Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan

Abstract

Successful implementation and use of learning management systems (LMSs) have become a critical challenge for many higher education institutes during the Covid-19 pandemic. Although LMSs with lots of features were developed for universities, the success of those systems is highly related to a detailed understanding of challenges and factors influencing the use of the systems among their users. HELMS (Higher Education Learning Management System) is a countrywide LMS used for teaching and learning during the quarantine period caused by covid-19 in Afghanistan universities. As it was the first experience of Afghan universities in using the learning management systems during the pandemic, challenges were expected to appear. No previous research has been conducted on either studying the challenges of using the HELMS or investigating the factors influencing the use of HELMS during the Covid-19 pandemic in Afghanistan. Hence, there was no unified view of the potential challenges of using HELMS and factors influencing the use of the HELMS among the researchers. This research aims to investigate the challenges that face the use of HELMS and explore the factors influencing the use of HELMS among both lecturers and students. This study employed a qualitative research method by conducting semi-structured interviews with 100 participants including university management, lecturers, and students. Thematic analysis was used as a method for the analysis of qualitative data. The findings of this research will help policymakers, researchers, and practitioners in public and private universities to grasp knowledge on the successful implementation and use of LMSs during covid-19 and afterward.

Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal

“…In this study, teachers searched alternatives and used technology as they saw fit in their local contexts, even in an unconventional manner (i.e., use of social platforms as LMS) which also corroborates with the findings of Shah et al ( 2020 ). Lack of policy to guide the use of digital technologies also emerged as one of the challenges, which corroborates the findings of Mohammadi et al ( 2021 ).…”

“…According to Lai ( 2011 ), little is known about how university teachers use digital technology in teaching and learning, and how it is embedded in pedagogy, along with its potential impact on students. Mohammadi et al ( 2021 ), in their study in Afghanistan found out that lack of policy, guidelines, and detailed policy documents was one of the key challenges for implementing digital technologies such as the learning management system (LMS) in higher education; however, Alzahrni and Seth ( 2021 ) argue that learners’ expectations of positive advantages from using technologies (personal outcome expectations) have a significant influence on their continuous intention to use LMS. The technologies that help to provide long-distance courses, such as the learning management systems, "provide an interactive learning environment and automate the administration, organization, delivery, and reporting of educational content and learner outcomes" (Turnbull et al, 2019 , p. 1).…”

The impact of COVID-19 pandemic on students’ learning in higher education in Afghanistan

“…(2020b) , Khaliq et al. (2020) and Mohammadi et al. (2021) who reported that students experienced an ineffective learning and they faced different challenges in teaching and learning activities during the COVID-19 pandemic because of lack of enough resources hindered their learning.…”

“…Studies indicate that there were many challenges delivering online lectures in Afghanistan higher education ( Salih and Taniwall, 2020 ; Khaliq et al., 2020 ; Noori and Orfan, 2021 ). Mohammadi et al. (2021) and Khlaif et al.…”

Learning Mathematics of Financial Operations during the COVID-19 Era: An Assessment with Partial Least Squares Structural Equation Modeling

“…Any innovative and groundbreaking methodological proposal, such as the one presented in this research work, can be implemented in other subjects, universities, and countries if the appropriate circumstances are fulfilled. Possible barriers include the lack of material or economic means, such as those detected by Mohammadi, Mohibbi, and Hedayati [96] in the establishment of HELMS (Higher Education Learning Management System) in Afghanistan, or the preparation, facilities, and infrastructure available for the teaching staff responsible for online teaching as reported by Kamsurya [97]. Another aspect to highlight for this approach to materialize in other classrooms is the need for coordination between schools or faculties, students, and professors [98], always bearing in mind the opinion and needs of the students [99].…”