Abstract
In an era where digital literacy is central to future‑ready higher education, this poster presents a mixed‑methods study of student engagement in learning management systems (LMS), framed by Kahu’s engagement model. Surveys (n = 134) and focus groups (n = 14) explored how LMS design and use shape behavioural, cognitive, and emotional engagement, and the structural, pedagogical, and sociocultural factors influencing participation. Integrated analysis identified four interrelated themes: Digital Learning Infrastructure, Learning Communities, Instructor Presence, and Student Experience. These themes informed five actionable priorities: streamline LMS design to enhance usability, collaboration, and learner agency; invest in sustained, relationally focused digital pedagogy; integrate approved external tools alongside informal peer networks; design mobile‑responsive, contextually grounded blended ecosystems; and enhance instructor presence and peer connection through proactive communication strategies. Conceptually, the research extends engagement theory through the digital educational interface, positioning the LMS within a sociotechnical ecosystem shaped by learner agency, platform affordances, and pedagogical intent. The recommendations offer transferable guidance for designing equitable, connected, and socially rich digital learning environments worldwide.
Details
Presentation Type
Theme
KEYWORDS
STUDENT ENGAGEMENT, LEARNING MANAGEMENT SYSTEMS, HIGHER EDUCATION, DIGITAL PEDAGOGY, DIGITAL LITERACY, SOCIOCULTURALLY RESPONSIVE PEDAGOGY
