Odame, J. & Yalley, C. E. (2023). Flexibility and usability: Focal point of graduate students’ knowledge level of the features of SAKAI learning management system. Journal of Educational Technology Development and Exchange, 16(1), 126-146. https://doi.org/10.18785/jetde.1601.07 Flexibility and Usability: Focal Point of Graduate Students’ Knowledge Level of The Features of SAKAI Learning Management System Jonathan Odame University of Ghana, Ghana jonathanodame@ug.edu.gh Clarke Ebow Yalley* University of Education, Ghana ceyalley@uew.edu.gh Abstract: Coupled with the global pandemic (COVID-19) and technological advancement, the SAKAI learning management system (LMS) was initiated to deliver synchronous, asynchronous, blended instruction to break the artificial boundaries towards delivering quality education. This requires students to acquire the requisite knowledge to develop self-regulated skills to navigate through inbuilt features of SAKAI LMS to ensure usability, flexibility, and accessibility. To ascertain the usability, flexibility and accessibility of the SAKAI LMS, this study sought to examine the knowledge level of graduate students on the features of SAKAI LMS. The cross- sectional survey design was used to gather data. Using the SAKAI LMS, the systematic sampling technique was used to sample 209 students drawn from the six (6) schools within the three colleges of the University of Ghana. A close-ended questionnaire on a three-point Likert Scale was employed to elicit information on respondents’ knowledge of the features of the SAKAI LMS. The study’s findings revealed that the respondents possessed a low level of knowledge on forum tools, lesson tools, quizzes and assessment tools, resources tools as well as chatroom tools of the SAKAI LMS. However, there was a significant difference between the level of knowledge of the features of SAKAI LMS across genders, but there was no statistically significant difference in the level of knowledge of the SAKAI LMS across the age and college of affiliation of respondents. Based on the study’s findings, university management needs to organise some SAKAI LMS training and orientation for at least three days to enable students to acquire the requisite knowledge and understanding of the different inbuilt features of the SAKAI LMS. Through this exercise, respondents will build and develop self-regulatory skills. This is because the SAKAI LMS can become beneficial if respondents possess the mastery of knowledge to control and monitor their traits of metacognition as they engage with the SAKAI LMS. Keywords: learning management system (LMS), SAKAI LMS, self-regulatory learning; graduate students, metacognition 126 Volume 16, Issue 1, June, 2023 Flexibility and usability: Focal point of graduate students’ knowledge level of the features of SAKAI learning management system Introduction Based on the functionalities of the LMS, it can be explained as a web-based technology Educational institutions consistently assisting in the planning, disseminating integrate online educational portals into the and assessing expected learning outcomes curricula for adult learners to gain flexibility (Ayub et al., 2010). LSM is explained as the in their learning opportunities. Learning learning environment where content delivery management sys tem (LMS) has been is given flexibility and a shift in pedagogical the dominantly used online technologies approaches to intensify student interaction and by most tertiary institutions in Ghana to support the provision of timely feedback to deliver synchronous, asynchronous, blended users. E-learning platforms must continuously instruction to meet the delivery of quality thrive over any personal, local or international education (Xin et al. 2021). According to crisis that will hinder students’ academic Ismail (2002), the Learning Management progress ion. Coupled with the global S y s t e m ( L M S ) , L e a r n i n g C o n t e n t pandemic (COVID-19) and technological Management System (LCMS), Learning advancement, the introduction of SAKAI Design System (LDS) and Learning Support LMS made students more responsible for their System (LSS) are the four major e-learning learning, progress and academic performance. systems adaptable by educational institutions. The thinking of moving from pedagogy to For this study, the reference point will be the heutagogy would help university students LMS, specifically the SAKAI LMS used by become more responsible to navigate their the University of Ghana, Legon. The SAKAI learning, addressing the diverse learning LMS serves as a conduit connecting lectures styles and fostering the conduct of self or and university students’ academic and social peer assessment. This anchors self-regulated engagement. The usability, flexibility, and learning as a critical vision for using SAKAI accessibility of the SAKAI LMS depend on LMS to allow graduate students to engage the inbuilt features that allow users to make in meta-cognition to improve their academic good use of the LMS. Students have gotten the goals (Pintrich, 2003). At the university level, chance to experience varied functioning of the the constructivist part of active learning is LMS concerning student admissions, course activated to allow students (s) to explore the registration, notification of lecture