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

International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 8 Issue 4, Jul-Aug 2024 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
Learning Management Systems and Self-Directed

Learning in Higher Education Institutions in Cameroon
Komnkan Theophil Kacha1, Tante Charles2, Alemnge Fedelis L.3, Nana Célestin4
1
Ph.D. Research Student, University of Buea, Buea, Cameroon
2,3
University of Buea, Buea, Cameroon
4
Foundation of Applied Statistics and Data Management (FASTDAM), Buea, Cameroon
ABSTRACT How to cite this paper: Komnkan

This study purposed to find out how the use of learning management Theophil Kacha | Tante Charles |
systems influence learners’ self-directed learning skills in higher Alemnge Fedelis L. | Nana Célestin
education institutions in Cameroon, this with particular focus on how "Learning Management Systems and
content delivery influences learners’ development of self-directed Self-Directed Learning in Higher
Education Institutions in Cameroon"
learning skills, how learning assessment impacts learners’
Published in
development of self-directed learning skills, and how teacher-student International Journal
interaction affects learners’ development of self-directed learning of Trend in
skills. Theoretically, this study is anchored on the following theories; Scientific Research
Garrison’s self-directed learning model (1997) Mayer’s theory of and Development
Multimedia learning (1949), Seymour Papert’s constructionism (ijtsrd), ISSN: 2456-
theory (1980), George Siemens theory of Connectivism (2004), 6470, Volume-8 | IJTSRD67076
Information Processing Theory by Richard Atkinson & Richard Issue-4, August
Shiffrin (1968) and Adult learning by Malcom Knowles (1968). In 2024, pp.62-87, URL:
order to find appropriate answers to the research questions, a mixed www.ijtsrd.com/papers/ijtsrd67076.pdf
research method was adopted whereby the sequential exploratory
Copyright © 2024 by author (s) and
design was used. The sample population of this study was made up of
International Journal of Trend in
12 lecturers including e-learning personnel and 260 students from Scientific Research and Development
eight higher education institutions, giving a total of 272 respondents. Journal. This is an
Data were collected using an interview guide, observation checklist Open Access article
and a questionnaire. Data were analysed qualitatively using thematic distributed under the
analysis and quantitatively using frequencies, proportions and terms of the Creative Commons
Multiple-Responses Analysis (MRA), and inferentially using the Attribution License (CC BY 4.0)
Pearson’s product moment correlation and the Binary Logistic (http://creativecommons.org/licenses/by/4.0)
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.
KEYWORDS: Learning Management Systems, Self-Directed Learning, Content Delivery, Learning Assessment,
Teacher-student Interaction, Higher Education
INTRODUCTION
The acquisition of skills and learning according to However, this acquisition can be made easy with self-
UNESCO (2002) is the major driver for a sustainable directed learning. Self-directed learning is becoming
education. For this reason, educational institutions are a formidable form of learning in higher educational
under increasing pressure to make sure students learn institutions striving toward academic excellence of
skills in the course of their interaction in schools. their students. It is also known for making students
@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 62

International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
authors of their own knowledge as they try to make also access course sessions at the times that best suit
sense of the world (Tchombe, 2019). According to them and go through the training content at their own
Wendy & Devon (2015), self-directed learning (SDL) pace. It is on this premise that this study seeks to
is an instructional strategy where the students with investigate the effectiveness of LMS on Self -directed
guidance from their teacher, decide what and how learning in higher institutes of learning in Cameroon.
they will learn. It can be done individually or with a Background
group, but the overall concept is that, students take Historically, it is difficult to trace the evolution of
ownership of their learning. Correspondingly, LMS without mentioning educational technologies; as
Knowles (1975) defines self-directed learning as a such the historical background begins by articulating
process in which individuals take the initiative to
the evolution of educational technologies.
diagnose their own learning, identifying resources for Educational technologies can also be traced back to
learning, choosing the appropriate learning strategies the time of the three-age system periodization of
and evaluating their own learning. On this premise, human prehistory; namely the Stone Age, the Bronze
the partnership for 21st Century skills has recently Age, and the Iron Age (Saettler, 2004). During the
identified self-directed learning as one of the life and Stone Age, ignition of fire by rubbing stones,
career skills necessary to prepare students for manufacture of various handmade weapons and
education and workforce. utensils from stones and clothing practice were some
In the course of acquiring self-directed learning skills, of the simple technological developments of utmost
higher education students in Cameroon face myriad importance. A fraction of Stone-age people developed
issues such as lack of facilities, motivation and ocean-worthy outrigger-canoe-ship technology to
confidence to manage their own learning effectively. migrate from one place to another across the Ocean,
This therefore makes it challenging for them to fully by which they developed their first informal
develop SDL skills appropriately. Students’ personal education of knowledge of the ocean currents,
responsibility in learning involves students taking weather conditions, sailing practice, astronavigation,
ownership of their learning, setting learning goals, and star maps. During the later Stone Age period
and accepting responsibility for their thoughts and (Neolithic period), for agricultural practice, polished-
actions (Hiemstra, 1994). In essence, the decision of stone tools were made from a variety of hard rocks
learning begins and resides with the learner; with the largely by digging underground tunnels, which can be
learner maintaining control for many learning considered as the first steps in mining technology.
decisions (Banz, 2009; Hiemstra, 2013). However, it The polished axes were so effective that even after
is important to note that learning usually takes place appearance of bronze and iron; people used it for
within a social context involving the teacher as well clearing forest and the establishment of crop farming.
as other students (Hew, Cheung & Lim, 2013). In Although Stone-age cultures left no written records,
other words, taking personal responsibility over one’s archaeological evidences proved their shift from
learning does not exclude a student from working nomadic life to agricultural settlement (Saettler,
with the teacher or his peers (Banz, 2009). 2004) as they advanced in technology. Ancient tools
conserved in different museums, cave paintings like
Historically, the advent of learning management
Altamira Cave in Spain, and other prehistoric art,
systems (LMS) has completely changed the way
such as the Venus of Willendorf, Mother Goddess
students learn and acquire knowledge. The efficacy of
from Laussel, France, and more authentically in
LMS was seen during the global outbreak of Covid
Kamitic or Black Pharaohic Egyptian Pyramids just
19 where it was impossible for students to go to
to name a few are some of the evidences in favour of
school. As such, in higher education, some measures
their cultures. Neolithic revolution of Stone Age
were adopted to manage teaching and learning at that
resulted in the appearance of Bronze Age with
period which were, institutions adopting learning
development of agriculture, animal domestication,
management systems for teaching and learning to
and the adoption of permanent settlements. The Iron
continue while students were at home. This however,
Age people replaced bronze and developed the
facilitated pedagogic practices and till date, LMS are
knowledge of iron smelting technology to lower the
still being adopted and used in the classroom. The use
cost of living since iron utensils were stronger and
of LMS makes students to be actively involved in
cheaper than bronze equivalents. In many Eurasian
their learning which therefore promotes SDL.
cultures, the Iron Age was the last period before the
In support of the above, Campbell (2020) asserts that development of written scripts. During the ancient
one of the biggest benefits of a the LMS is the civilisation, educational technologies can be traced
opportunity for self-directed learning. Learners can back to the time when tribal priests systematized
not only choose their own learning paths, but they can bodies of knowledge and ancient cultures invented

