Unleashing the Potential of Technology-Driven Learning Management Systems for Student-Centric Excellence to Empower Higher Education ^†

Abstract

Since the COVID-19 pandemic, most institutions have adopted online information management systems, also called “learning management systems”. These learning management systems are effective tools for students studying innovative and academic courses as they can host self-learning material, e-tutorials, and online sessions, as well as assessment processes, such as the online submission of assignments and quizzes. Not only this, but students can also clarify any doubts through the synchronous and asynchronous modes of discussion boards. Learning management system tools have been adopted in all areas of academia post-COVID-19, and now certificates, diplomas, graduations, and post-graduation programs are also being run through online platforms, where working professionals can learn and improve their knowledge and skills in their spare time. This has helped learners in their professional development and other career-related endeavors. All prime universities have tried and adopted online information systems, including viz. flipped classrooms, online e-learning via learning management systems, recorded classes, library records, academic management systems for student performance records, and registration systems. This has become possible due to the widespread adoption of information technology, which has improved communication and bonding among stakeholders via online and internet resources. This comprehensive review aims to identify successful academic tools that top universities have used to popularize online education. This study examines online learning skills, e-flipped classrooms for online systems, e-problem-based learning, assessment evaluation techniques, and outcome-based teaching and learning pedagogy, which are used in online learning systems to enable effective learning among all students.

1. Introduction

Globally, Higher Education institutions are playing a vital role in upgrading the technical skills, experiential learning, and ethical values of all students, which are required for the overall development of students and their readiness for their futures as industry professionals. During the COVID-19 pandemic, many people had to find ways to complete their work while adhering to the implemented restrictions. Education was not exempt from this transformation and it became necessary to rely, whether in part or entirely, on the use of contemporary ICT (e-learning) [1]. Online education has helped in the field of self-regulated learning (SRL), which has gained prominence among online Higher Education learning and academic achievement. Online SRL intervention programs provide candidates with opportunities to develop their skills in realistic goal setting, self-monitoring, self-reflection, self-awareness through coaching/judging, and collaboration [2]. The relationship between perceived usefulness and attitude is the strongest, while the link between perceived ease of use and attitude is the weakest. This study contributes to our knowledge about how LMS can be used in education, especially when online or distance learning is required during pandemics like COVID-19 [3].

Physical classes are utilized in academia for teaching and learning but have some limitations with regard to imparting quality education. These limitations include the lack of learning content and online assessment processes. Since the COVID-19 pandemic, all stakeholders (teachers, students, parents, and industry professionals), especially educationalists and professors at universities, have highlighted the need to develop online platforms for the monitoring of data storage and the training of learners and mentors. The online information management systems (OIMSs) in Higher Education have been drastically reformed over the last three years to allow more visibility and availability at all places and times, thereby becoming effective tools for student-centric learning. Countries in South Asia, especially India, had already adopted online systems for professional meetings before the COVID-19 crisis, excluding top-notch corporations and institutions. Medicine, hospitality, manufacturing, financial institutions, and other sectors have made excellent progress in conducting and delivering online education systems and skill development programs for learners [4].

1.1. Learning Management Systems

To address the changing needs of educators and students worldwide, “learning management system” technology is playing a pivotal role in the creation and dissemination of educational content. A learning management system (LMS) is online education’s “infrastructure” and “backbone”. Learning management system (LMS) software helps to manage, deliver, and track educational content and training courses. Online courses, training modules, tutorials, self-assessments, quizzes, and more are offered by educational institutions using learning management systems (LMSs), such as Moodle, Blackboard Learn, Canvas, Schoology, Google Classroom, Microsoft Teams for Education, Edmodo, and Brightspace [5].

1.2. LMSs and Their Characteristics

The characteristics of popular learning management systems that play vital roles in the delivery of enriched learning experiences for learners can be listed as follows:

Course Management: Learning management systems (LMSs) enable educators and administrators to effectively generate, structure, and oversee courses and educational resources. This includes developing instructional materials, such as lessons, modules, quizzes, assignments, and assessments.

User Management: LMSs have many features for managing user accounts, including those of learners, teachers, and administrators. This includes user registration, authentication, and role assignment.

