Usage of Learning Management System (LMS): A Qualitative Study

of Self-Regulated Learning on EFL Learners in University Between

Hopes and Challenges

Santi Andriyani, Oikurema Purwati

and Syafi’ul Anam

English Education Postgraduate Program, Universitas Negeri Surabaya, Surabaya, Indonesia

Keywords: LMS, Self-Regulated Learning, EFL Learners.

Abstract: This study is aimed at investigating the use of a learning management system (LMS) to promote self-regulated

learning (SRL) for EFL learners at the University. This paper also is aimed at exploring the supporting and

challenging factors in using LMS for EFL learners. This method used qualitative and quantitative studies. The

instrument of this study used a semi-structured interview which was adopted from Gambo & Shakir (2021).

The respondents of this research are eight EFL learners at University taken by convenience sampling. The

questionnaires used are adopted from Prasetya (2021). The respondents are 54 learners. The results of this

research showed that most of the features in LMS used by EFL learners are powerful to promote five

components of SRL including goal setting, strategic planning, task strategy, elaboration, and help-seeking.

The LMS features are divided into three categories. They are learning tools, communication tools, and

productivity tools. The hopes of using LMS included the quality of English learning, collaboration, and also

self-regulated learning. The challenges faced by learners are technology, capacity, e-learning support system,

and self-regulation issues.

1 INTRODUCTION

In this globalization era, technologies become one of

an essential things around the world. (Lyashenko &

Malinina, 2015)(Cavus & Alhih, 2014).Technology

systems are developing very rapidly and extending to

various sectors, including the education sector.The

implementation of modern technologies have made

learning possible at any time and place(Cavus,

2011). One of the technology models is information

and communication technology (ICT).It can be an

essential role in educational aspect, having a special

relevance and correlation in the instructional

component, supported by Learning Management

Systems (LMS)(Costa et al., 2016)). Therefore, this

system requires a variety of current pedagogical

models and trends to be able to improve students'

skills and preferences to face the 21st century. One of

the modern learning trends is Flipped-Class learning.

This pedagogical model is often used in the teaching

and learning process by adapting current technology,

namely videos and virtual lectures from LMS

(Zainuddin, Habiburrahim, Muluk, & Keumala,

2019).

In recent years, the practice and use of the

Learning Management System (LMS) in learning has

expanded and developed. This use also has a very

strong influence on the educational process,

especially at tertiary institutions(Cerezo, Sánchez-

santillán, Paule-ruiz, & Núñez, 2016). Similarly,

most of higher education institutions have been

widely adopted the Learning Management Systems

(LMS) globally for over a decade (Joel, 2015).

LMS is a system that has various infrastructure

components that aim to transfer and distribute

teaching materials to educational environments. The

system includes data on the implementation of

education, evaluation, educational targets, both

individual and group targets, and controls all the

learning processes that are carried out. (Soykan &

Şimşek, 2017). Learning Management Systems

(LMS) facilitate teachers, lecturers and students with

virtual classes that can strengthen the learning

process. In a virtual class environment or online class,

Learning Management Systems (LMS) is a medium

that strengthens class interaction for educational

actors and goals(Bradley, 2020).

Andriyani, S., Purwati, O. and Anam, S.

Usage of Learning Management System (LMS): A Qualitative Study of Self-Regulated Learning on EFL Learners in University Between Hopes and Challenges.

DOI: 10.5220/0012196800003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 80-89

ISBN: 978-989-758-669-9; ISSN: 2975-9676

The use of i-classroom as part of blended learning

could facilitate classroom interaction virtually. It also

could connect students to their peers and other people,

as well as used different ways, to find assistance in

their learning(Wong et al., 2020). In addition, using

the LMS in the EFL flipped classroom can give five

learners' autonomy abilities, namely, receiving and

distributing information, monitoring learning

activities outside of class, students' pre-class learning

content, peer interaction, and self-evaluating learning

skills(Zainuddin et al., 2019).

One of the learning subject which uses the LMS

is English learning in university. Some findings have

reported about the benefits and positive impact of

using LMS in English learning. Using LMS can

improve students’ English learning skill (Yafaei &

Attamimi, 2019)(Putri & Sari, 2020), it also can

support English teaching pedagogy's full capabilities

(R. E. Prasetya, 2021). In addition, LMS makes

students interested and motivated in learning English

(Zainuddin et al., 2019), Next through LMS English

students can improve their achievement and broader

their experience (Rachmawati, Fadhilawati, &

Setiawan, 2020).