pictographs or sign writing to record and transmit Computer Assisted instruction (CAI) in which the
information (Saettler, 2004). In every stage of human computer functions essentially as a tutor as well as
civilization, one could find an instructional technique the Talking Type writer was developed by Moore in
or set of procedures intended to implement a 1966. Since 1974, computers are interestingly used in
particular culture which were also supported by a education in schools, colleges and universities.
number of investigations and evidences. The more
In the beginning of the 19th century, there were
advanced the culture, the more complex became the noteworthy changes in the field of education. British
technology of instruction designed to reflect Broadcasting Corporation (BBC), right from its start
particular ways of individual and social behavior of school broadcasts in 1920 had maintained rapid
intended to run an educated society. Over centuries,
pace in making sound contribution to formal
each significant shift in educational values, goals or education (Saetler, 2004). Educational Technologies
objectives led to diverse technologies of instruction. have passed through five stages. The first stage of
The greatest advances in technology and engineering educational technologies was coupled with the use of
came with the rise of the ancient civilizations. These aids like charts, maps, symbols, models, specimens
advances stimulated and educated other societies in and concrete materials. The term educational
the world to adopt new ways of living and technology was used as synonyms to audio-visual
governance.
aids. The second stage of educational technologies
According to the Chinese Civilization, some of the was associated with the 'electronic revolution' with
major techno-offerings from China include paper, the introduction and establishment of sophisticated
early seismological detectors, toilet paper, matches, hardware and software (Saettler, 2004). Use of
iron plough, the multi-tube seed drill, the suspension various audio-visual aids like projector, magic
bridge, the wheelbarrow, the parachute, natural gas as lanterns, tape-recorder, radio and television brought a
fuel, the magnetic compass, the raised-relief map, the revolutionary change in the educational scenario.
blast furnace, the propeller, the crossbow, the South Although the first practical use of regular television
Pointing Chariot, and gun powder (Gernet, 2002). broadcasts was in Germany in 1929, and in 1936 the
With the invention of paper they have given their first Olympic Games in Berlin were broadcasted through
step toward developments of educational technology television stations in Berlin, Open circuit television
by further culturing different handmade products of began to be used primarily for broadcasting
paper as a means of visual aids. programmes for entertainment in 1950 (Saetler,
Ancient Pharaohic Egyptian language was at one 2004). Since 1960, television is used for educational
purposes. In 1950, Brynmor, in England, used
point one of the longest surviving and used languages
educational technological steps for the first time. As a
in the world. Their script was made up of pictures of
result of industrial revolution in England in 1960,
the real things like birds, animals, different tools, and
so on. These pictures are popularly called hieroglyph. other countries also started progressing in the field of
educational technology. Electronics was the main
Their language was made up of above 500
hieroglyphs which are known as hieroglyphics. On technology developed at the beginning of the 21st
the stone monuments or tombs which were century. Broadband Internet access became popular
discovered and rescued latter on provides the and occupied almost all the important offices and
evidence of existence of many forms of artistic educational places and even in common places in
hieroglyphics in ancient Egypt. developed countries with the advantage of connecting
home computers with music libraries and mobile
Maria Montessori (1870-1952), internationally phones (Saetler, 2004). Today's classroom is more
renowned child educator and the originator of likely to be a technology lab, a room with rows of
Montessori Method exerted a dynamic impact on students using internet connected or Wi-Fi enabled
educational technologies through her development of laptops, palmtops, notepad, or perhaps students are
graded materials designed to provide for the proper attending a video conferencing or virtual classroom or
sequencing of subject matter for each individual may have been listening to a podcast or taking in a
learner (Saetler, 2004). Modern educational video lecture. Universities in developing countries
technologies suggest many extension of Montessori's have been confronted with significant changes in their
idea of prepared child cantered environment. In 1833, external and internal environments (Kibinkiri &
Charles Babbage's design of a general-purpose Colette, 2023). They are forced to respond to
computing device laid the foundation of the modern emerging challenges such as the continual
computer and in 1943, the first computing machine as development in information and communication
per hi design was constructed by International technologies (ICTs), increasing demand for higher
Business Machines Corporation in USA. The education, insufficient infrastructure and instructional

materials, and a shortage of qualified human administrators during this phase of development, the
resources with adequate expertise. The number of duties of scheduling, registration, post-course tracking
post primary and secondary students keeps on and analytics could be spread among other individuals.
increasing rapidly every year. World Bank (2005),
Thirdly, there was Learning Content Management
reports that this trend is partly as a result of the
Systems (LCMS). The debut of the Internet in the mid-
gradual achievement of the Millennium Development
1990s enabled the broadening of LMS applications
Goals (MDGS) by developing countries. This has
beyond that of interest only to the administrator
generated a tremendous demand for higher education,
(Training Industry Magazine, 2023). Instructors and
which many cannot satisfy by building schools. The
students could access the same system and benefit from
Commonwealth of Learning - COL (2005) stressed
an expanded set of features being added. Instructors
that developing countries must find alternative
could create content for students to access, and also
methods to conventional education so that people can
conduct testing. This courseware content capability
continue to learn. Notwithstanding, Tanjong (2010)
spawned the need for authoring technology, which
remarks that educational technologies have opened up
quickly became a training market niche. By bringing
entirely new horizons in information access and
content into the mix, the training industry finally had a
retrieval and are revolutionizing the way in which
system that included all of the principal learning
people and societies interact, conduct business and
constituents. Among the key functionality features of an
compete in international markets. More specifically,
LCMS is the ability of students to “launch” a specific
the evolution of LMS has passed through five phases
course from the system following registration (this was
as propounded by Training Industry Magazine
done from another server in earlier versions). For the
(2023).
student, this meant the LCMS could provide the e-
The first phase was known as the Stand Alone LMS. learning course, administer and record testing, and
The first generation platform was called the Stand manage his or her transcript. It also told the scheduler
Alone LMS. It was a software program designed to who was taking a given course and when, and provided
operate on a single personal computer and designed for the administrator with billing and tracking information.
use solely by training administrators (Training Industry Despite the much technological advancement of the
Magazine, 2023). The first known LMS was created in LCMS and the additional applications enabled by it, the
1983 by software developer Phil Bookman and human market for “pure play” LMS software programs
resource development executive Rich Silton, who continues to be robust. According to market research,
together formed the company Silton-Bookman Systems the vast majority of LMS-related activity is still
(SBS). The Cupertino, Calif.-based SBS was acquired conducted by training administrators – not instructors or
by Pathlore in 2000. The application, named Registrar, students. This is especially true for large and
enabled HR and training departments to manage decentralized organizations.
training administrative operations including enrolling
Fourthly, there was the Learning Portal. The LMS
employees in courses, recording attendance and tracking
entered its fourth generation during the late 2000’s with
their training. As the first such training administration
the introduction of Web 2.0 capabilities (Training
software program designed for the fledgling PC market,
Industry Magazine, 2023). The result is the Learning
it introduced other important recordkeeping functions
Portal, an integrated website for training administration
such as providing workforce compliance data to the
and learning activities. It is today’s growth LMS
government. The Stand Alone LMS was limited in its
marketplace. The Learning Portal allows any learning
functionality since networking technologies had not yet
constituent to participate in publishing, authoring,
been introduced. For example, a single administrator
delivering and administering training. Employees,
(called a registrar) typically handled all the inputs. All
customers and other learners can visit the site to register
of the training it supported was instructor-led and self-
for and launch specific courseware targeted to them.
paced.
The portal employs a dedicated web interface that
The second phase was known as Networked LMS. The aggregates an LMS with social media, collaboration and
introduction of personal computer networking capability e-commerce tools. The LMS and possibly other e-
in the early 1990s was an important event in the commerce software are typically delivered under hosted
development of the LMS (Training Industry Magazine, “software as a service” (SaaS) model. A primary
2023). It meant that single systems could be accessed attraction for learners is the ability to access informal
by multiple training administrators within a training content, articles, case studies, access to books and other
department, enabling managers to share LMS-related learning materials via the web interface.
responsibilities and expanding the use of the software.
Lastly there was the Personal Learning Environment.
Although systems were still designed solely for
The next generation of the LMS will be an advanced

learning portal that allows learners to manage and assumes that humans grow in capacity and need to be
control their own learning experiences (Training self-directing; (b) learners' experiences are rich
Industry Magazine, 2023). The features of a personal resources for learning; (c) individuals learn what is
learning environment include an LMS, collaboration required to perform their evolving life tasks; (d) an
and social media tools, analytics and measurement adult's natural orientation is task or problem-centered
systems, and advanced filtering technologies that can learning; (e) self-directed learners are motivated by
create a highly customized personal learning various internal incentives, such as need for self-
experience. The emergence of relevancy filtering esteem, curiosity, desire to achieve, and satisfaction
technology by Google and other search engines is of accomplishment.
creating interest in the potential of PLE’s by a small
In the African traditional societies, self-directed
segment of early adopters. Initial market growth for
learning was visible in the five fundamental
PLE’s is expected to be in customer training, not
philosophies. Firstly, communalism, where parents
employee development. The focus of this study will
sought to raise their children within a community as
mainly be on Moodle and Google classrooms as
each individual saw his/her wellbeing as tied to the
learning Management Systems.
welfare of the group, clan or tribe (Mac-ojong, 2008).
Self-directed learning has existed even from classical Cooperation was preferred to competition; the child
antiquity. For example, self-study played an was brought up to love and sympathize with fellow
important part in the lives of such Greek philosophers human beings. Children acquired knowledge through
as Socrates, Plato, and Aristotle (Hiemstra, 1994). participation in group activities like team conceptual
Other historical examples of self-directed learners exercises, craft, building and construction which
included Alexander the Great, Caesar, Erasmus, and called for the cooperation of many members of the
Descartes. Social conditions in Colonial America and family or community (for no individual family built a
a corresponding lack of formal educational house alone). As children participated in these
institutions necessitated that many people learn on activities, they acquired knowledge and skills in
their own. building and construction, and it also instilled the
sense of love in them. Further, children were taught
However, it was during the last decade (20th Century)
the desire to be together and share the joy and
that self-directed learning has become a major
sorrows of the family, the tribe and the clan. The
research area. Groundwork was laid through the
solidarity is shown during the birth of a child where
observations of Houle (1961) (University of Chicago,
there is joy shared by members of the family, the tribe
Illinois). He interviewed 22 adult learners and
and the clan. During deaths, sorrow is shown by all
classified them into three categories based on reasons
members of the group.
for participation in learning: (a) goal-oriented, who
participate mainly to achieve some end goal; (b) Secondly, there was preparationism which demanded
activity-oriented, who participate for social or children to be prepared to assume adult cultural,
fellowship reasons; (c) learning-oriented, who social, economic and political roles in the family, the
perceived of learning as an end in itself. The first tribe or the clan. Children were prepared to assume
attempt to better understand learning-oriented adult roles and functions in the family, the tribe and
individuals was made by Tough, a Canadian the clan (Mac-ojong, 2008). These roles were
researcher and one of Houle's doctoral students cultural, social, economic and political. Children were
(Hiemstra, 1994). His dissertation effort to analyze prepared to eventually play the roles of husband,
self-directed teaching activities and subsequent wife, bread-provider, councillor in the village, and so
research with additional subjects resulted in a book, on. Children learnt farming to become future farmers.
The Adult's Learning Projects (1979). This work has Thirdly, perennialism which posited the perpetuation
stimulated many similar studies with various of culture from generation to generation, (children
populations in various locations. were brought up to imbibe their culture so that, it
In parallel scholarship during this same time period does not disappear). Children were continually
(that is the 20th century), Knowles popularized in reminded by their parents to learn and practice their
North America the term, andragogy, with culture, so that it does not disappear even after the
corresponding adult instructional processes death of the elders, for if culture disappears, the
(Hiemstra, 1994, p.121). whole society disappears spiritually (Mac-ojong,
Conceptually, Hiemstra, (1994) in his 1975 2008). Through perennialism, members of the society
publication, “Self-directed Learning”, provided made sure that behaviours which ensured the survival
foundational definitions and assumptions that guided of the cultural heritage were learnt.
much subsequent research: (a) self-directed learning