schedules, environment, interact with peers, and reflect medium for students’ assessment intake, on creating meaning and knowledge for assessment feedback and peer communication. themselves (Knowles et al., 2014). Dube and Also, LMS supports lecturers in creating and Scott (2014) carried out a study to understand managing instruction through the affordance the various factors influencing the utilisation of features such as the uploading of learning of the SAKAI LMS by seventy (70) faculty materials, conducting a formative assessment members at the National University of Science (Assessment as Learning and Assessment and Technology (NUST), Zimbabwe. The for Learning) and summative assessment study’s objective was to establish the reasons (Assessment as Learning) and creating an for using the SAKAI platform and, again, if atmosphere for interaction among students the use of the LMS was affected by the level or between the facilitator and students (Graf of knowledge of its features. The study’s et al., 2009). The LMS affordance extends results indicated that the lack of awareness students’ learning frontier beyond the four and knowledge of the SAKAI LMS influenced walls of the classroom, the school and even its usage, and only 50% of faculty members the teacher. were knowledgeable about its features. The Volume 16, Issue 1, June, 2023 127 Journal of Educational Technology Development and Exchange findings from this research reveal that faculty users and beneficiaries of these educational members do not use the LMS for teaching and technological resources as a result their mainly due to a lack of knowledge of the knowledge of the features of LSM has a system, thus confirming the assertion made direct impact on the extent of usage, rate of by De Smet et al. (2012) that “users need to accessibility, psychological attachment, as acquire a basic factual knowledge level about well as technical, social and pedagogical technology before they can move on” (p. affordance (Amoako-Atta & Yalley, 2021). 690). Ssekakubo et al. (2011) believed that the lack of knowledge of the features of the Bond (2020) confirmed that students’ LMS could be attributed to the fact that many LMS usage di rect ly impacted learner LMS initiatives were typically announced engagement, self-directed learning and from top to bottom. These kinds of initiatives expected learning outcomes. As a result, need more support than initiatives started graduate students need to know the different by departments or small units within the built-in features in the SAKAI LMS to build institution. As a result, an institution of higher and develop self-regulatory skills. The LMS education should not only organise training can become useless or less effective if students on the features of the LMS but also create lack the knowledge and interest in utilising awareness of its advantages in teaching and the system. Graduate students deploy varied learning. techniques and strategies to control and monitor their traits of meta-cognition and Personalisation and recommendation are knowledge. Scholars (Cavalcanti et al., 2021; the two major sections of the LMS that can Cicchinelli et al., 2018) posited that the higher be used to improve effective and efficient use. the knowledge and meta-cognition towards When the adjustment of learning resources self-regulated learning, the faster students and services met the learners’ actual needs and learned and performed. The development expectations, Peter et al. (2010) termed this of self-regulatory skills requires learners to functionality as personalisation. Students can have a positive learning environment needed achieve personalisation when there is content to develop the requisite knowledge because adaption, browsing-dependent interfaces, students’ motivation declines as they encounter browsing-centred, customised interfaces, and challenges in their learning. Students’ inability device-dependent interfaces. Moreover, the to develop the requisite knowledge leads ability of the students to exhibit proactiveness to a decline in their chances of controlling depicts the recommendation of content and and continuing their learning. Studies have service to peers to facilitate their use of the proven that with the appropriate knowledge, LMS (Peter et al. 2010). As software, there are students will actively engage and take control particular features with their corresponding of their learning processes and ensure the functions. Using these functions effectively development of their cognitive skills. Learners depends on the user’s knowledge level. In who take control of their online learning can this case, literacy is critical to the effective, engage with peers, spend productive time in efficient and productive use of technological online learning and can utilise LMS features resources. As self-regulated learning is not to learn and communicate with peers and inherent to graduate students’ academic instructors (Lee et al., 2019; Kim et al., 2019). progression, their inabili ty to identify This implies that students’ knowledge and specific features blocks the success of their experiences during online learning influence academic journey. Students are the end their engagement and academic performance. 