University Students' Perception on the Usefulness of Learning Management System Features in Promoting Self-Regulated Learning in Online Learning.

Abstract

Online learning has increasingly been adopted by most institutions of higher learning to facilitate teaching and learning as a continuum to the traditional face-to-face approach. Most of these institutions utilize Learning Management Systems which contain features that are intended to make students active participants not only by delivering learning resources to learners but also providing the environment for effective interaction in the learning process. Our examination of the literature reveals that there is limited empirical evidence that addresses how these features are being utilized by students in promoting Self-Regulated learning. To realize the usefulness of the features of Learning Management Systems in promoting Self-Regulated Learning, a structured survey was carried out among University students in Kenya. The findings reveal that the features of Learning Management Systems are underutilized by students. The qualitative results of the study illustrate that students face several challenges that obstruct them from being actively involved in online learning. There is lack of individualized feedback on students’ learning habits, lack of instructor guidance, lack of interaction with course instructors, lack of peer interaction and lack of automation tools. This study provides insights for educators and researchers on the area of focus that can be prioritized towards offering support to students in improving their Self-Regulated learning in online learning environments.