Fourthly, holisticism, where children were trained to connection, they interact with their
be jacks of all trades and masters of all, (here, teachers/facilitators to easily construct knowledge for
children were brought up to participate in all themselves as part of their decision-making process.
communal skills and activities, as such knowledge
Contextually, the need for Cameroon to develop a
was not compartmentalised) (Mac-ojong, 2008).
science and technology culture is a key component of
Theoretically, in Constructionist learning there is the her ideological development (Tambo, 2003). This
creation by learners of mental models to understand technology has been contributing to the solution of
the world around them. Constructionism advocates developmental problems in agriculture, health,
student-centered, discovery learning where students education, industrialization, business, animation, and
use what they already know, to acquire more so on. For these reasons, institutions and
knowledge. Students learn through participation in organizations in Cameroon have been struggling to
project-based learning where they make connections adopt modern technologies. In support of this, law No
between different ideas and areas of knowledge 005 of 16 April 2001 to govern higher education in
facilitated by the teacher through coaching rather than Cameroon emphasized on the advancement of
using lectures or step-by-step guidance. Further, science, culture and progress. Cameroon universities
constructionism holds that learning can happen most have not been left out in the venture of developing
effectively when people are active in making tangible science and technology though these universities are
objects in the real world. In this sense, plagued with problems. These problems include an
constructionism is connected with experiential increase in students’ population without a
learning and builds on Jean Piaget's epistemological corresponding increase in infrastructure and teaching
theory of constructivism. Seymour Papert advanced staff, poor facilities, exodus of highly qualified staff
that learners as active participants, are involved in due to low salaries, high repetition rate and dropout or
structuring their own learning experiences; however, educational wastage and rote learning (Ndongko &
by teacher-learner interaction via LMS, learners can Ngwei, 2000 and Tambo, 2003). These institutions
easily structure their learning experiences since they are thus forging ahead to integrate ICTs into their
are actively involved in the knowledge construction systems for organizational and educational purposes.
process thereby building their SDL skills. This is illustrated by the computerization of the
Siemens (2004) emphasizes the idea that knowledge administrative structure of Cameroon state
is a series of interrelated webs from not only social universities, the introduction of computer science into
interactions, but experiences, digital observations higher education curricula, the equipment of
(commercials, websites), or even organizations. In the Cameroon state universities with Multimedia or
end, the interconnectedness of all of the knowledge information and communication Technology (ICT)
leads to learning. These previous experiences can be Centers with computers, photocopy machines,
positive or negative, and the advisor is at the telephone services and other ICT resources as well as,
disadvantage of knowing very little about a student’s the donation of 500,000 laptops to universities both
background with advising. The idea of connectivism public and private in the 2017/2018 academic year by
accepts the medium of technology as a part of the the Head of State His Excellency Paul Biya.
student’s decision-making process. Students not only By 2003, according to the Ministry of Higher
process previous knowledge, but current knowledge Education (MINSESUP), as cited in Mambeh (2005),
from online articles, their best friend’s tweet about a all state Universities in Cameroon had ICT with
profession, or their role model’s Instagram account. internet access. The University of Yaounde I, Douala,
Students’ digital feeds are influencing them Ngoundere, Buea, Yaounde II, Dschang, and inter-
(Pasquini, 2013). Connectivism admits that students university resource center by this report had 150, 130,
can learn from devices and “decision-making is itself 90, 70, 40, 20, 35 computers respectively. Study by
a learning process” (Siemens, 2004, Para. 25). This is Willinsky, Jonas, Shafack & Wirsy’s (2005) found
not a new concept, but students today have access to out that the internet had quickly become part of
more technology, digital devices, and social networks students’ and instructor’s life but still a long way
than ever before (McHaney, 2011). Students are not from becoming a source of research and knowledge.
only polling their parents, friends, or relatives to help Therefore, when compared, universities in Cameroon
them make decisions, but using their digital devices still suffer lack of access to both technology and
for decision making, as well. By relating this theory research literature to fully participate in today’s
to the study, 21st century students can easily connect academic community and knowledge based economy.
to classroom learning the use of technological The use of educational technologies in the
platforms such as LMS. In the course of the universities across Cameroon is visible on campus

especially with the Online Student Registration and e- Institutions use LMS to supplement traditional face-
learning. It is interesting to examine its use in to-face delivery where faculty members develop and
teaching and research as it pertains to pedagogical share digital learning materials via the Internet. In this
practices. Many studies conducted on the use of ICT case, the LMS are used as electronic repositories of
in Higher Education in Cameroon (Achale, Mmbeh & learning materials (Vovides et al. 2007). Other
Chongwain, 2007; Babila, 2010; Chiafie, 2011) institutions especially those offering distance
revealed that ICT transforms learning as a whole and education, have been combining LMS with traditional
bridges the gap between the taught and the learned face-to-face delivery in order to reach more learners
curriculum. across various geographical boundaries (Andersson &
According to Beche (2020), in an interview given to Grönlund 2009). When such management systems are
CRTV on 20 March 2020 entitled “Can digital used, the development of students’ SDL is enhanced,
technology ensure the continuity of university the students are actively involved in the construction
courses?” (CRTV, 2020a), the Minister of Higher of knowledge and also contribute where need be.
Education listed the tools used for this purpose: Statement of the problem
learning management systems, WhatsApp, e-mail and Education for self-directed learning is becoming a
mobile phones. For distance conferences and global concern as higher institutions of learning are
meetings, he listed Skype and Zoom. Following this putting myriad infrastructure in place as well as
interview, conducted after the consultation meeting of providing relevant resources toward making it
the Ministry of Higher Education held earlier on the becoming a reality. To underscore its efficacy, the
same day, academic institutions scrambled to partnership for 21st Century skills has recently
“exhibit” their innovative tools and approaches for identified self-directed learning as one of the life and
maintaining pedagogical and administrative career skills necessary to prepare students for
continuity. For example, the University of Yaoundé 1 education and workforce. Also, the fourth sustainable
praised its distance training system built on Moodle, development goal recommends that stakeholders of
restarted in the age of COVID-19, in a report on education ensures inclusive and equitable quality
national television on 20 March 2020 (CRTV, education and promote lifelong for all learners. With
2020b). The University of Douala launched a digital the disposition of self-directed learning skills,
university press as well as an online course system for students can choose their own directives and follow
each of its fourteen faculties and institutes. The their own curiosity, resulting in happier, more
University of Bamenda, for its part, boasted of its engaged, and more productive citizens. However,
proactivity in setting up a platform for pedagogical many higher education students lack self-directed
interactions. In a note addressed to the Cultural learning skills, in the form of lack of goal setting
Service of the United States Embassy in Cameroon, skills, insufficient self-planning skills, lack of
one of its officials said that the campus lockdown was motivation, inability to self-monitor their progress
an opportunity for his university to enhance its and evaluate their efforts. As a consequence, self-
distance learning provision (Beche, 2020). The same directed learning toward skill development and
is true for the University of Buea and the Catholic lifelong learning is at stake, reason why many
University Institute located in the same city, whose graduates are still lacking in skills in the various
distance learning programs have been in place for a disciplines.
couple of years.
One approach that may impact SDL is the use of
The Universities of Ngaoundéré and Maroua stand learning management systems. A learning
out in their efforts (Beche, 2020). The former management system is a software application that
massively increased the use of its Moodle platform in deals with the administration, documentation,
all departments, which prior to COVID-19 had only tracking, and delivery of educational courses,
been used in the Department of Geography. The materials or programs. An LMS can enhance content
latter, as well as implementing several online training delivery, assessment and teacher-student interaction.
systems using Google Classroom and Forma LMS, Campbell (2020) posits that one of the biggest
developed a digital environment for distance meetings benefits of a LMS is the opportunity for self-directed
and thesis and dissertation defense. The University of learning. Nevertheless, research in Cameroon,
Maroua is the first university in Cameroon to have especially in higher education has not paid much
organized a viable way of defending doctoral attention to the concepts of LMS and SDL. It is on the
dissertations using the Zoom videoconferencing basis of this that this study intends to examine the
application. relationship between LMS and self-directed learning
in higher education institutions in Cameroon.