128 Volume 16, Issue 1, June, 2023 Flexibility and usability: Focal point of graduate students’ knowledge level of the features of SAKAI learning management system In a study conducted at the Faculty of and questionnaire were employed during the Communication and Information Science investigation. The study’s outcome indicated at the National Universi ty of Science that the calendar tool was the least popular and Technology by Choga (2015) on the among graduate students. The graduate utilisation of the SAKAI LMS by fifty-one students again needed to gain more knowledge (51) undergraduate students, it was found about the Email tool. Even though online that all the respondents had good knowledge learning is prevalent, there needs to be more of the features of the SAKAI LMS and had research on how knowledge activities happen at least used the system once in their studies. in online group work when using LMS, The study’s findings confirmed the earlier especially in distance education. In another assertion by Mtebe (2015) that knowledge study, Derakhshan (2012) was interested in of an information system could affect its finding out the perceptions of students and continual usage. Also, to identify strategies to faculty members towards the features of a enable learners to use e-learning platforms in mobile LMS in higher education and used developing countries effectively, Ssekakubo et 5,000 respondents comprised of faculty and al. (2011) conducted a study using an online students. It was revealed that the assignment survey of 144 students from two African tools had the highest level of users’ knowledge universities. The survey findings indicated that and concluded that lecturers and course most students had a good knowledge of certain instructors engaged students in using the features such as the Assignment, Forum, and system for their daily activities regarding Chat room tools. This implies that the most teaching and learning. In a study to investigate frequently used LMS function was uploading students’ perceptions and use of the SAKAI course resources and course outlines and LMS at the University of Ghana, Darko-Adjei chatting with friends and lecturers. (2018) used 230 level 300 distance learning students of the University of Ghana’s Accra On the other hand, Juhary (2014) posited campus. The survey outcome indicated that that most respondents reported needing distance learning students became aware of the more knowledge and awareness concerning SAKAI LMS mainly through their tutors and the features of the SAKAI LMS. Some the orientation programme. However, some respondents suggested that more awareness SAKAI tools were not utilised due to a lack of and knowledge creation about the SAKAI awareness and knowledge, mainly the calendar LMS was needed before more users could tool. This implies that the distance education utilise the system to its full potential. units of universities could provide adequate Furthermore, in exploring the experiences orientation and training to all distance of Canadian and international students education students on the features of the concerning the adoption of the SAKAI LMS, SAKAI LMS. The study by Leeder and Lonn Arhinful (2016) found out that students needed (2014) revealed that users and non-users of to be more aware of the features. In order to the SAKAI LMS needed more knowledge of explore how knowledge could be exchanged its features and hence experienced numerous and shared successfully among distance difficulties, such as sending and responding education students using the SAKAI LMS, to emails, chatting, and downloading learning Soon and Fraser (2011) carried out a study on documents. The perceived lack of knowledge 37 graduate students studying on a distance caused several unwarranted agitations, basis. The data collection techniques such encounters and confrontations between as participatory observation, documentation students and lecturers, as students tended to Volume 16, Issue 1, June, 2023 129 Journal of Educational Technology Development and Exchange have problems with: Legon, to provide empirical evidence on graduate students’ level of literacy on the i . access ib i l i ty o f no t i f i ca t ions and SAKAI LMS to enable the Vice-Chancellor, information Pro-Vice-Chancellor, Deans of Colleges, Heads of Department and lecturers incorporate ii. accessibility of course content or learning timely workshop training on the features of materials LMS for students. This singular act can lead iii. engaging in interactive sessions during to the design of the SAKAI LMS brochure or instructions guide to enable students to navigate smoothly to reduce techno-stressors and anxiety among iv. how to voice their questions across such students when using the SAKAI LMS for medium academic purposes. The findings can highlight the level of knowledge students have on the v. downloading of assessment items as well functionalities of the SAKAI LMS to help the as uploading assessment responses, university authorities curb the underutilisation of the SAKAI LMS by students. Inferring vi. downloading of assessment feedback, from these significances and the need to make the use of LMS easier for students vii.using email options consistently, an empirical study needs to be conducted to ascertain graduate students’ viii. using the Turnitin tool knowledge level at the University of Ghana, ix. calendar prompts