Exploring Seasoned Higher Education Teachers’ Experiences with Learning Management Systems

Abstract

This study examines the experiences of seasoned higher education educators in utilizing Learning Management Systems (LMS). Using Interpretative Phenomenological Analysis (IPA), the study explored educators’ perceptions, challenges, opportunities, and strategies related to LMS integration, as well as its perceived impact on student learning. Ten experienced instructors from private universities in the Central Visayas region of the Philippines participated in semi-structured interviews and a focus group discussion. The findings identified three predominant perceptual orientations towards LMS: enthusiastic embrace, apprehensive rejection and pragmatic neutrality. Key challenges identified included technical infrastructure, pedagogical adaptation, uneven student digital competencies and student engagement in online settings. Conversely, key opportunities cited included adaptability, resource efficiency, data-informed instruction and continuous professional development. Successful integration strategies included gamification, collaborative discussion forums and formative assessment through interactive quizzes. The study concludes that a clear understanding of the spectrum of educator experiences is key to enabling inclusive, student-centered LMS integration in higher education