Learning Management System and Students’ Perception of Teacher Performance: Kuwait Higher Education Perspective
This study examines how students perceive the impact of Learning Management Systems (LMS) on teachers’ performance at Kuwait’s higher education institutions.
Learning institutions integrate LMS into their teaching methods to unlock numerous benefits. A performance-based approach is crucial for understanding the complex, multidisciplinary nature of teaching performance in an LMS-based blended learning environment.
Cross-sectional data were collected from 473 LMS users at Kuwait’s higher education institutions via questionnaires. Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS was employed to test the hypotheses presented in the research model.
This study extends the DeLone and McLean Information Systems Success Model by incorporating social influence, along with LMS quality factors (information quality, system quality, and service quality), to explain students’ LMS usage and their perceptions of teaching performance. Additionally, the influence of technology on teaching performance is overlooked compared to student academic performance.
This study’s findings suggest that, to improve teaching performance through LMS, higher education institutions should actively encourage students to increase their use of the LMS. In addition, the findings support the conclusion that the administration should ensure that students have access to a high-quality LMS with updated, easy-to-use features that align with technological advancements, thereby creating a user-friendly experience.
Kuwait’s higher education system should implement LMS features that: facilitate faculty experience and encourage student use; improve communication with technical support to customise plugins and tailor the LMS to specific needs; and invest in networks and infrastructure to ensure reliability, ease of use, and speed.
Researchers must apply models and theories across different contexts with caution. Specifically, socio-economic and socio-cultural contexts are key to framing questions or justifying the choice of a theoretical angle.
Because implementing systems in instructional design requires a considerable investment, research like the current study enables learning institutions to move beyond assumptions and focus on what truly matters.
Future researchers should test and evaluate the model across different universities and LMS platforms, as this study focuses solely on Moodle. Researchers interested in LMS usage and teacher performance should broaden their scope to include other educational institutions, helping to overcome the current limitations of teacher performance studies in Kuwait.
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