Student Perceptions of Utilisation of Learning Management Systems and Blended Learning
Keywords:
Moodle, blended learning, technology acceptance model, digital literacy, learning management systemsAbstract
This study explores university students’ perceptions of Moodle and blended learning at a selected South African university, using on the Technology Acceptance Model (TAM). Given the rapid adoption of Learning Management Systems (LMS) in higher education, especially in digitally disadvantaged settings, understanding students' attitudes towards Moodle’s usefulness, ease of use, and overall intentions to engage with e-learning platforms is crucial. Using a cross-sectional survey design, data were collected from 834 students of level one to honours via an online Likert-scale questionnaire, and results were analysed descriptively. Findings indicate that students generally perceive Moodle as a useful and accessible tool, particularly for accessing course materials and enhancing the learning experience. However, many first-year students experience digital literacy challenges, highlighting a need for targeted interventions. The study’s implications suggest that historically disadvantaged universities could enhance student engagement and academic success by offering tailored digital support and refining LMS integration strategies. These insights contribute to a broader understanding of the digital divide and underscore the need for inclusive educational technology practices in higher education.
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Copyright (c) 2025 Tshepo Rabotapi, Zanoxolo Dlamini, Zikhona Macibela, Sanele Mpisi, Minentle Nkebane (Author)
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