Tenured Instructors’ Views on the Use of Learning Management Systems (LMS) in Online Classes

Eric H. Heretape, MAED.1, & James L. Paglinawan, PhD.2
1BEED Program Chairperson, Philippine College Foundation, Philippines
2Professor, College of Teacher Education, Central, Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81027

Abstract

This qualitative study explored the perceptions of tenured instructors on the use of Learning Management Systems (LMS) in online classes at Philippine College Foundation. Anchored on the Technology Acceptance Model (TAM) and Vygotsky’s Social Constructivism Theory, the research sought to understand the types of LMS utilized, the nature of support systems received, challenges encountered, and recommendations for effective LMS integration. Using a descriptive qualitative design, seven tenured instructors with extensive teaching experience were purposively selected as participants. Data were gathered through semi-structured interviews and analyzed using thematic content analysis to capture emerging patterns and insights. Findings revealed four major themes. First, Diverse Utilization of Multiple Digital Platforms for Online Teaching indicated that instructors used varied LMS and digital tools such as Google Classroom, Moodle, Zoom, and Microsoft Teams, showcasing flexibility and resourcefulness in adapting to digital environments. Second, Diverse and Multifaceted Support Systems emerged, highlighting the importance of institutional, technical, and peer support in facilitating effective LMS use. Third, Technological and Pedagogical Constraints Hindering Effective LMS Integration surfaced as a major challenge, encompassing limited digital literacy, unstable internet connectivity, and difficulties in sustaining student engagement online. Lastly, Strategic Preparation and Continuous Adaptation for Effective LMS Use was emphasized in the instructors’ recommendations, underscoring the value of clear instructional design, technological readiness, professional development, and infrastructure improvement. The study concludes that the effective use of LMS in online education depends on teachers’ adaptability, institutional support, and the continuous enhancement of both technological and pedagogical competencies. It recommends sustained capacity-building initiatives, reliable digital infrastructure, and collaborative faculty support systems to optimize LMS-driven instruction and improve the quality of online learning.

Keywords: Learning Management System, Tenured Instructors, Online Teaching, Technological Challenges

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