Objective 2002). These revolutionary changes demand that the
The main objective of this study is to find out how the teachers and students use educational technologies in
use of learning management systems influence the teaching and learning process (Facer, Furlong &
learners’ development of self-directed learning in Sutherland, 2003). It is apparent that when LMS are
higher education institutions in Cameroon, this with properly used, it captures the human mind, learners
particular focus on how content delivery influences are motivated since they are actively involved and not
learners’ development of self-directed learning skills, mere recipients, the teacher becomes more organized
how learning assessment impacts learners’ in selecting media and the method for presenting
development of self-directed learning skills, and how content so as to stimulate learners and enhance better
teacher-student interaction affects learners’ understanding of the concept (Ssewanyana & Busler,
development of self-directed learning skills. 2007). It is therefore imperative for this study to be
Significance of the study carried out to examine the effectiveness of LMS on
This study may be significant to the government, self-directed learning (SDL).
higher education institutes, administration, lecturers Furthermore, self-directed learning as its evolution
and students. has been examined at the level of the background of
To the government, it can help investigate the efforts this study has always had its place in the educational
of the government in pursuing her goal of equipping milieu at various dispensations. Considering the fact
schools with Educational Technologies (EdTechs). As that, we are at the dispensation of science and
it is enshrined in the Higher Education goals of technology, there is therefore a need to see how LMS
education in Cameroon, the government aims to as outcome of science and technology can affect self-
ensure the development of science and technology in directed learning. In addition, the Growth and
educational institutions. This study will evaluate the Development Strategy Paper clearly articulates that,
extent to which the goals have been attained. It may students outcome in the society is measured by the
also be useful to the Higher Education institutes in skills they have acquired in school. Skill acquisition
establishing a powerful vision and mission statement is therefore a springboard toward making students
for EdTechs. The adequacies and inadequacies of employable when they get into the society. It is
EdTechs realized in higher education institutes may therefore essential to carry out a study of this nature
help in the formulation of a formidable vision and in order to investigate the influence of LMS on
mission statements. Administrators may be able to students’ development of self-directed learning skills
evaluate the effectiveness of the educational especially in the higher education sector of the
technology policies through the use of LMS they country. Lastly, the fact that little research has been
implemented. Through the study, the effectiveness of done on the area of LMS and SDL necessitated the
LMS used can be ascertained by university conception of this study.
administrators, for better planning. Scope of the study
Lecturers might be motivated to adopt more modern Geographically, this study will be carried out in
methods of teaching which will help them cover their higher education institutions in Cameroon specifically
entire scheme of work or course outlines. Lecturers in the Southwest, Littoral and Center regions. Content
find it difficult nowadays to cover the entire course wise, the study shall be delimited to investigating the
outlines given to them, reason why LMS are useful in influence of LMS like Moodle and Google Classroom
covering a range of topics within the shortest period in terms of content dissemination, learning
of time. assessment, and teacher-student interaction on self-
directed learning (goal setting, self-planning, self-
Students might be encouraged by this study to monitoring, self-evaluation and revision).
integrate constructive methods as well as technologies Theoretically, this study shall be anchored on the
in learning, and bridge the gap between the different following theories; Garrison’s self-directed learning
learning styles (visual, auditory and kinestatic) and model (1997), Mayer’s theory of Multimedia learning
also improve their self-directed learning skills (goal (1949: Cited in Mayer 2014), Seymour Papert’s
setting, self-planning, self-monitoring, self-evaluation constructionism theory (1980), George Siemens
and revision). theory of Connectivism (2004), Information
Justification of the Study Processing Theory by Richard Atkinson & Richard
In the twentieth and the start of the twenty first Shiffrin (1968) Cited in Ansari (2020), and Adult
centuries, more significant changes have already learning by Malcom Knowles (1968).
occurred or will occur than have taken place in any Methodologically, this study will adopt an
similar period of time in our history (UNESCO,

exploratory sequential design in a mixed research and acts as a distribution and management vehicle for
method. online courses, training programs, or learning and
Operational Definition of Terms development programs. In this study, LMS are
Self-Directed learning (SDL): According to Garland platforms which are web based, installed based and
(2015), self-directed learning is an instructional are able to disseminate content to students, assess
strategy where the students with guidance from the students’ learning as well as give room for interaction
teacher, decide what and how they will learn. It can in a bid to enable students take total charge and
be done individually or with a group, but the overall control of their own learning.
concept is that, students take ownership of their Content dissemination: Content dissemination or
learning (Self-Directed Learning: Definition and distribution refers to the strategic process of
Strategies, 2017). Knowles (1975) define self- disseminating and promoting content across various
directed learning as a process in which individuals channels to reach a wider audience. It involves
take the initiative to diagnose their own learning, utilizing owned, earned, and paid media platforms to
identifying resources for learning, choosing the maximize the visibility and impact of your content.
appropriate learning strategies and evaluating their Creating valuable and engaging content is only half
own learning. In this study, SDL refers to students’ the battle; distributing it effectively is equally crucial.
disposition of skills such as goal setting, self- Without well-executed content distribution strategies,
planning, self-monitoring, self-evaluation and even the most exceptional content may go unnoticed.
revision. By strategically distributing your content through
Goal setting: Goal setting involves the development different channels, you can expand your reach,
of an action plan designed to motivate and guide a increase brand awareness, drive website traffic,
person or group toward a goal (Grant, 2012). Goal generate leads, and ultimately boost conversions.
setting can be guided by goal-setting criteria (or rules) Content distribution enables you to connect with your
such as SMART (Specific, Measurable, attainable, target audience on their preferred platforms,
relevant and Time-bound) criteria (Grant, 2012). amplifying your message and ensuring that it reaches
Operationally, this definition is adopted for this study. the right people at the right time (Singla, 2023).
Self-planning: Self-planning also known as personal Operationally, this definition is adopted by this study.
development planning is the process of creating an Learning assessment: Assessment for learning
action plan based on awareness, values, reflection, (AFL) is an approach to teaching and learning that
goal-setting and planning for personal development creates feedback which is then used to improve
within the context of a career, education, relationship students’ performance (William, 2011). Students
or for self-improvement (Chinoperekweyi, 2017). become more involved in the learning process and
Operationally, this definition is adopted for this study. from this gain confidence in what they are expected
Self-monitoring: According to Garrison (1997), self- to learn and to what standard. This study adopted this
monitoring refers to learners' responsibility for the definition.
construction of personal learning, including cognitive Teacher-student interaction: Teacher-student
and metacognitive processes. Operationally, this interaction (TSI) refers to the way in which teachers
definition is adopted for this study. and students communicate in their classrooms
Self-evaluation: Self-evaluation also known as self- (Englehart, 2009). Because of the mutual nature of
assessment is a powerful mechanism for enhancing relationships, interactions are the fundamentals of
learning. It encourages students to reflect on how relationship formation (Schaffer, 1984).
their own work meets the goals set for learning Operationally, this definition is adopted by this study.
concepts and skills (Gehringer, 2017). Operationally, Research Design
this definition is adopted for this study. For the purpose of this study, the exploratory
Learning Management Systems (LMS): These are sequential research design was adopted. It consists of
software applications for the administration, mixed approach which makes use of both qualitative
documentation, tracking, reporting, automation, and and quantitative methods. The justification of this
delivery of educational courses, training programs, design is explained by the fact that data were
materials or learning and development programs collected in two consecutive phases; first qualitative
(Ellis, 2009). These software applications are used to and then quantitative to support the qualitative data.
plan, create, manage, and deliver online content However the theoretical underpinning behind this
(Chahal & Petel, 2021). LMS, whether cloud-based or design is predominantly qualitative, but will however
on-premise, are used widely in the eLearning industry require the quantitative method as a support to it

