africa: Prospects, Challenges, and Implications for Sustainable Lifelong Learning.” International Journal of Innovative Technologies in Economy, no. 3(47) (September 29, 2024). https://doi.org/10.31435/rsglobal_ijite/30092024/8236a.
Rudairo, Zenda, and Rethabile Dlamini. “Examining Factors That Influence Teachers to Adopt Information and Communication Technology in Rural Secondary Schools: An Empirical Study.” Education and Information Technologies 28, no. 1 (2023): 815–32.
Shilaluke, Given, Mercy Dotty Mushwana, and Maphuti Chueng. “Reflections on Women’s Experiences of Lamentation in Gender-Based Violence (GBV) Marriages in Mopani District, Limpopo Province, South Africa.” E-Journal of Humanities, Arts and Social Sciences 6, no. 9 (2025): 1799–1815. https://doi.org/10.38159/ehass.20256894.
Simon, Patricia, Juming Jiang, and Luke K Fryer. “Measurement of Higher Education Students’ and Teachers’ Experiences in Learning Management Systems: A Scoping Review.” Assessment & Evaluation in Higher Education 49, no. 4 (2024): 441–52.
Tikly, Leon, and Angeline M. Barrett. “Social Justice, Capabilities and the Quality of Education in Low Income Countries.” International Journal of Educational Development 31, no. 1 (2011): 3–14.
UNESCO – United Nations Educational, Scientific, and Cultural Organization. “Ethical Impact Assessment. A Tool of the Recommendation on the Ethics of Artificial Intelligence,” 2023. https://doi.org/10.54678/YTSA7796.
Venkatesh, Viswanath, Michael G. Morris, Gordon B. Davis, and Fred D. Davis. “User Acceptance of Information Technology: Toward a Unified View.” MIS .” Quarterly, 2023, 425–78.
Woldegiorgis, E.T. “Configurations of Progress and the Historical Trajectory of the Future in African Higher Education.” Educational Philosophy and Theory 54 No 11, (2022): 54, no. 11 (2022): 1839–53.
Dr. Oluwatoyin Ayodele Ajani is an eminent academician and researcher having PhD in Curriculum Studies from the University of Zululand, South Africa. He is currently a Senior Lecturer in the Department of Curriculum/Education Studies, University of KwaZulu-Natal, Edgewood Campus. With over 100 publications in peer-reviewed journals and book chapters, Dr. Ajani has indeed put quite some effort into contributing to the field of education. A good measure of Dr. Ajani’s impact can be gleaned from his citation index, which exceeds 700 citations in various works on ResearchGate. His research interests include curriculum studies, teacher education, professional development, sociology of education, and decolonisation of higher education. Dr. Ajani is particularly interested in improving educational practices in rural and under-resourced contexts by creating a better bridge between the theory and practice of education. He is especially involved in supervising postgraduate students and conducting research together that tackles the educational challenges in South Africa.
Prof. Samantha Govender acquired a doctorate in Curriculum and Instructional Studies at the University of Zululand in 2013. She is the Deputy Dean of Teaching and Learning, at the Faculty of Education, University of Zululand. With a robust academic portfolio, she has authored numerous publications focusing on teacher professional development, curriculum implementation, and assessment practices. Her research explores the efficacious ways of teaching, curricular set-up, and technological deployment in education. Associate Professor Govender is quite committed to the enhancement of educational outcomes through innovative pedagogies and has been at the forefront of mentoring young scholars in this field.
Prof. Bongani Thulani Gamede is an experienced educator and researcher in Social Science Education. He serves as Deputy Dean of Research and Innovation, at the Faculty of Education, University of Zululand. His research interests focus on rural education, entrepreneurship education, and community development. Prof. Bongani Gamede has a wide range of publications on issues of educational access and equity in rural contexts, aimed at economic empowering of rural students.
Ajani, Oluwatoyin Ayodele, Samantha Govender, and Bongani Thulani Gamede . “Challenges of Learning Management Systems in Enhancing Teaching and Learning: A Study of Undergraduate Students at a Rural University,” E-Journal of Humanities, Arts and Social Sciences 6, no. 9 (2025): 2232 – 2248, https://doi.org/10.38159/ehass.20256101
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
