Management of web-based learning system at the Durban University of Technology

Abstract

Effectively managing Learning Management Systems (LMS) in web-based learning is pivotal for the overall success of online education initiatives. A well-administered LMS enhances student engagement, improves learning experiences, and ensures technical reliability. Conversely, inadequate management can lead to issues such as low engagement, technical glitches, and insufficient progress tracking. Critical elements of LMS management include establishing a coherent course structure, integrating multimedia content, monitoring student progress, and maintaining a robust technical foundation. Therefore, creating a well-structured course design is essential, involving the definition of course objectives, content, activities, and assessments. The design should be user-friendly, promoting easy navigation and logical progression through materials. Incorporating multimedia resources, such as videos and audio, can enhance content engagement and accessibility, particularly for students facing challenges with written text. Managing student progress is equally crucial and involves tracking activities within the LMS, including participation in discussions, completion of assignments, and assessment performance. This data can offer valuable insights for providing feedback and identifying areas where additional support may be needed. Therefore, the LMS should incorporate robust reporting and analytics features to aid lecturers in tracking and improving student performance. Ensuring a reliable technical infrastructure is fundamental, encompassing secure hosting, efficient servers, and a strong network for uninterrupted student access. Regular maintenance and updates are necessary to address technical glitches and maintain the relevance of the LMS. This study focused on examining the management of a web-based LMS known as ThinkLearnZone (TLZ) at Durban University of Technology (DUT), utilising a mixed methods approach with a sequential explanatory design. Quantitative data was collected and analysed first, followed by qualitative data to provide deeper insights. A convenience sampling method was used for gathering qualitative data, while a simple random sampling method was employed for quantitative data collection. The population of the study consisted of 33 000 students and 1 500 lecturers from six faculties. For quantitative data analysis, the Statistical Package for the Social Sciences (SPSS) version 28.0 was employed to analyse the collected data. For qualitative data analysis, thematic content analysis was employed to identify recurring themes and patterns within the data. This comprehensive approach allowed for a thorough examination of TLZ management and its impact on both students and lecturers within the DUT community, providing valuable insights for improving online education initiatives. The study highlights the crucial role of lecturer assistance and engagement in enhancing student motivation and performance in the online learning environment. Active guidance during web-based sessions fosters an interactive atmosphere and improves learning outcomes. Additionally, facilitating online discussions promotes deeper understanding of course materials. However, the research also reveals significant challenges faced by students and lecturers within the TLZ platform at DUT. These include limited access to technology and inadequate equipment, interruptions from students, lack of support and training, and power outages. Addressing these challenges is vital for ensuring equitable access to education and maximising the effectiveness of online learning initiatives within TLZ at DUT. Thus, this study seeks to develop a framework that provides practical strategies for overcoming the challenges inherent in web-based teaching and learning at DUT.