The benefits of using LMS in learning are also

related to the learners’ positive attitude and

behaviour. By using LMS in learning, learners

improve their collaborative skill,

autonomy(Lyashenko & Malinina, 2015), interaction

and communication (Maulana & Lintangsari, 2021).

The important one is using online learning is the way

students to regulate their learning through optimizing

their cognitive and metacognitive process (Gafaro,

2019), namely self-regulated learning.

Self-regulated learning (SRL) consists of

metacognitive, motivational, and behavioral

processes that are personally initiated to acquire

knowledge and skills. They are goal setting, planning,

learning strategies, self-reinforcement, self-

recording, and self-instruction (Zimmerman, 2015)

(Identity & Rovane, 1998). SRL focuses on the

learner's moldable role in explaining goals and

strategies, as well as recognizing and reflecting on

one's perceptions and influences alongside learning

tasks(Triquet, Peeters, & Lombaerts, 2017).

Self-regulated learning is an active constructive

process in which the learners take charge of their

learning. The learners are characterized by high

motivation level and actively involved in planning,

setting goals, implementing and monitoring, and

evaluating the entire process and their

achievement(Saban Kumar K.C., 2021). Self-

regulated learning is a system or process in which

students plan goals, proactively regulate and manage

their cognition, maintain their motivation and their

behaviour to get their goals(Öztürk, 2021).

The purpose of this paper is to investigate the use

of learning management system to promote students’

self-regulated learning in University in Indonesia.

This paper also is aimed at exploring the supporting

and challenging factors in using LMS to promote

students’ self-regulated learning between hopes and

challenges.

2 METHOD

The study was conducted in the qualitative and

quantitative research design. Qualitative research

refers to a flawed structured research methodology to

gain in-depth information about the use of LMS to

promote self-regulated learning for EFL learners. The

study utilized a semi-structured interview. It was

conducted the depth interviewing of the respondent

by convenient circumstances. The tangible research

devices applied in the study composed focused on

interviews.

The indicators of interview were adopted from

Gambo & Shakir (2021) which focused on five

components of SRL in smart learning. They are goal

setting, strategic planning, task-strategy, elaboration,

and help seeking. The respondents I took were

English lecturers who used LMS in their lectures, and

students who used LMS in the learning process. The

number of interview respondents was 6 students and

3 lecturers.

The quantitative research is used to find out some

hopes and challenges of using LMS for EFL learners.

The questionnaire is prepared by using five points

Likert scales (from strongly disagree to strongly

agree). It was adopted from (R. Prasetya, 2021). The

next step was to assess reliability and validity of the

questionnaire. In terms of overall reliability, the

Cronbach’s alpha was .830, suggesting high internal

consistency. The number of questioners respondents

are 54 people.

3 RESULTS AND DISCUSSION

3.1 Findings

To find out the use of learning management system

(LMS) for EFL Learners in University in order to

promote self-regulated learning, it was conducted by

interviewing eight respondents who were taken from

every class and every level in English department.

Usage of Learning Management System (LMS): A Qualitative Study of Self-Regulated Learning on EFL Learners in University Between

Hopes and Challenges

Convenient sampling was used to choose the

respondent of this research.

3.1.1 Goal Setting Aspect in Promote SRL

Through LMS

All respondents agreed that LMS designed and set to

let students through a process of reflection short- and

long-term goals of learning. Communication feature

of LMS supported them to think about considering

what strategies they might use to accomplish and

realize those goals. The lecturers posted some

announcement about the course goal, informed about

learning outcome of this course, learning goal every

meeting and materials information every meeting as

well. Therefore, students could access them

conveniently.

I can manage and set my goal every course

because in LMS through announcement site

lecturers give information about the learning

outcome and learning goal for every meeting

(R4,T.1)

I can think what should I do to accomplish my

goal through giving some information about

learning outcomes in LMS (R2.T1)

Figure 1: The Information about learning goal every

meeting and also the material.

3.1.2 Strategic Planning Aspect in Promote

SRL Through LMS

All respondents supported that using LMS could

facilitate students to conduct strategic planning for

their learning. It is related to students’ planning the

sequence, timing and completion of activities

directed at learning goals. Through LMS features

such as announcement every meeting, task or

assignment feature, students can manage or plan and

also conduct some strategies to finish the task. In

addition, some lectures also gave them the final

project of this course using project-based learning, so

they can set some steps to accomplish the goals.

There is assignment feature to manage us and to

give information the dateline of submitting the

assignment, so we can manage our time to

accomplish it (R3, T2

Not only assignment feature but also a quiz

feature in our LMS can support us to manage our

time because there is dateline of finishing the quiz

(R6, T2)

Figure 2: The Quiz Feature from Students’ LMS.