Content Delivery: LMSs distribute e-tutorials, electronic content, audio files, presentations, and interactive simulations.

Assessment and Evaluation: LMSs can create quizzes, examinations, assignments, and other assessments. These technologies can mark exams automatically and provide student feedback.

Collaboration and Communication: Many learning management systems (LMSs) offer discussion boards, chatrooms, and messaging systems. These tools help to expedite student–teacher interactions.

Progress Tracking: LMS analytics can track student and administrative progress. Students can track their progress and scores, while professors can assess course accomplishment.

Customization: LMSs can be tailored to the individual branding and needs of each institution. This involves customizing user interfaces, logos, and the look and feel of the systems.

Integration: LMSs can link with student information systems, HR systems, and content authoring tools to simplify data exchange and creation.

Modern LMSs provide mobile-friendly interfaces and applications, so students can access course content and participate in learning activities on smartphones and tablets.

Figure 1 Describes Learning Management System and various characteristics associated with it.

2. Online Learning Skills

Online impressions first appeared in the 1960s, but they really started to take off during and after the COVID-19 pandemic. The teaching–learning approach used in online education has eliminated all obstacles to traditional learning and ushered in a time when students can study at their leisure. The COVID-19 crisis posed various challenges and limits for online learning. Virtual whiteboards, recorded lessons, live question-and-answer sessions, and computation approaches work well in online education [6]. When students use online learning instead of the modular approach, their critical thinking skills improve. One study also found substantial differences in the problem-solving and critical thinking skills of students between those following a self-learning module and those participating in online learning via Google Classroom [7]. Examining the circumstances and factors related to online learning is crucial to ascertain methods for enhancing the learning experiences of students and establishing more conducive educational environments in Higher Education. During the COVID-19 pandemic, various aspects emerged in online learning platforms [8].

2.1. Collaborative Learning Experiences and Peer–Peer Interactions

Learning management systems teach students synchronously and asynchronously. For instance, an expert in live sessions and discussion boards can start a topic and provide students with a real-time classroom experience, which can be saved as knowledge spaces or digital repositories in a portal and accessed by students as needed. Students can then also study at their own speed and in any location using the material on the online system. In addition to teacher–student learning, LMS portals encourage peer-to-peer learning through online and offline discussion boards [9].

2.2. Effective Time Management for Learning

According to Benson (2002) [10], online education enables working professionals to improve professionally and financially without disrupting their employment. Some students also prefer online schooling since they can study at their convenience, which helps them to grow professionally. Some LMS models adopted by universities and other Higher Education institutions report the learning objectives of sessions to learners in advance, which creates interest in the topics to be discussed, helps students to prepare using the self-paced learning materials and e-tutorials on the LMS, and clarifies any doubts during live sessions.

2.3. Student-Centric Learning

The use of student-centric learning approaches is a growing trend in education (Baeten et al., 2010) [11]. These approaches were developed to reform the pedagogical style of prioritizing teachers over students. In contrast, student-centric learning involves observations, questions, discussions, and self-directed study. Active learning approaches are known to improve comprehension and knowledge transfer to other domains and practical applications. Teachers utilize learning management portals to encourage students to explore their learning abilities and share real-world work experiences. Technical students can use programming environments to improve their critical thinking and practical expertise.

Table 1. Discussion boards.

Discussion Board Mode	Description	Benefits	Challenges
Asynchronous text-based discussion	A traditional mode where students post and respond to text-based prompts over an extended period	Flexibility in participation	Lack of real-time interaction
Synchronous text-based discussion	A real-time text-based discussion conducted within a specific timeframe	Immediate feedback and interaction	Time zone disparities and limited participation
Instructor-moderated discussion	A facilitator guides and shapes the discussion to ensure relevance and depth	Clear direction and expert guidance	Time-intensive for instructors
Peer-facilitated discussion	Students take turns as discussion leaders, promoting collaborative learning and diverse perspectives	Empowerment and peer learning	Variable facilitation quality
Structured discussion	Specific guidelines or protocols are provided to structure the discussion, enhancing focus and participation	Targeted exploration of topics	Potential stifling of organic dialogue
Informal social discussion	A relaxed and informal exchange outside of course content, fostering a sense of community among the students	Relationship building and social bonding	Distraction from academic discussion
Assessment-integrated discussion	Discussion participation contributes to assessment criteria, encouraging active engagement and reflection	Alignment with learning objectives	Potential for superficial contributions

gives a brief description about discussion Boards, their types, benefits and challenges.