(Cresswell, 2000). According to Cresswell (2014), the findings are applicable. The population of this study
purpose of using this design is to use quantitative data constituted of students and teachers / e-learning
and results to assist in the interpretation of qualitative personnel in higher education institutions making use
findings. The use of this design is also justified by its of LMS in Cameroon. There are many higher
primary purpose which warrants the researcher to education institutions in Cameroon, but some may not
explore a phenomenon. be using LMS, as such the researcher will not target
Area of study such institutions. Talking about higher education in
This study was carried out in Cameroon, a country Cameroon, it is provided by both the state via its state
located at the boundary of central and West Africa. owned institutions and private individuals. The
institutions offer several programs in relation to the
Population of the Study Sites needs of the society. The institutions also make use of
A population is the totality of subjects or other learning management systems in teaching and
sampling units which are concerned by the study. The learning. The table below shows the use of LMS in
population does not necessary determine the study some higher education institutions in Cameroon
setting but defines the limit within which the research
Table 1: Use of LMS in some higher education institutions in Cameroon
Institution Faculty/school Department Programme LMS
Professional Masters in
Telecommunication;
National Advanced
University of Professional Masters in
School of Moodle
Yaounde I Information and
Engineering, Yaoundé
Communication Security;
MOOC courses
Masters in International
International Relation
University of Cooperation,
Institute of Cameroon Moodle
Yaounde II Humanitarian Action and
(IRIC)
Sustainable Development
ICT University All post-graduate
All All Moodle
Yaounde programs
Department Master program in
University of
of Computer Applied to Moodle
Douala
geography Geography System
Univeriste De
All programs WhatsApp
Golf
Curriculum Google
Univeristy of DED Master’s degree
Education Studies and classroom
Buea program
Teaching And WhatsApp
Google
Catholic
All All All Classroom and
University
Moodle
1.School of All engineering programs
engineering for B.Sc. All master’s degree
CHITECMA
programs programs Zoom
University
2.All faculties offering All master’S degree
post-graduate program programs
1.Masters of Business -MBA Project
Administration management
2. Master of Science -Strategic management
(M.Sc.) in Business Strategic Human
PAID-WA Moodle
Studies Resource management
3. Master of Science Peace, Conflicts,
in Development Resolution and
Studies international Relations

Target Population
The target population was made up students and lecturers in departments and programs that make use LMS in
their teaching and learning process. This study will only target higher institutions and more specifically these
departments and programs as they make use of LMS which happens to be the main variable of interest as far as
this study is concerned.
Table 2: Target Population of the Study
University Faculty/school Program Personnel Students Total
Faculty of DED Master’s
University of Buea 05 31 36
Education Program
School of
Catholic University institute
Information IT 02 37 35
of Buea
Technology
Advanced
School of Mass Publishing and
University of Yaounde I 04 228 232
Communication Graphic Arts
(ASMAC)
Masters in
international
International Relation Cooperation,
03 34 37
Institute of Cameroon (IRIC) Humanitarian Action
and sustainable
development
Master’s program in
Department of Computer Applied to
University of Douala 02 32 34
Geography Geography
Information System
Pan African Institution of Masters of
MBA Project
Development, Buea Business 02 33 35
Management
(PAID-WA) Administration
Institut Supérieur Traduction,
Corporate
d’interprétation et de 02 107 109
Communication
Communication (ISTIC)
Faculty of
Business International Masters
ICT University Yaounde Management in Business 02 41 43
and Sustainable Administration
Development
Total 22 543 556
Sample
All the 12 lecturers and e-learning personnel from the eight universities were sampled for this study. Out of the
543 students, a total of 260 were sampled based on the Krejcie and Morgan (1970) sample size table. This means
that the total sampled students were 272.
Sampling Technique
The sampling techniques used for this study was multi-stage sampling techniques (cluster sampling, purposive
sampling, accidental sampling and the simple random sampling techniques). For cluster sampling, the population
of students and lecturers/personnel in higher education institutions was divided into three clusters based on the
regions. After the 8 higher education institutions were clustered by regions, the purposive sampling technique
was used in selecting only those institutions that make use of LMS. After selecting the institution that make use
of LMS for the study, a simple random sampling technique was used in selecting the number of students
required from each institution that constituted the target population of the study. According to Hunt (1978)
simple random sampling technique should give each and every one in the target population the chance of being
selected for the study. This technique is suitable for this study because it gave each student an equal probability
of being selected.

The researcher used this technique (simple random) to come up with eight (08) higher education institutions, by
writing the names of all the institutions which make use of LMS. After all the names of the schools have been
written on separate pieces of papers, a child of seven (7) years was called up to pick up. After each pick, the
papers were reshuffled before another draw was made. All these were done so as to give an equal chance to any
school to be selected and also that the findings of the study should not be bias. Through this sampling technique,
the following institutions were selected for the study: University of Buea, Catholic University Institute Buea,
Pan-African Institute for Development West Africa (PAID-WA), University of Douala, University of Yaounde I,
ISTIC Yaounde, IRIC Yaounde and ICT University Yaounde. Furthermore, accidental sampling was used in
selecting lecturers randomly by asking nearby individuals on campus to direct one to lecturers that meet the
inclusive criteria for the study. This was supported by the snow-ball approach.
Instrument for Data Collection
Data were collected using three main instruments; interview guide, observation checklist and questionnaire.
Interview Guide
The researcher used a structured interview guide (with a pre-determined list of questions being asked to each
respondent in order to minimize the possibility of bias) to collect data from lecturers. The researcher’s decision
to use the structured interview schedule was because it is formal and scientific in nature. That is, the researcher
remains strictly within the frame of the initially set questions and the same questions are asked exactly the same
way and in the same order to the participants. The questions were constructed from the knowledge gained from
literature reviewed in chapter two. The interview schedule followed the research objectives of the study. The
outlined questions were meant to make sure that all the research objectives are covered. The interview guide was
administered to 12 lecturers. The interview schedule was divided into four sections consisting of the
introduction, and questions in response to the three research objectives for the study. The introduction will
contain information on the research topic, the researcher’s information and other information regarding ethical
considerations. The interviews were made up of nine questions, three question per objectives to elicit
participants’ responses on each research question under study. In total, there were 12 questions to cover the three
research questions. The outlined questions were meant to guide and make sure that all the research objectives
were covered. The researcher used a tape recorder with the permission from the interviewees.
Observation Checklist
An observation checklist refers to a list of things that an observer is going to look at when observing a class. The
observation checklist was used to check the level at which students have developed SDL skills. The checklist
measured the following; goal setting, self-monitoring, Self-planning, Self-evaluation and Revision. In doing the
observation, the researcher observed the online lesson sessions of the various sampled institutions to see whether
the students have developed self-directed learning skills of goal setting, self-planning, self-monitoring, self-
evaluation and revision.
Questionnaire
The students’ questionnaire was designed to gather information about respondents in relation to the concerned
variables of the study and complement the experiment making the results generalizable. It was designed into two
sections. Section I had 4 items on demographic data (gender, age range, institution and type of digital device
used in learning). Section II tackled the different research objectives. The items on the questionnaire were in a
closed-response format in which, a four-scale quantum of the Likert scale consisting of Strongly Agree (SA),
Agree (A), Disagree (D) and Strongly Disagree (SD) is used. The items found on the questionnaire coined and
adapted from literature on LMS and SDL inventories as seen from the review of related literature. The
questionnaire was organized in four sets of items addressing the four different indicators of LMS and one
addressing the independent variable of SDL. The various items in the questionnaire were positively cued
statements relating to the research questions being addressed by a group of items. The respondents were
expected to respond to each of the items by placing a bold tick (√) on the respond or Likert option they consider
appropriate in relation to what prevails on ground.
Validity of the instrument
Cresswell (2014) defines validity as the degree to which an instrument measures the intended concepts. It is also
a degree to which results obtained from the analysis of data actually represents the phenomenon under study.
Validity refers to the extent to which an instrument measures what it is set to measure. The instruments for this
study were subjected to:

Face Validity. This ensures that, by its appearance, the instrument covers all the areas that were to be measured
in the study. It also ensures that the instruments were properly structured with appropriate instructions and good
presentations that were easily readable. After constructing the instruments, copies were handed to some
colleagues for proof reading and to three scholars, the two research supervisors and a statistician for scrutiny.
They were required to review the questionnaires in relation to the objectives of the study, research questions,
clarity of the items and compatibility to statistical tools for analyses. In this light, it was ensured that all the
items in the instruments reflect the specific objectives of the study. All the items of the instruments were
critically examined, some reframed to make them look simple and unambiguous while the unsuitable ones were
eliminated. After their inputs and criticisms on the effectiveness of the instrument in achieving the required
objectives, the necessary corrections were made.
Content validity: content validity shows the degree to which a measure covers the range of meanings included
within a concept. In this study, the content validity was done by sampling the opinions or perceptions of a
targeted group of persons about the main topic of interest. With the assistance of the research supervisors and the
statistician, it was checked to address the appropriateness of the content, the comprehensiveness of the
instruments, the logicality of the instruments in getting at the intended variables, the adequacy of the sample of
items or questions in representing the complete content that was intended to be measured and the
appropriateness of the format of the instrument.
Reliability
Qualitative study
The parallel method of testing reliability was employed in this study with the participation of two lecturers from
CHITECHMA University, Buea. The method is a palliative to most of test-retest methods problems. Rather than
submitting people to the same questionnaire in two different occasions, this method gives the same respondents
two different but equivalent questions on one occasion. This method although safe from some disadvantages of
the test-retest method, may result to a longer instrument. Statistically, this model assumes that all items have
equal variances and equal error variances across replications and parallel test can be used to test the reliability of
an instrument. This applies when dealing with quantitative studies. However, this method can be used in
qualitative research as done in this study, whereby reliability was appraised not mathematically but conceptually
which is termed conceptual parallel method (Nana, 2018). In the context of this study, some questions dealing
with the same constructs and serving the same objective were framed differently and placed at two different
locations in the questionnaire. The objective; committed and consistent students were expected to give similar
answers to the two questions posed at two different intervals.
Quantitative study
The reliability of the instrument measures the consistency, objectivity and truthfulness of the participant’s
responses to the questions enlisted on the questionnaire. Therefore, in order to find out the objectivity and
consistency of student’s responses, a pilot study was conducted with 10 students from CHITECHMA University,
Buea. The respondents for the pilot test were selected because they met the requirements as already stipulated
under sampling technique. After the pilot study, the data were analyzed via Cronbach Alpha method (Cronbach,
1951). The internal consistency assumption was not violated with a reliability coefficient value of 0.621, which
is good and this trend was almost the same for the final study. This therefore implies that the items on the
questionnaire were understood and answered to a satisfactory level of objectivity. As for the final study, the
variance was close to 0, thus implying that we are more likely to be faced with skewed distributions, with
participants’ responses tilting more toward positive or negative views or perceptions. In the other sense, students
are more likely to be homogenous in their perceptions of the study indicators and this was verified.
Data collection process
An authorization to carry out the study was obtained from the Faculty of Education of the University of Buea.
This authorization was presented to the heads of the sampled institutions for administrative clearance. Student
and teachers were then briefed on the objective of the study, their consent sought, and they were then given the
questionnaire for response.
Data management and analysis
Analysis of the interviews
These textual data were analyses using the process of thematic analysis whereby concepts or ideas were grouped
under umbrella terms or key words. The first stage involved deciding on the level of analysis. At this level,
single words, clauses and sets of words or phrases were coded. The researcher did not initially decide on how