Legon, on the features of the SAKAI LMS. Students get frustrated whenever they Research Questions visit or use the features of SAKAI LMS for academic or social purposes because The study is guided by the following the capacity of the interactive content and research questions: pedagogical purposes have been limited. Asamoah (2020) and Surry et al. (2005) 1. What is the graduate student’s knowledge confirmed this assertion that the integration level of the features of SAKAI LMS? of instructional technologies in the delivery of higher education was plagued with 2. What is the difference in graduate technological dissatisfaction and learners’ students’ knowledge level on the features need for more knowledge of the features of of SAKAI LMS across gender, age, and the e-portal, leading to users’ incompetence. college affiliation? This phenomenon has created dissatisfaction and disaffection among students towards Study in Relevant Context using SAKAI LMS, perceived as a means to deepen, extend and make the delivery of The SAKAI LMS quality tertiary education more accessible and relevant to 21st Century teaching and SAKAI LMS is a free, public source, learning. Against this backdrop the researchers educational computer platform designed to sought to examine the knowledge level of enhance teaching, learning, research and graduate students on the features of the collaboration in either fully or partially SAKAI LMS at the University of Ghana, online environments. The SAKAI LMS was 130 Volume 16, Issue 1, June, 2023 Flexibility and usability: Focal point of graduate students’ knowledge level of the features of SAKAI learning management system developed by a community of academic on the SAKAI LMS out of its numerous organisations, commercial institutions and features. Some features of the SAKAI LMS individuals. It has been distributed under the are discussed below. Educational Community License (an open- source license) since its development. SAKAI Forum tool: A Forum can be described LMS is used by many academic institutions, as a grouping of topics. For example, exciting mainly in the United States of America, Asia, topics may be created within Forums, where Australia, Europe and Africa. The platform a student could post a comment. Lecturers/ was designed to be accessible and reliable instructors could assign points to students’ and has over 100,000 online users (Berg contributions and interactions. Forums and & Dolphin, 2011). In December 2012, the topics could be released according to specified SAKAI Foundation merged with Jasig to dates, and instructors/lecturers could choose form the Apereo Foundation, which took to moderate messages posted to topics. With over stewardship of SAKAI development. To the Forum, a graduate student can read his/ enhance SAKAI’s user experience and make her coursemates’ posts/comments from the the platform more efficient, developers of the SAKAI LMS. Additionally, the Forum tool system implemented a program to create a allows for the creation of private and public code termed DRY (do not repeat yourself). groups and discussion topics. Using the This code allowed faculty and users to adopt Forum tool, lecturers/instructors could create and use the SAKAI LMS. The SAKAI LMS a limitless number of discussion Forums for for 2019 was released on Thursday, March graduate students. 21 2019, to support teaching and learning. Most remarkable in this release is the built- Gradebook tool: The Gradebook tool in, flexible grading rubrics. In line with this, helps lecturers/ instructors calculate and faculty members could easily create rubrics store their students’ grades. With this tool, for Assignments, Tests, Quizzes, Forums and lecturers/instructors can grade assignments the Grade book. Further improvements to the or examinations taken by students. The rubrics were planned to be released in 2020. Gradebook tool allows graduate students Within the next few years, the SAKAI LMS to view the scores for all their marked seeks to increase faculty flexibility and enable assignments and class exercises. Using more significant user learning outcomes Gradebook, lecturers could define their (Hodges, 2019). course grades based on a 100% scale for their students on the SAKAI LMS. Commentary on the Features of the SAKAI LMS Lessons tool: The Lessons tool helps a lecturer/instructor to organise learning Although earlier research has shown that resources and activities on a single page on the use of the LMS is increasing in higher the system. For instance, with the Lessons educational institutions, the majority of tool, a lecturer at the University of Ghana can university students only use a few features of organise his/her course by units, modules, the system as a result of a lack of awareness/ weeks, topics, or any other groupings. Every knowledge of them (Dutton et al., 2004; Gaba lesson page could be personalised to suit the & Sethy, 2010). From accessible literature, needs of a particular topic. For example, a there is strong evidence to suggest that most graduate student could be instructed to click university students only use a few features on the Lessons Page Title (e.g., Unit 3) in the Volume 16, Issue 1, June, 2023 131 Journal of Educational Technology Development and Exchange Tool Menu to display the page by an instructor instructor can