Figure 3: The Assignment Feature from Students’ LMS.

3.1.3 Self-Evaluation Aspect in Promote

SRL Through LMS

Concerning this aspect, students are able to reflect on

their own learning, including their strengths and

weaknesses. It can be conducted through some

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

features in LMS such as grade feature, discussion

feature, assignment feature and also reflection site.

All respondents agreed that they can conduct self-

evaluation by supporting some features in their LMS,

such; 1) grade feature; the students can reflect what

have been done and what have they got of their

learning based on their scores; 2) discussion feature;

students can evaluate their own learning and

understanding based on the dynamic of discussion

between student and student, and also between

student and lecturer; 3) reflection site; some lecturers

using in project-based learning and setting their steps

in LMS post reflection site for the students. It is aimed

at reflecting on areas that they have done well in and

some areas that need improvement.

We can evaluate our performance in learning

based on the lecturer feedback through grade

feature, and discussion feature. We can know our

weaknesses so we can build it (R6.T1)

There is a reflection aspect In ELT material

development course and research method in ELT

course which are set in LMS. By using reflection

feature, we can write and express what we felt and

what we got from those courses (R8, T1)

Figure 4: The Feedback from lecturer.

Figure 5: The reflection feature from students’ LMS.

3.1.4 Task Strategy Aspect to Promote SRL

Through LMS

Similar to strategic planning aspect, it focuses on

organizing, planning, and transforming one’s own

study time and tasks. Based on the interview results,

students can manage or plan some tasks given by

lecturer due to distributing assignment feature in

LMS. From that feature, we can access the instruction

and rubric assessment of the task. The important one

is students can get the information of the task

dateline. Consequently, students can manage their

time to accomplish the task. They also can organize

some activities, such reviewing the material posted by

lecturer, reviewing some discussion that is available

in LMS.

We can manage our time to submit our assignment

in LMS because the lecturer gives us the dateline

information in our LMS. Therefore, we can plan

some strategies to finish our task such reading

materials and opening material video given by

lecturer which set in LMS (R4, T4)

Figure 6: The information about timeline of assignment.

Usage of Learning Management System (LMS): A Qualitative Study of Self-Regulated Learning on EFL Learners in University Between

Hopes and Challenges

3.1.5 Elaboration Aspect to Promote SRL

Through LM

Concerning this aspect, elaboration is related to

combining new knowledge with prior knowledge and

constructing meaning from learned materials. For

giving new knowledge and information about the

course, the lecturers distributed the materials both

PPT and PDF formats in LMS feature. In addition,

students also got new knowledge from link shared

through LMS. Some activities based on those features

encourage students to learn and elaborate some

knowledge that they have got. Besides, to construct

some meaning and knowledge, the lecturer facilitated

in discussion feature and also video conference

feature so that between lecturers and students can

share and elaborate some ideas related to the topic of

this course.

To get the new materials or new knowledge, the

lecturer posts them in LMS through material

feature. The format file usually is using PPT

(R1.T5)

Every meeting, the lecturers post some features

such attendance, material link, discussion and

also video conference link to conduct

synchronous learning (R5.T5)

Figure 7: The material and video features.

Figure 8: The Video Conference Link in LMS.

3.1.6 Help Seeking Aspect to Promote SRL

Through LMS

Organizing and mapping the need for assistance

becomes crucial when students experience learning

difficulties and stagnation or are faced with a level of

performance that is less than desired. With regard to

the goal of seeking help students facilitate the

recognition that seeking help can be a self-regulated

learning strategy.The implementation of this aspect is

asking other friends for help, or consulate to the

lecturers or resources. In LMS we use discussion

feature or video conference to ask for helping.

We can ask for help about the material, the task

and also the project by using video conference

with lecturer through google meet link. In

addition, we can use discussion feature to confirm

something unclear in every meeting (R6T6).

3.1.7 Hopes and Challenges in Using LMS

for EFL Learners

To find out the hopes and challenges in using LMS

for EFL learners in university, this study distributed

11 items related to the hopes and 15 items related to

challenges in using LMS. The result can be seen from

the table below.

Based on the results above, it can be concluded

that more than 75% the respondents agreed that LMS

should improve and build the English teaching and

learning. Some hopes expected by respondents in

using LMS are this system (LMS) can improve the

quality and handle the English problems, can improve

some component of self-regulated learning such

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

Table 1: The percentage about general perception of LMS.

