The Application of a Learning Management System in Online Learning at Higher Education Institutions
Keywords:
LMS quality, Student satisfaction, Online learning effectiveness, Higher education, PLS-SEMAbstract
Purpose - This study examines how system quality, information quality, and service quality influence student satisfaction and online learning effectiveness in higher education institutions. It also evaluates the mediating role of student satisfaction in the relationship between Learning Management System quality and learning effectiveness.
Methodology - The study applied a quantitative explanatory design using a cross-sectional survey. Data were collected from 350 undergraduate students who had used an institutional Learning Management System for at least one academic semester. The model was analysed with partial least squares structural equation modelling using SmartPLS 4. Measurement quality and direct and indirect relationships were assessed through reliability, validity, and bootstrapping procedures with 5,000 subsamples.
Findings - System quality, information quality, and service quality had positive and significant effects on student satisfaction. Service quality produced the strongest effect. Student satisfaction significantly improved online learning effectiveness and mediated all three relationships. Mediation was complementary and partial for system quality and service quality, while information quality operated through indirect-only mediation.
Implications - Higher education institutions should improve LMS reliability, organise academic information consistently, and provide responsive technical and instructional support. Regular evaluation of student satisfaction can help institutions determine whether LMS investments generate meaningful educational benefits.
Originality - The study separates three LMS quality dimensions and explains how student satisfaction converts technological and service quality into online learning effectiveness.
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