re-order or remove individual on the SAKAI LMS. items from the Syllabus tool. As a result, if a lecturer wants to organise the Syllabus by Tests and quizzes tool: Tests and quizzes weeks, the Syllabus tool is a good option. online can be done with the tests and quizzes Again, if a lecturer has a Syllabus posted on a tool on the SAKAI LMS. This tool allows webpage, the lecturer may direct the Syllabus lecturers and instructors to conduct interim tool to that Syllabus. Overall, the Syllabus assessments (IA), quizzes and end-of-semester tool on the SAKAI LMS helps lecturers and examinations. It usually takes the form instructors post their Syllabus and course of “fill in” and multiple-choice questions, outlines for their students. thus preventing students from cheating due to the randomisation of exam questions. Chat room tool: The Chat room is the Additionally, the Tests and quizzes tool offers real-time text-only Chat room tool within the many background features that could allow SAKAI LMS. The Chat room tool can be used lecturers to control their students’ layout, for synchronous and facilitates conversations delivery, grading and assessment. For instance, among students and lecturers who may have student assessments that have passed the due logged onto the site at the same time. Only date continue to appear in the list with the students registered on the same site may chat due date/time shown. However, assessments using the Chat room. For example, a lecturer not available do not show up in the Take an may create an “online office hours” Chat room Assessment list. for graduate student questions and answers. Chat rooms for graduate student groups can Syllabus tool: The Syllabus tool is the also be set up as a space for collaboration with place where a lecturer can post a Syllabus graduate students in other departments. The for students’ accessibility. The lecturer or Chat room tool may alert a graduate student instructor could add a document (i.e., pdf, to another student who has entered the same docx) as an attachment to the Syllabus Chat room. When this happens, the graduate tool. With this tool, a graduate student may student knows who can chat online. However, download, open, and print a needed file at a limitation of the Chat room tool is that it their convenience. In editing an already posted does not allow a student to chat privately. Syllabus on this tool, the lecturer/instructor Consequently, all chat messages are visible to edits the original document on their laptop every student inside the Chat room. or computer, removes the attachment and Resources tool: TThe Resources tool replaces it with the newly edited document. allows lecturers/instructors and students Again, lecturers or instructors could create a to share various files with their students. webpage Syllabus using the rich text editor in Lecturers/instructors can upload files (for the Syllabus tool. In this regard, a Lecturer/ instance, word processing documents, slide Instructor could copy and paste the text into presentations, audio and videos) and create the rich text editor to create a webpage version and post HTML (web) pages. Likewise, of the file. For instance, a graduate student instructors/lecturers could organise their files may read the document in the Syllabus tool into folders, making it easier for their students and later press the print button to print the to locate and access them. A lecturer using Syllabus. Instructors/lecturers can also create this tool can automatically notify a graduate a multi-part Syllabus by adding one Syllabus student by email that an item, such as reading item at a time. When this happens, the lecturer/ material, has been added to resources. On the 132 Volume 16, Issue 1, June, 2023 Flexibility and usability: Focal point of graduate students’ knowledge level of the features of SAKAI learning management system other hand, students may also have resources assignments if desired. Depending on the within their personal My Workspace area. In preference of the lecturer/instructor, student short, this tool helps lecturers upload multiple assignments may be submitted through the file files to the SAKAI LMS. upload or the rich text. With this tool, graduate students can upload and submit assignments Announcement tool: The Announcements to their lecturers and receive feedback from tool allows the distribution of messages to an entire group (graduate students) on the SAKAI them. LMS. A graduate student using the tool will Turnitin tool: This tool helps students to see announcement messages displayed in the measure the plagiarism index of their research announcements area of their “My Workspace” tab. On the SAKAI LMS, messages can be work or article. In 2014, the University of made to show instantaneously or at specific Ghana fused Turnitin into the SAKAI LMS to dates of interest. check for the plagiarism index of assignments and project works submitted by students The calendar tool allows instructors/ (Ansong, 2015). lecturers to post events in a calendar format on the SAKAI LMS. The calendar has a day, Material and Methods week, month and year. The calendar can post essential dates in the semester, such as This study employed the quantitative start and end dates. With this tool, a graduate research approach grounded in the positivist student could