Q SA A U DA SD

LMS improves the Quality of English Teaching in Higher

Education

3 (5.5%) 45(85.1%) 6 (9.2%) 0 (0%) 0 (0%)

LMS makes English Language Pedagogical pleasant 2 (3.7%) 45(83.3%) 7 (12.9%) 0 (0%) 0 (0%)

LMS Improving comprehensive Language Skills 2(3.7%) 40(74%) 10 (18.5%) 2 (3.7%) 0 (0%)

LMS handles with Language Teaching obstacle 1(1.8%) 45(83.3%) 8 (14.8%) 0 (0%) 0 (0%)

LMS generates a collaborative language teaching & learning

situation.

4(7.4%) 46(85.1%) 3 (5.5%) 0 (1%)

(

1.8%

)

LMS enhances language teaching interactive experiences 3(5.5%) 41(75.9%) 9 (16.6%) 1 (1.8%) 0 (0%)

LMS stimulates language teaching needs and interests 1(1.8%) 44(81.4%) 9 (16.6%) 0 (0%) 0 (0%)

LMS encourages independent language teaching and learning 7(12.9%) 46(85.1%) 1 (1.8%) 0 (0%) 0 (0%)

LMS implements a comfortable environment to encourage target

language practice

3(5.5%) 43(79.6%) 7 (12.9%) 1 (1.8%) 0 (0%)

LMS is appropriate for small or large group activities 4(7.4%) 38(70.3%) 10 (18.5%) 2 (3.7%) 0 (0%)

LMS supports lecturers and students' academic progression 9(16.6%) 42(77.7%) 3 (5.5%) 0 (0%) 0 (0%)

Table 2: Learning Style and Cultural Challenges using LMS.

Q SA A U DA

Disability in accessing technology 3 (5.5%) 30 (55.5%) 15 (27.7%) 6 (11.1%)

University Support 10 (18.5%) 40 (74%) 4 (7.4%) 0 (0%)

Students' family background 3 (5.5%) 30 (55.5%) 19 (35.1%) 2 (3.7%)

Lack of classroom 5 (5.5%) 29 (53.7%) 17 (31.4%) 3 (5.5%)

Attitude towards ICT 7 (12.9%) 45 (83.3%) 2 (3.7%) 0 (0%)

Electronic learning referred to the student-focused approach 3 (5.5%) 40 (74%) 5 (9.2%) 5 (9.2%)

Materials in textbooks 1 (1.8%) 20 (37%) 25 (46.2%) 8 (14.8%)

Table 3: Pedagogical E-learning Challenges Using LMS.

Question SA A U D

Requires much preparation time compared to other approaches 3 (5.5%) 29 (53.7%) 20 (37%) 1 (1.8%)

The course is not boundary with conventional time 1 (1.8%) 31 (57.4%) 19 (35.1%) 3 (5.5%)

Table 4: Time Management Challenges Using LMS.

Q SA A U DA

Lack in explaining the material 4 (7.4%) 25 (46.2%) 17 (31.4%) 8 (14.8%)

Learners are bored because of feeling isolated and disconnected 4 (7.4%) 29 (53.7%) 12 (22.2%) 9 (16.6%)

Lack of student engagement 7 (12.9%) 35 (64.8%) 8 (14.8%) 4 (7.4%)

Lack ofevaluating student's task-based performance 4 (7.4%) 28 (51.8%) 16 (29.6%) 5 (9.2%)

Table 5: Technological Challenges Using LMS.

Question SA A U DA

The unavailability of internet access/ WIFI other infrastructures 4 (7.4%) 32 (59.2%) 11 (20.3%) 6 (11.1%)

The lack of cheaper software 7 (12.9%) 32 (59.2%) 9 (16.6%) 5 (9.2%)

Usage of Learning Management System (LMS): A Qualitative Study of Self-Regulated Learning on EFL Learners in University Between

Hopes and Challenges

collaboration, exploring new knowledge and

experience, motivation and encouraging.

The table below describe some challenges related

to using LMS for EFL learners.

Based on the tables above, it can be concluded that

the challenges of using LMS by EFL learners are

placed into four aspects. They are learning style and

cultural challenges, pedagogical e-learning

challenges, technological challenges, and time

management challenges. The learning style and

cultural challenges in using technology are the lack

ofteachers’ or lecturers’ ability, the concept of

student-centeredlearning which still weak in

Indonesian cultural. The next challenges are about

pedagogical e-learning challenges. Those are related

to students’ motivation and engagement to be

interested in learning using LMS. It is also related to

some difficulties in assessing student's task-based

performance. The third aspect of challenging in using

LMS is technological challenging. It is about unstable

signal and limited software used by learners. The last

aspect is time management challenge. It focuses on

long preparation to perform the LMS. It needs more

time.

