A strategy for using learning management systems in science teacher education in a South African Distance Learning university

Abstract

In South Africa’s open distance learning (ODL) environment, Learning Management Systems (LMS) play a pivotal role in facilitating teaching and learning. Despite this centrality, research consistently indicates that LMS platforms are underutilised, with educators engaging largely in basic administrative tasks and encountering challenges related to system complexity, limited digital confidence, and inadequate institutional support. Against this backdrop, this study investigated science teacher educators’ perceptions of LMS ease of use and usefulness within a South African open distance education university. It further sought to develop, implement, and evaluate a structured strategy aimed at enhancing meaningful LMS adoption. The study was guided by a conceptual framework integrating the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and an additional construct-familiarity with technology. Employing a qualitative multi-case study design, the research involved four science teacher educators and was conducted in two phases. Phase 1 explored existing LMS practices through questionnaires, semi-structured interviews, and on-site module observations. The findings revealed limited engagement with advanced LMS functionalities and highlighted persistent barriers related to effort expectancy, performance expectancy, social influence, and facilitating conditions. These insights informed the design of a four-step, hands-on LMS enhancement strategy, which was implemented using individual sandbox environments, video-based tutorials, synchronous coaching sessions, and reflective checklists. Phase 2 examined the influence of the intervention through unstructured post-implementation interviews and follow-up observations. Within the four participating cases, the findings indicated notable shifts across all constructs of the conceptual framework.Participants reported increased confidence, improved understanding of LMS functionalities, enhanced perceptions of usefulness, and a greater willingness to integrate interactive and pedagogically purposeful tools into their modules. The strategy also strengthened facilitating conditions by providing personalised support and reducing perceptions of system complexity. Although institutional and collegial factors continued to shape adoption behaviours, the intervention significantly enhanced participants’ familiarity with technology, enabling deeper and more sustained LMS engagement. Data were analysed using thematic analysis, guided by constructs from the conceptual framework (TAM, UTAUT and familiarity with technology). Interview transcripts, questionnaire responses, and observation data were systematically coded and organized into categories reflecting perceived ease of use, perceived usefulness, performance expectancy, facilitating conditions, social influence, and technological familiarity. Patterns across cases were compared to identify key themes and shifts in perceptions following the implementation of the LMS strategy This study contributes a contextually grounded and replicable strategy for strengthening LMS adoption in science teacher education within ODL contexts. It provides insights into how personalised, scaffolded professional development can move educator engagement beyond compliance-driven LMS use toward more pedagogically intentional integration. The study recommends sustained training initiatives, strengthened institutional support structures, and the embedding of reflective, hands-on digital capacity-building within academic development programmes. Limitations relate to the small sample size and contextual specificity of the study, pointing to opportunities for future research on scalability across disciplines and institutional settings. Overall, the study demonstrates that targeted, practice-based interventions can meaningfully enhance LMS adoption, thereby supporting more effective digital teaching and learning in South African higher education.