many different concepts to code and for this reason, a pre-defined or interactive set of concepts/categories was
not initially developed and concepts or umbrella terms emerged from the data. However, pre-established
standardized terminology was used to enrich the umbrella terms that emerged from the study as to make the
findings more comparable. The primary documents of textual data were coded for every independent idea as it
emerged from the data and for frequency of concepts. Precautions were taken to clearly determine the meaning
of themes or umbrella term and what they stand for. In the context of this study, to satisfy this requirement,
findings were organized in code-quotation tables whereby themes or codes were clearly explained or described,
backed by their related quotations. The code-quotation table ensures the objectivity and reliability of qualitative
analysis in the sense that if code/concepts/umbrella terms and their descriptions can be subjective to relative
error, the quotations are grounded and real, thus helping to compensate for potential bias (Nana, 2018).
Analysis of observations
As for the observations, they were analyzed by simply counting the number of classes where a particular toll was
used. Also, observations were analyzed both qualitatively and quantitatively. The qualitative part was based on
the researcher comments and remarks. The quantitative part consisted of counting the number of time a skill was
observed to be developed, partially developed or improvement needed and weighed them comparatively. Scores
were aggregated within conceptual components using Multiple-Responses Analysis (MRA).
Analysis of students’ questionnaire
These quantitative data were entered using EpiData Version 3.1 (EpiData Association, Odense Denmark, 2008)
and analyzed using the Statistical Package for Social Sciences (SPSS) Standard version, Release 21.0 (IBM Inc.
2012). The questionnaire was made of categorical variables and data were analyzed using counting techniques
namely frequency and proportions while MRA was used to calculate the aggregate score for conceptual
components (Nana, 2018). Binary Logistic Regression was used to assess the predictive effect of the
independent variables on the dependent variable. As for the inter-item correlation, a non-parametric test was
used.
Choice of correlation test
The test of normality was used to assess whether the variables that will be involved in the correlation test follow
a normal distribution or not. In this line, Kolmogorov-Smirnov and Shapiro-Wilk test for normality were used
concurrently to test the normality assumption. These two tests using the measures of central tendencies and
dispersion assume a theoretical normal distribution for the data and plot the real distribution against this
theoretically-assumed normal distribution. A non-significant asymptotic significant (P-value >0.05) is expected
for the distribution of a variable to be assumed not deviating significantly from the theoretical-assumed normal
model. In the other sense, the real distribution shall not deviate significantly form the theoretically-assumed
normal distribution that logically follows the Guassian shape. From the table 3, we can see that all the variables
have violated the normality assumption from both Kolmogorov-Smirnov and Shapiro Wilk perspectives
(P<0.05) in all instances. The non-parametric Spearman’s Rho correlation test was then used for inter-item
correlation.
Table 3: Test of normality
Kolmogorov-Smirnov Shapiro-Wilk
Conceptual components
Statistic df Sig. Statistic df Sig.
Content delivery .235 260 .000 .878 260 .000
Learning assessment .231 260 .000 .898 260 .000
Teacher-student interaction .252 260 .000 .868 260 .000
Self-directed learning skills .157 260 .000 .958 260 .000
Ethical Considerations
The protection of human subjects through the application of appropriate ethical principles is important in any
research study (Arifin, 2018). Leedy and Ormrod (2016) accentuate that the use of human subjects in research is
quite common and whenever human beings are focus of investigation, they must look closely at the ethical
implications of what we are proposing to do, so trust becomes extremely important. The researcher ensured that
the subjects were aware of the purpose of the research and the manner in which it would be conducted.
Participation in the research was voluntary, and withdrawal was possible at any time. Measures were taken to
ensure confidentiality. Specific details or references which could easily lead a reader to deduce the identity of the
participant were made more generic. This was a particular concern in sections dealing with potentially sensitive
issues.

A letter of introduction and authorization was collected from the Faculty of Education, University of Buea,
signed by the Vice Dean in charge of Research and Cooperation and addressed to the authorities of the various
government and educational institutions to be visited by the researcher in line with the study. Ethical
consideration and obligations are very necessary in any research work to respect participants’ rights. The
researcher sought the consent of the participants for them to willingly take part in order to give appropriate
information for better results.
It was believed that the researcher has worked with most of these individuals and has built a reputation for being
open-minded, change-oriented, and tactful, assisted in these efforts. At the beginning of the permission, the
purpose of the research was clearly specified as well as the fact that there will be no compensation for
participating and the main benefit is to have contributing in enhancing education for common interest..
Findings
Demographic characteristics of students
Gender
Both male and female students were well represented in the sample, with proportions of 40.8% (106) and 59.2%
(154) for male and female students respectively (table 4). This was good for the representativeness of the
sample; female being more that the male somehow aligns with the national demographic characteristics. In fact,
considering the inputs of male and female students in the study was ethically important as it is generally
perceived that female children should be given a chance for education as well.
Age range
The mode age was 18-25 years with proportion of 55.8% (145). The least represented age range was <18 years
0.4% (1). The distribution of age follows a pyramidal shape matching the national trend. This indicates a good
distribution of age which is an added value for the validity of the data. Cumulatively, 93.5% of the students was
aged 35 years or below. Given their level, students were not actually too young considering the fact that they are
supposed to leave high school at 18 years. This could be explained by the fact they were mostly embarked in
professional training that are generally expensive and accessible mostly to workers who are already generating
income before coming back to school.
Institution
Altogether, 8 institutions were sampled for the study, notably ASMAC 27.3% (71), ISTIC 16.5% (43), ICTU
14.2% (37), UB 10.8% (28), CUIB 9.2% (24), IRIC 8.1% (21), UMIDOU 7.3% (19) and PAID-WA 6.5% (17).
Both private and state universities were included in the study and this was good for institutional stratification and
statistical validity.
Level
The three targeted levels were all represented, namely level 300 27.3% (71), level 400 16.5% (43) and level 600
56.2% (146).
Specialty
Their specialties were diversities, ranging from Corporate Communication, DED (Diplôme en Etude de
Développement), Information and Communication Technology (ICT), In't Corp & Sustainable Dev't. M.Sc in
Computer Applied to Geography, Master in Business Administration (MBA) to Publishing and Graphic Arts.
Students were equally diversified in their specialty and this was good for the representativeness of the statistics
and contextualization prospects.
Type of digital device used in learning
The types of digital device used in online learning were laptop 37.7% (98), smart phone 35.4% (92), desktop
computer 21.2% (55) and ipad 5.8% (15).
Type of Learning Management System used
As for the Learning Management Systems used, they were Moodle 65.0% (169) and Google classroom 35.0%
(91) for the main ones.
The sample was globally well stratified cutting across the required diversities of background indicators. This is
important as to inform policies or changes within system, so that they can match the contextual reality for a
better efficiency and sustainability.