3.2 Discussion

Based on the findings above, it can be concluded that

most of features in LMS used by EFL students are

powerful to support the students’ self-regulated

learning including goal setting, strategic planning,

task-strategy, self -evaluation, elaboration and help

seeking. LMS tools can be addressed into three

models they are learning skill tools, communication

tools, and productivity tools (Onodipe, Keengwe, &

Cottrell-Yongye, 2020).

Some features that related to the learning skills

tools are quizzes, attendance, assignment, video

conference. Whereas some features related to the

communication tools are; announcement and

discussion. Then, some features related to

productivity tools are material, video material, record

grades. Goal setting is one of self-regulated learning

components in enhance online learning. Goals

involve setting and modifying task-specific goals that

serve as criteria against which to gauge

progress(Schunk, 2005)(Scroll & For, 2010). Goal

setting in Zimmerman’s Cyclical Phases Model is

included forethought phase.(Panadero, 2017).

Distributing some features related to goal setting in

LMS gives best performance for learners(Handoko,

Gronseth, McNeil, Bonk, & Robin, 2019)(Kitsantas,

Robert, & Doster, 2004), and positive impact on

SRL(Barkah Sanyoto, 2021).

Strategic planning is also essential for

encouraging self -regulated learning of learners.

Strategic planning promotes students’ construction of

mental representations of their goals, as well as the

organization and management of strategies for

achieving them(Eilam & Aharon, 2003). It could be

started with determining goals, then the students

should manage and plan using specific strategic to

accomplish their goals(Chen, 2011). It is similar to

task strategy which is one of component of SRL that

related to cognitive domain. The cognitive area

introduces the resources and also strategies that

support in addressing the task. Metacognitive

awareness recognizes the difficulty of the task and

identifies the knowledge and skills needed for

addressing the task(Rowe & Rafferty, 2013), Task

strategy also significant correlation and predictor

with SRL(Lee, Watson, & Watson, 2020).

The finding of this study also related to

elaboration to promote SRL. It is proven by research

(Liu, Xiang, McBride, & Chen, 2020) stated that

elaboration component gives predominant effect to

SRL. Elaboration refers to our abilty to embellish new

information in long term memory. Elaboration can

occur at a shallow or deep level.(Mehrens, W.A. &

Lehmann, 1991). The last component of SRL is help

seeking. It is supported by LMS to facilitate students

to ask for help about their problems from teachers and

more knowledgeable peers who are able to scaffold

them to find or develop solutions(Dong, Jong, &

King, 2020). It is proven by previous studies that

showed contributing to a better understanding of

contemporary university students' online academic

help seeking(Cheng, Liang, & Tsai, 2013)(Won,

Hensley, & Wolters, 2021).

Some findings related to hopes and challenges in

using LMS for EFl learners are supported by some

previous studies. Based on Xiao (2020) stated that to

improve professional development LMS or Moodle

can build with interactive platform and much features

(Paraginǎ, Paraginǎ, Jipa, Savu, & Dumitrescu,

2011)(Egorov, Prokhorova, Lebedeva, Mineeva, &

Tsvetkova, 2021), add best capacity (Deliwe, 2020).

The findings related to some challenges are similar to

some previous studies. LMS must be placed on using

LMS friendly user interfaces that can enable all tools

and functions (Al-Hunaiyyan, Al-Sharhan, &

AlHajri, 2020), (Zain, Fadil, & Hadi, 2018)(Sahoo,

Odame, Reddy, & Khan, 2020). In addition some

challenges are connectivity, e-learning system

support, and technological (Bhalalusesa, 2013) and

self-regulation issues(Aini, Budiarto, Putra, &

Rahardja, 2020).

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

4 CONCLUSION

This study is exploring the use of LMS to promote

self-regulated learning on EFL learners in University.

The features of LMS set by English lecturers support

EFL learners’ self- regulated learning. The

component of SRL adopted to conduct this research

consists of goal setting, strategic planning, task-

strategy, elaboration, and help seeking. Those

components are built by some features of LMS are

quizzes, attendance, assignment, video conference,

announcement, discussion, material site, video

material, and also record grades. By using features of

LMS encourage and improve students’ self-regulated

learning. EFL learners’ perception about hopes

showed that using LMS can improve the quality of

English learning both lectures and learners. Some

challenges related to this finding showed some aspect

including technological skill, capacity and e-learning

support system.

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