This case study explored the challenges associated with the use of Learning Management Systems (LMS) to enhance teaching and learning within a rural university setting, with a focus on the University of Zululand in South Africa. Based on Technological Pedagogical Content Knowledge (TPACK) and Unified Theory of Acceptance and Use of Technology (UTAUT) research frameworks, the research sought to analyse how undergraduate students perceive LMS integration throughout their academic experience across all levels and faculties. A qualitative research design utilizing focus group interviews with 50 students from four faculties: Education, Humanities and Social Sciences, Commerce and Law, and Science, Agriculture and Engineering was chosen. The results indicated a number of ongoing barriers to effective use of LMS: the patchy nature of internet connectivity at the university, the absence of training in digital skills, limited interaction with lecturers on the platform, and over-reliance on the conventional modes of teaching. Besides, students expressed that the LMS was being passive and was merely used for keeping materials rather than promoting collegial engagement and collaborative learning. Recommendations include up-skilling staff in digital pedagogy, student support initiatives in digital literacy, and investment in digital infrastructure by the university. This research adds to existing efforts toward educational technology in under-resourced spaces by placing rural student voices at the forefront of discussions in the field. It indicates that the conditions required for the adoption of LMS at the higher education level should be informed by theory while ensuring that they are grounded in the context. Keywords: Learning Management Systems, Rural Higher Education, Digital Pedagogy, UTAUT, TPACK
Ajani et al. (Wed,) studied this question.