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Online learning platforms have become integral to higher education delivery; however, sustaining student engagement remains particularly challenging in resource-constrained settings. This study explored the enablers and barriers to postgraduate engagement on the Thuto Learning Management System (LMS) at the National University of Lesotho (NUL). Guided by Self-Determination Theory (SDT), we employed a phenomenological design within an interpretivist paradigm, conducting semi-structured interviews with twelve postgraduate students in the Postgraduate Diploma in Higher Education (PGD-HE) program. Thematic analysis revealed that Thuto supported autonomy, critical thinking, and flexible learning through self-paced access, peer collaboration, and feedback mechanisms. However, our findings also identified barriers, including technical instability, limited mobile functionality, and pedagogical shortcomings such as a lack of interactivity and poor course organization. These issues often led to frustration and disengagement. Our findings highlight that the effectiveness of LMS platforms depends not only on their technical features but also on pedagogical intentionality and institutional support. We recommend improvements in mobile optimization, real-time instructor engagement, and technical reliability to better support student motivation and learning. This study offers context-specific insights that can inform digital education practices in similar low-resource environments.
Ayanwale et al. (Wed,) studied this question.