3. Flipped Classrooms: Tools for Active Learning Strategies

Online flipped classrooms are entirely different from traditional classrooms because the students are far away from the school. Online portals allow students to browse and learn e-content at their convenience [12]. The “flipped” classroom paradigm replaces lecture-based training with user-friendly technology. It allows for more educational activities to be fitted into class time. Instead of lectures, active learning promotes teacher–student mentorship, peer collaboration, and multidisciplinary interactions [13].

Figure 2 gives an idea about the Synchronous and Asynchronous mode used in a flipped classroom.

The flipped classroom paradigm may help to tailor instruction to student learning styles and knowledge levels. This can be achieved using various learning approaches and activities. Relocating information transmission to outside of the classroom can improve the paradigm as this allows students to study in their own time and in the comfort of their own homes while tutors provide a variety of challenging content (such as reading exercises and videos) that is tailored to their learning styles and prior knowledge [14].

Flipped learning involves instructors leading collaborative exercises to improve idiomatic expressions, encourage active learning, and develop higher-order cognitive skills and critical thinking among their students [15].

4. Problem-Based Learning in Online Education

Furthermore, e-problem-based learning (PBL) is a cutting-edge group-based method for experiential e-learning that is used for special sessions, mentor-led online group projects, and group brainstorming. It has proven to be an excellent way for students to strengthen their problem-solving skills for industrial preparedness without being in class [16]. e-PBL ideas enable institutions to organize and help learners through e-learning. The post-COVID-19 era has offered learners great results and learning benefits [17]. Figure 3 represents the various steps to be followed in e-PBL activities.

The problem-based learning model enhances the analytical and critical thinking skills of learners. When working under a PBL or e-PBL model, learners must undergo various stages in the learning process, which include developing a problem, activating existing knowledge, identifying the knowledge gap, research, critically analyzing gathered information, reflecting and comparing existing comprehensions and abilities, sharing solutions, and effectively assessing proficiency.

Since many stakeholders are working professionals seeking benefits from online courses, they should examine outcome-based education approaches. Dynamic industries typically require learners to develop new programming skills. Thus, the OBE framework should apply to them. Learners must improve their skills to meet industry standards. Data analytics, AI, and healthcare administration have become increasingly important fields over recent years; however, program providers may need help to create courses and allocate resources effectively [18].

5. Challenges

Academic institutions are investing more and more in digital delivery, new technologies, and innovative software and services; however, the increasing maintenance costs and system obsolescence can cause problems. Although the essential content of lessons remains stable, education is constantly evolving. Tertiary institutions are now incorporating hybrid learning and interactive technologies. Digital expansion investment should be cautious, especially before securing the requisite technologies, and the scalability, sustainability, and serviceability of suggested solutions must be assessed [19].

5.1. Scalability

Scalability is affected by student access to technology and the internet, even when a wide range of digital content is available. Variances include residential internet quality, household settings, and digital literacy skills, which are all needed to interact with the material. The technical abilities needed to access instructional material frequently change [20], putting students at risk of falling behind [21]. If instructors use a new distribution method to reach more students, there may be variations in how well each student responds to the intervention. Technology may also distract students, thereby hindering learning. In addition, students in isolated circumstances may struggle without companions. Some may also feel overwhelmed by the amount of digital content that they must digest [22]. While digitalizing instructional content may seem appealing, its long-term usefulness must match initial expectations.

5.2. Sustainability

Persistence is the ability to last [22]. For educators to invest time and money in educational material production, they must expect durability. Technologies that require software updates, edition changes, or other changes outside the control of educators may render developed lessons obsolete. These unavoidable changes suggest that innovative distribution techniques may yield short-term benefits. To ensure the long-term sustainability of interventions, strategies must examine their feasibility over future years.