Table 4: Demographic characteristics of students
Sex n %
Male 106 40.8
Female 154 59.2
Age range n %
<18 1 .4
18-25 145 55.8
26-35 97 37.3
36-49 14 5.4
50 and above 3 1.2
Institution n %
CUIB 24 9.2
PAID-WA 17 6.5
ICT-U 37 14.2
UNIDOU 19 7.3
ASMAC 71 27.3
ISTIC 43 16.5
IRIC 21 8.1
UB 28 10.8
Level n %
300 71 27.3
400 43 16.5
600 146 56.2
Specialty n %
Corporate Communication 43 16.5
DED (Diplôme en Etude de Développement) 28 10.8
Information and Communication Technology (ICT) 62 23.8
In't Corp & Sustainable Dev't 20 7.7
M.Sc in Computer Applied to Geography 19 7.3
Master in Business Administration (MBA) 17 6.5
Publishing and Graphic Arts 71 27.3
Type of device n %
Smart phone 92 35.4
Desktop 55 21.2
Ipad 15 5.8
Laptop 98 37.7
Type of LMS n %
Moodle 169 65.0
Google classroom 91 35.0
Answering of the research objective
The objective of this study is to find out how the use of learning management systems (Moodle and Google
Classroom) influence learners’ development of self-directed learning in higher education institutions in
Cameroon.
Three predictors of learning management system were considered in this study, content delivery, learning
assessment and teacher-student interaction. The dependent variable of course was learners’ development of self-
directed learning skills.
Students were generally satisfied with content delivery with weight of 82.9%, learning assessment with weight
of 76.2% and teacher-student interaction with weight of 85.8%.
Development of self-directed learning skills
Students generally had developed self-directed learning skills with weight of 87.3%. The most developed skill
was self-monitoring (100%), followed by revision (88.9%), self-planning (85.2%), goal setting (81.5%), then
self-evaluation (77.8%), table 5 and figure 1.

Table 5: Development of self-directed learning skills
Development of self-directed learning skills Not Developed Partially developed Developed
Goal setting
Willingness to learn 0.0% (0) 0.0% (0) 100% (9)
Attentiveness 0.0% (0) 11.1% (1) 88.9% (8)
Interest 0.0% (0) 44.4% (4) 55.6% (5)
MRA 0.0% (0) 18.5% (5) 81.5% (22)
Self-planning
Class attendance 0.0% (0) 11.1% (1) 88.9% (8)
Taking down notes 0.0% (0) 11.1% (1) 88.9% (8)
Personal research 0.0% (0) 22.2% (2) 77.8% (7)
MRA 0.0% (0) 14.8% (4) 85.2% (23)
Self- monitoring
Sharing ideas with the teacher 0.0% (0) 0.0% (0) 100% (9)
Sharing ideas with classmates 0.0% (0) 0.0% (0) 100% (9)
Cross-matching with literature 0.0% (0) 0.0% (0) 100% (9)
MRA 0.0% (0) 0.0% (0) 100% (27)
Self- evaluation
Asking questions for clarity 0.0% (0) 22.2% (2) 77.8% (7)
Answering questions asked by the teacher 0.0% (0) 22.2% (2) 77.8% (7)
MRA 0.0% (0) 22.2% (2) 77.8% (14)
Revision
Openness for corrections 0.0% (0) 11.1% (1) 88.9% (8)
Ability to take to instructions 0.0% (0) 0.0% (0) 100% (9)
Doing assignments 0.0% (0) 22.2% (2) 77.8% (7)
MRA 0.0% (0) 11.1% (3) 88.9% (24)
Overall MRA 0.0%(0) 12.7%(16) 87.3%(110)
Figure 1: Development of self-directed learning skills

Table 6: Inter-items correlation
Content Learning Teacher-student
delivery assessment interaction
Correlation Coefficient 1.000 .380** .442**
Content
Sig. (2-tailed) . .000 .000
delivery
N 260 260 260
Correlation Coefficient .380** 1.000 .232**
Learning
Spearman's rho Sig. (2-tailed) .000 . .000
assessment
N 260 260 260
Correlation Coefficient .442** .232** 1.000
Teacher-student
Sig. (2-tailed) .000 .000 .
interaction
N 260 260 260
**. Correlation is significant at the 0.01 level (2-tailed).
There was a significant positive correlation among content delivery, learning assessment and teacher-student
interaction, thus implying that they interact and complement each other (table 6).
Integrated Value Mapping
The full model (IVM) only explains 17.3% of the variability (table 7). This suggests that while the parameters
taken into account in this study have a significant impact on students' acquisition of self-directed learning skills,
other parameters, of course dominant, that were not taken into account, that could be extraneous factors or
confounders that could potentially have a significant impact on students' acquisition of self-directed learning
skills. Teacher-student interaction had the strongest explanatory power, while content delivery had no significant
impact. The model thus suggests that the more teachers deliver content to students, the lesser their propensity to
develop self-directed learning skills. But on the opposite, more and adequate teacher-student interaction coupled
with more assessment will foster the acquisition of self-directed learning skills.
Table 7: Binary Logistic Regression depicting the contribution of Online Teaching Method to the
acquisition of Self-Directed Learning skills by Students
Omnibus Tests of Explanatory Power
Conceptual component N
Model Coefficients (Cox & Snell R Square)
χ2=9.419
Content delivery 3.6% 260
P=0.224
χ2=23.206
Learning assessment 8.5% 260
P=0.002
χ2=24.365
Teacher-student interaction 8.9% 260
P=0.001
χ2=49.250
IVM (Overall teaching method) 17.3% 260
P=0.000
Table 8: Wald Statistics depicting significant and critical predictors of the development of self-
learning skills by students
95% C.I.for
Predictive indicators B S.E. Wald df Sig. Exp(B) EXP(B)
Lower Upper
Our teachers always inform us on the
-.216 .377 .328 1 .567 .806 .385 1.687
content to be presented
Content is taught in a systematic way .167 .389 .185 1 .667 1.182 .551 2.535
Our teacher deliver their lessons in
.543 .442 1.511 1 .219 1.722 .724 4.093
slides
Students are free to ask questions during
-.314 .682 .212 1 .645 .731 .192 2.779
content presentation
I understand the content delivered by
-.274 .479 .326 1 .568 .761 .297 1.945
teachers
Assignments are always given to us at
.199 .346 .331 1 .565 1.221 .619 2.407
the end of the content material

The learning content presented to us by
.090 .352 .066 1 .798 1.094 .549 2.180
our teachers are usually not interesting
Our instructor ask questions before
presenting content to test our previous -.042 .455 .008 1 .927 .959 .393 2.342
knowledge
In the course of the content, we are
1.356 .379 12.825 1 .000 3.879 1.847 8.145
given short quizzes
Feedback is provided to us when we
.407 .466 .762 1 .383 1.502 .603 3.745
respond to questions
There is always a section for assessment
.192 .313 .374 1 .541 1.211 .656 2.238
at the end of the lesson
Our instructor divides us into small
mixed ability groups and assign tasks to -.116 .448 .067 1 .796 .891 .370 2.143
us
Students are less active during
-.761 .326 5.440 1 .020 .467 .247 .886
assessments
It is sometimes difficult to provide
.284 .299 .906 1 .341 1.329 .740 2.386
assessment for students in e-learning
We are given the room share ideas at the -
.547 3.350 1 .049 .367 .126 1.074
point of content delivery 1.002
Sharing ideas with the instructor makes
us understand the learning material 1.091 .621 3.082 1 .079 2.977 .881 10.063
better
The instructor always checks for our
-.845 .492 2.952 1 .086 .429 .164 1.126
understanding
Majority of students participate when
1.160 .350 10.957 1 .001 3.189 1.605 6.337
the teacher ask questions
We are allowed to ask questions during
.184 .517 .127 1 .722 1.202 .436 3.313
lessons
We are more motivated to learn when
.473 .407 1.351 1 .245 1.605 .723 3.565
we cooperate with our instructors.
Our instructor does everything alone
making us passive during the teaching -.157 .375 .175 1 .676 .855 .410 1.782
learning interaction
For indicators significantly predicted the development of self-learning skills (P<0.05), namely ‘in the course of
the content, we are given short quizzes’, ‘students are less active during assessments’ with a negative influence,
‘we are given the room to share ideas at the point of content delivery’ and ‘majority of students participate when
the teacher ask questions’. Two of them were critical predictors (P<0.05; OR > 1 and LB-OR>1); they were ‘in
the course of the content, we are given short quizzes’ and ‘majority of students participate when the teacher ask
questions’.
Discussion
Concerning the influence of content delivery on learners’ development of self-directed learning skills in higher
education institutions in Cameroon, the above findings are supported by a study conducted by Hunt et al., (2016)
on the effect of content delivery media on student engagement and learning outcomes. The purpose of this study
was to systematically analyze the effect of content delivery media on student engagement, learning outcomes,
and instructor behavior in two sections of the same lecture-based college Biomechanics course. The results
illustrate that even though different media can be used to deliver the same content, the different instructional
approach does not necessarily result in a change in interaction between the instructor and student, or between the
student and the content, or differences in student learning.
Concerning research the influence of learning assessment on learners’ development of self-directed learning
skills in higher education institutions in Cameroon, the above finding is in line with a study on the impact of
Assessment for Learning (AfL) on learner performance in life science carried out by Oluwatoyin and Sitwala
(2019). This study investigated the impact of ‘assessment for learning’ on learner performance in Life Science.

