How the usage of learning management systems influences student achievement

Abstract

In this paper, our aim is to explore the predictors of adoption by students of a Learning Management System (LMS) based on a Modular Object-Oriented Dynamic Learning Environment as well as the influence of active student participation and the interactive usage of an LMS on the achievements of students in a blended learning environment. Our study was conducted on 169 students, who are using an LMS for the first time in their studies, from the largest university from Serbia. Our findings indicate that students' active participation in class has a stronger positive effect on students' achievement than does students' interactive usage of the LMS. A stepwise linear regression analysis revealed that a student's interactive usage of the LMS and his/her active participation in class accounted for 47% of the variation in a student's achievement. A student's interactive usage of the LMS is only affected by his/her perceived easy usage of the LMS.

Keywords:

• students' achievements
• technology enhanced learning
• Moodle

Acknowledgements

The authors of this research study would like to thank the anonymous reviewers, whose constructive comments have helped to substantially improve this article. Additionally, this study has been funded by the Republic of Serbia, Ministry of Science and Technological Development, Programme of Basic Research 2011–2014 project 47003 – Infrastructure for Electronically Supported Learning in Serbia. The contribution of Dj. Kadijevich to this paper resulted from his work on projects OI-174012 and III44006 funded by the Serbian Ministry of Education and Science.