5.3. Serviceability

Serviceability combines speed, civility, competency, and repairability [22]. Within this paradigm, serviceability means that instructors or education providers can maintain the technological intervention. For instance, website content and presentation slides can be easily updated with new information as curricula and material must be revised to meet standards.

5.4. Academic Integrity in Online Assessment

Academic integrity means adhering to honesty, trustworthiness, fairness, respect, accountability, and boldness. These principles guide academic ethics and encourage knowledge acquisition and idea-sharing collaboration. Understanding and following academic integrity norms create a common framework for professional endeavors. Information, skills, abilities, and expertise are stressed in this approach. Most institutions use web-based technologies to ensure fair assignment submission and exam conditions, including online cheating detection software, video summation, web-based video recording, and live online recording. However, the large numbers of students taking exams at once present a significant challenge and instructors must use several methods to improve exam academic integrity in order to fix this problem. These strategies include scheduling exams at specific times, limiting their availability, randomizing question order, presenting questions one at a time, ensuring that exams can be completed within a set timeframe, allowing only one exam access, requiring a lockdown browser, and modifying at least one-third of exam questions each term. These tactics may not eliminate cheating, but they can reduce it [23].

Table 2. Technology-enhanced assessment.

Assessment Type	Description	Benefits	Challenges
Online quizzes	Digital quizzes delivered through learning management systems, providing immediate feedback for students	Immediate feedback	Cheating and integrity concerns
Peer assessments	Students evaluate the work of their peers based on pre-defined criteria, fostering critical thinking and collaboration	Promotes self-assessment and teamwork	Subjectivity and fairness issues
Virtual simulations	Interactive simulations allowing students to apply theoretical concepts in realistic environments	Promotes active learning and practical application	Development and integration complexities
Multimedia projects	Students create videos, podcasts, or presentations, demonstrating their understanding in creative ways	Enhances creativity and digital skills	Varied technical skills of students
Online discussions	Structured online discussions where students engage in thoughtful discourse and exchange ideas	Encourages critical thinking and debate	Requires effective moderation and guidance
Automated essay grading	Software assesses essays based on pre-defined criteria, providing rapid evaluation and feedback	Time-efficient grading	Limited nuance in evaluating complex ideas
Interactive assessments	Interactive elements within digital content, such as drag-and-drop exercises or interactive diagrams	Engages students with dynamic content	Technical glitches and accessibility issues
Online portfolios	Students compile a collection of their work over time, showcasing their progress and learning journeys	Supports reflection and self-assessment	Requires consistent updating and curation

mentions about the technology-enhanced assessment types, a brief description of various types of assessment taken, their benefits and challenges in their incorporation.

5.5. Benefits for Professionals

Firsthand information gathered from online learners from different courses and the numerous testimonials on social media channels explain the benefits of online education to working professionals who take online classes. Solid support from online learning management systems, through e-tutorials, e-content, and self-assessment, enable effective learning while juggling their current responsibilities.

Flexibility, skill improvement, career advancement, networking, personal growth, cost and time savings, worldwide access, lifelong learning, customized learning, updated knowledge, etc. are significant benefits for working professionals. LMSs enable learning at your convenience.

Educators are crucial in fostering students’ inclinations toward exploring innovative technologies while upholding consistent and pedagogically solid methodologies [24]. This entails ensuring that any technological solutions implemented are compatible with the educational objectives and instructional approaches employed in the classroom.

6. Conclusions

This study investigated learning management systems (LMSs) as flexible tools for improving student learning in innovative and scholarly curricula. The results of this study suggest that learning management systems (LMSs) support the diverse interests and schedules of students. Self-learning resources, e-tutorials, and interactive online sessions help students to connect with course material within their own learning styles and timeframes [21].

Self-paced instructional material in LMSs allow students to take charge of their studies. Learning management systems (LMSs) also provide educational material to help students to understand course content at their own pace. Virtual sessions and internet tutorials enable dynamic engagement and instant communication between students and educators.

In conclusion, this review showed that learning management systems are adequate for creative and academic students. Educational institutions are increasingly implementing technology-driven pedagogies. By pushing for learner-centric and outcome-oriented approaches, the implementation of learning management systems (LMSs) could shape the future of education.