The result revealed that learners following an AfL instructional approach performed statistically higher that
those following normal classroom instruction. This result was discussed, and recommendations made in respect
of both classroom practice and further research. The findings of this study had implications for policy, further
research as well as instructional and assessment approaches to be used in the teaching of Life Science in the
South African education system.
Similarly, the finding is in line with Abdul’s study in 2017 on the impact of assessment for learning on students’
achievement in English for specific purposes; A Case Study of Pre-Medical Students at Khartoum University:
Sudan. This study identified the effect of assessment for learning on a group of Sudanese pre-medical students’
performance in English for Specific Purposes (ESP). The study also attempted to identify students’ perception
and attitudes toward this type of assessment. Comparison of the scores of the students revealed a significant
difference between the two groups in favor of the experimental group. Students’ attitudes toward assessment for
learning were checked through a questionnaire and interviews. Qualitative and quantitative analysis of the
students’ responses show their positive attitudes toward this type of assessment. The study ended up with a set of
recommendations and suggestions to improve assessment for learning practice and to make it more effective in a
Sudanese setting.
Concerning the influence of teacher-student interaction on learners’ development of self-directed learning skills
in higher education institutions in Cameroon, the findings are in line with the Connectivism theory by George
Siemens (2004) which posits that students can easily connect to classroom learning via the use of technological
platforms such as LMS. In the course of the connection, they interact with their teachers/facilitators to easily
construct knowledge for themselves as part of their decision making process. The idea of connectivism accepts
the medium of technology as a part of the student’s decision-making process. Students not only process previous
knowledge, but current knowledge from online articles, their best friend’s tweet about a profession, or their role
model’s Instagram account. Students’ digital feeds are influencing them (Pasquini, 2013). Connectivism admits
that students can learn from devices and “decision-making is itself a learning process” (Siemens, 2004, p. 25).
This is not a new concept, but students today have access to more technology, digital devices, and social
networks than ever before (McHaney, 2011). Students are not only polling their parents, friends, or relatives to
help them make decisions, but using their digital devices for decision making as well. The above finding is also
supported by Wanders, et al. (2019) in their study on the effect of teacher-student and student-student
relationships on the societal involvement of students. The goal of this study was to examine the relation between
teachers and students and between students on societal involvement in Dutch secondary schools. The results
showed that teacher-student relations and student-student relations were positively associated with societal
involvement. The level of societal involvement differed between students from households with lower incomes,
level of education and employment, even though parenting styles seemed unrelated to societal involvement.
Students from higher educated parents were found to benefit more from these positive relationships with
teachers. This advantage arguably amplifies the differences in societal involvement between students with lower
and higher educated parents.
Conclusion
The main aim of this study was to investigate the influence of learning management systems on self-directed
learning in higher education institutions in Cameroon. The specific objectives were to find out the relationship
between content delivery and learners’ development of self-directed learning skills in higher education
institutions in Cameroon; to find out the relationship between learning assessment and learners’ development of
self-directed learning skills in higher education institutions in Cameroon; to find out the relationship between
teacher-student interaction and learners’ development of self-directed learning skills in higher education
institutions in Cameroon. The findings for research objective one revealed that there was no significant impact of
content delivery on students’ acquisition of self-directed learning skills. This implied that the more teachers
dwell on content online, the lesser students acquire self-directed learning skills. Therefore, it can be concluded
that, course content delivery does not necessarily influence learners’ development of self-directed learning skills
in higher education institutions and that they should be given more opportunities to search by themselves.
Moreover, the findings for research objective two indicated that there was a significant impact of learning
assessment on students’ acquisition of self-directed learning skills. This implied that the more teachers assess
students, the more they acquire self-directed learning skills. Therefore, it can be concluded that learning
assessment has an influence on learners’ development of self-directed learning skills in higher education
institutions. Lastly, the findings for research objective three revealed that there was a significant impact of
teacher-student interaction on students’ acquisition of self-directed learning skills. This implied that the more

teachers interact with their students, the more they acquire self-directed learning skills. It can therefore be
concluded that teacher-student interaction has an influence on learners’ development of self-directed learning
skills in higher education institutions.
Generally, this study concludes that the use of LMS is evident in some higher education institutions in
Cameroon, however in the course of using any LMS platform aimed toward the development of learners SDL
skills, the focus is on learning assessment given to the students and the way the teachers interact with their
students.
Figure 2: Proposed Framework for implementing LMS

For a proper implementation and use of any LMS aimed toward developing learners’ SDL skills, be it in
Universities or secondary schools, the above framework is proposed (figure 2). The above framework is made up
of four triangles having a percentage of priority at each stage. The implementation and use of any LMS aimed
toward developing SDL amongst learners should begin with a diagnostic evaluation so as to capture the minds of
the learners toward the lesson. The teacher/instructor is not supposed to begin by presenting content, but by
asking some questions based on previous knowledge vis-à-vis the lesson to be presented. Thereafter, the
teacher/instructor can present a brief but appealing content to the learners. The content should not be bulky but
should be summarized and simple so that the learners can easily assimilate. Because, when the content is too
bulky, it may become monotonous to learners. So the content should be summarized and should give students
the opportunity to add to the content presented, by so doing, they will become independent of their learning. The
percentage attached to content delivery is 20% meaning it should not be loaded. Also, teacher-student interaction
continues at the point of delivering content. Furthermore, the process stage having the highest proportion (70%)
is continuous/formative assessment as the more students are assessed formatively the more likely they may
develop SDL skills. The assessment at this stage, takes the form of quizzes, assignments, games, and so on and
so forth. Still in the course of the continuous/formative assessment, teacher-student interaction prevails.
This study also proposes a scale which has been tested to measure SDL skills, as shown below in table 9.
Table 9: Proposed scale for measuring SDL
Development of self-directed learning skills Developed Partially developed Not developed

Goal setting
Willingness to learn
Attentiveness
Interest
Self-planning
Class attendance
Taking down notes
Personal research

Self- monitoring
Sharing ideas with the teacher
Sharing ideas with classmates
Cross-matching with literature
Self- evaluation
Asking questions for clarity
Answering questions asked by the teacher
Verification with literature
Revision
Openness for corrections
Ability to take to instructions
Doing assignments
The above measuring scale was used in this study and has been tested to be an effective and efficient way of
measuring SDL skills. Presented in a table, it has the various indicators of SDL such as; goal setting, self-
planning, self-monitoring, self-evaluation and self-revision. To measure the level of attainment of these skills, a
rubric has been attached: Developed, partially developed and improvement needed. The proper implementation
of this scale will better capture the level of SDL skills in Universities and Secondary schools across the globe.
Recommendations
The recommendations were done based on the objectives of the study;
For research objective one, the findings indicated that there was no significant impact of content delivery on
students’ acquisition of self-directed learning skills. This implied that the more teachers dwell on content online,
the lesser students acquire self-directed learning skills. Based on the finding, it can be recommended that
teachers who teach using 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. The emphasis during online teaching
should not be on overloading content, but making students create content out of the little given to them.
Concerning research objective two, the findings showed that there was a significant impact of learning
assessment on students’ acquisition of self-directed learning skills. This implied that the more teachers assess
students, the more they acquire self-directed learning skills. Based on the finding, it can be recommended that
teachers who teach using LMS should be sensitized prioritize the use of continuous assessment strategies than on
overloading students with much content. Different assessment strategies can be adopted like quizzes,
assignments, group tasks and games in order to inculcate the development of learners’ SDL skills
Lastly, based on research objective three, the findings revealed that there was a significant impact of teacher-
student interaction on students’ acquisition of self-directed learning skills. This implied that the more teachers
interact with their students, the more they acquire self-directed learning skills. It can therefore be recommended
that at every stage of using LMS, emphasis should be laid on teacher-student interaction. This can be made
possible via training sessions organized by each University to train teachers on maximizing the use of LMS.
Generally, in the course of collecting data, the researcher observed some challenges that teachers and students
encounter in the use of LMS, these challenges are presented in the figure 3 below together with some
recommendations to overcome them;

Figure 3: Challenges faced in the use of LMS and response measures

Acknowledgements
I am exceedingly indebted to my supervisors Dr. contributions toward the realization of this work and
Tante Charles (Associate Professor) and Dr. Alemnge to the University of Buea for giving me the
Fedelis (Associate Professor) for their guidance, opportunity to do this Ph.D.
patience and tolerance. I am also indebted to all those that taught me up to
Special thanks to all the teaching and administrative this level and my classmates for their sense of
staff of the Faculty of Education for their sociability.

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

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International Journal of Trend in Scientific Research and Development (IJTSRD)

Learning Management Systems and Self-Directed

ABSTRACT How to cite this paper: Komnkan

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 62

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 63

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 64

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 65

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 66

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 67

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 68

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 69

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 70

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 71

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 72

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 73

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 74

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 75

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 76

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 77

Figure 1: Development of self-directed learning skills

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 78

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 79

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 80

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 81

Figure 2: Proposed Framework for implementing LMS

Development of self-directed learning skills Developed Partially developed Not developed

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 82

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 83

Figure 3: Challenges faced in the use of LMS and response measures

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 84

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 85

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 86

@ IJTSRD | Unique Paper ID – IJTSRD67076 | Volume – 8 | Issue – 4 | Jul-Aug 2024 Page 87

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