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Learning Management Systems and Self-Directed Learning in Higher Education Institutions in Cameroon

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Learning Management Systems and Self-Directed Learning in Higher Education Institutions in Cameroon


Komnkan Theophil Kacha | Tante Charles | Alemnge Fedelis L. | Nana Célestin



Komnkan Theophil Kacha | Tante Charles | Alemnge Fedelis L. | Nana Célestin "Learning Management Systems and Self-Directed Learning in Higher Education Institutions in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-4, August 2024, pp.62-87, URL: https://www.ijtsrd.com/papers/ijtsrd67076.pdf

This study purposed to find out how the use of learning management systems influence learners’ self-directed learning skills in higher education institutions in Cameroon, this with particular focus on how content delivery influences learners’ development of self-directed learning skills, how learning assessment impacts learners’ development of self-directed learning skills, and how teacher-student interaction affects learners’ development of self-directed learning skills. Theoretically, this study is anchored on the following theories; Garrison’s self-directed learning model (1997) Mayer’s theory of Multimedia learning (1949), Seymour Papert’s constructionism theory (1980), George Siemens theory of Connectivism (2004), Information Processing Theory by Richard Atkinson & Richard Shiffrin (1968) and Adult learning by Malcom Knowles (1968). In order to find appropriate answers to the research questions, a mixed research method was adopted whereby the sequential exploratory design was used. The sample population of this study was made up of 12 lecturers including e-learning personnel and 260 students from eight higher education institutions, giving a total of 272 respondents. Data were collected using an interview guide, observation checklist and a questionnaire. Data were analysed qualitatively using thematic analysis and quantitatively using frequencies, proportions and Multiple-Responses Analysis (MRA), and inferentially using the Pearson’s product moment correlation and the Binary Logistic Regression. The findings revealed that there was no significant impact of content delivery on students’ acquisition of self-directed learning skills which implies that the more teachers dwell on content online, the lesser students acquire self-directed learning skills; secondly, the findings unfold that there was a significant impact of learning assessment on students’ acquisition of self-directed learning skills, which implies that the more teachers assess students, the more they commit to learn thus acquiring self-directed learning skills; lastly, the findings indicated that there was a significant impact of teacher-student interaction on students’ acquisition of self-directed learning skills which implies that the more teachers interact with their students, the more they acquire self-directed learning skills. Based on the findings, the following recommendations were made: Teachers who teach using Learning Management Systems (LMS) in higher education institutions should be properly trained so they don’t load content online for students to assimilate as it may be monotonous to them. Teachers who teach using LMS should be sensitized to prioritize the use of continuous assessment strategies; at every stage of using LMS, emphasis should be laid on teacher-student interaction.

Learning Management Systems, Self-Directed Learning, Content Delivery, Learning Assessment, Teacher-student Interaction, Higher Education


IJTSRD67076
Volume-8 | Issue-4, August 2024
62-87
IJTSRD | www.ijtsrd.com | E-ISSN 2456-6470
Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0)

International Journal of Trend in Scientific Research and Development - IJTSRD having online ISSN 2456-6470. IJTSRD is a leading Open Access, Peer-Reviewed International Journal which provides rapid publication of your research articles and aims to promote the theory and practice along with knowledge sharing between researchers, developers, engineers, students, and practitioners working in and around the world in many areas like Sciences, Technology, Innovation, Engineering, Agriculture, Management and many more and it is recommended by all Universities, review articles and short communications in all subjects. IJTSRD running an International Journal who are proving quality publication of peer reviewed and refereed international journals from diverse fields that emphasizes new research, development and their applications. IJTSRD provides an online access to exchange your research work, technical notes & surveying results among professionals throughout the world in e-journals. IJTSRD is a fastest growing and dynamic professional organization. The aim of this organization is to provide access not only to world class research resources, but through its professionals aim to bring in a significant transformation in the real of open access journals and online publishing.

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