<p class="abstract"><span lang="EN-US">In recent years, universities have been under increased pressure to adopt e-learning practices for teaching and learning. In particular, the emphasis has been on learning management systems (LMSs) and associated collaboration tools to provide opportunities for sharing knowledge, building a community of learners, and supporting higher order learning and critical thinking through conversation and collaboration. Due to the greater level of</span><span lang="EN-GB"> data continuity, reliability, and privacy that LMSs can provide compared to the available free applications, LMSs are still the central platform for many universities to deliver e-learning. Therefore, it is vital to investigate the LMS structure requisites that affect user engagement. This paper focuses on the important LMS design factors that influence user engagement with e-learning tools within LMSs. Results were extracted from 74 interviews about Blackboard with students and lecturers within a major Australian university. </span>A user-friendly structure, avoidance of too many tools and links, support for privacy and anonymous posting, and more customisable student-centred tools were identified as LMS design factors that affect user engagement<span lang="EN-US">.</span></p>

Learning management systems (LMS) have become the norm in recent years in higher education to further engage students and lecturers. The e-learning tools within LMS provide knowledge sharing and community building opportunities that can support both critical thinking and higher order learning skills through conversation and collaboration. However, the mere existence of tools does not guarantee users' adoption and acceptance. Several effective arrangements are required to engage users. This paper focuses on different aspects of lecturers' attitude that impact user engagement with LMS tools reporting on findings from 74 interviews with students and lecturers from different disciplines within a major Australian university. Results indicate that lecturers' teaching style and habits, active participation in online activities as well as designing appropriate tasks and assessment procedure are important determinants of lecturers' attitude in engaging students with LMS tools.

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Background: In recent years, universities have widely adopted e-learning tools for educational purposes. Learning Management Systems (LMS) have been the core of this new paradigm due to the opportunities that interaction and collaboration tools within LMS provide for educators to enhance the effectiveness of e-learning. Objectives: The purpose of this study was to combine flipped classrooms with e-learning facilities to investigate how it influences students' satisfaction with learning. It also investigated the leading and restrictive factors of interactive learning in an e-flipped classroom and the impact of the e-flipped classroom on students. Methods: This paper reports a mixed-method study, following the Levin Model steps, to examine learning satisfaction in the e-flipped classroom. Participants were 12 Master students experiencing flipped classrooms in an e-learning platform in two subsequent semesters in 2019. Results: Students were interviewed and filled out questionnaires to reflect their experience of an inverted teaching method using LMS. Thematic analysis was adopted to analyze interviews. Two subcategories, "individual achievements" and "educational achievements," and one category, "learning satisfaction," were obtained. The t test was applied to analyze the questionnaire results at the p value of 0.05 as the significance level. The response rate to the questionnaire was 83%. Conclusions: Students were significantly satisfied with the program and reported no dissatisfaction. Further, the pedagogical and motivational factors and LMS features were the leading factors of an effective e-flipped paradigm. However, individual limitations, infrastructure deficiencies, and ethical considerations may restrict the effectiveness of an e-flipped program.