check dates for assignment paradigm to ascertain objective, accurate and submission, including deadlines. precise data on the knowledge base of features Dropbox tool: This tool facilitates the of SAKAI LMS by graduate students of the creation of separate folders for each student University of Ghana, Legon. The researchers in a particular course of study. In this case, adopted that cross-sectional survey design graduate students can access their folders. to gather data from many respondents at a Students and lecturers can place files in the single point in time. The graduate students at Dropbox folder on the SAKAI LMS. the University of Ghana for the 2021/2022 academic year served as the target population. Email tool: The Email tool allows a The sample size used for the study was based graduate student to email other coursemates on the total population of six (6) different and lecturers. The tool uses a student’s schools selected within the three colleges of external email address frequently specified the University of Ghana that were using the in the account details. Characteristically, the SAKAI LMS: Health Sciences, Education, and email address is the student’s institutional Humanities. Based on the determination of email, for instance, jodame003@st.ug.edu.gh. sample size by Schaeffer et al. (2011), a target Assignment tool: The assignments tool population of 552 would use a sample size of enables instructors/lecturers to give, distribute, 190. However, this sample size was increased take and grade students’ assignments online. to 209 to ensure a high return rate and reduce Students’ assignments are typically private as sampling error. Respondents were included they are not visible to other students on the in the study based on their status as graduate SAKAI LMS. Nevertheless, the instructor/ students pursuing a regular degree of either lecturer can permit peer assessment of Doctor of Philosophy or Master of Philosophy Volume 16, Issue 1, June, 2023 133 Journal of Educational Technology Development and Exchange and have duly registered with the School of Within the selected Colleges, two schools Graduate Studies, University of Ghana. The each were selected using the simple random multi-stage sampling was used for the study sampling technique. The lottery method was as graduate students are scattered all over the later used in selecting a department from each University of Ghana campus belonging to of the six schools selected from the Colleges. different colleges, faculties and departments. At this point, the researchers used the Three prominent colleges at the university systematic sampling technique to select 209 (Health Sciences, Humanities and Education) graduate students from the six (6) departments were selected using simple random sampling. (see Table 1). Table 1 The Sampling Frame and Sample Size Selection College School selected Department No. of graduate No. of graduate Selected students students selected based on the Sample size Health Sciences Nursing and Community 88 33 Midwifery Health Nursing Public Health Population, 159 60 Family and Reproduction Health Education Continuing Adult Education 24 9 and Distance and Human Education Resource Studies Communication Communication 44 18 & Information Studies Studies Humanities Business Organisation and 186 70 Human Resource Management Social Sciences Social Work 51 19 Total 552 209 Source: (Field Data, 2022) The close-ended questionnaire consisted University of Education, Winneba. Research of thirteen items eliciting information on question 1 was analysed using mean and respondents’ level of knowledge of the standard deviation, while research question 2 features of the SAKAI LMS. The items on the close-ended questionnaire were measured on a was analysed using frequency, percentage, and three-point Likert Scale ranging from 1=Low, chi-square. Respondents were assured of their 2= Moderate and 3=High. The Cronbach animosity and confidentiality. alpha reliability yielded 0.76 after piloting testing them on the graduate students at the Results 134 Volume 16, Issue 1, June, 2023 Flexibility and usability: Focal point of graduate students’ knowledge level of the features of SAKAI learning management system Research Question 1: What is the level of LMS; however, the lack of knowledge of the knowledge of tertiary students on the features SAKAI LMS may affect the continued use of of the SAKAI LMS? the same LMS. The level of knowledge was An individual’s knowledge rate depicts measured on a 3-point Likert scale where their ability to use any system. This implies the mean weighting of 1.0 -1.9 = Low, 2.0 – tha t graduate s tudents wi th adequate 2.9 = Moderate, and 3.0 and above = High. knowledge about a phenomenon would The result presented in Table 2 indicated the have a positive attitude towards the SAKAI tertiary students’ level of knowledge. Table 2 Level of Knowledge on the Features of the SAKAI LMS Features Mean Standard Deviation Decision Forum tool 1.79 .79 Low Level Gradebook tool 1.34 .47 Low Level Lessons tool 1.50 .50 Low Level Quizzes and Test tool 1.34 .47 Low Level Syllabus tool 1.34 .47 Low Level Chat room tool 1.34 .47 Low Level Resources tool 1.55 .50 Low Level Announcement tool 1.44 .61 Low Level Calendar 1.28 .45 Low Level Dropbox tool 1.50 .50 Low Level Email tool 1.43 .48 Low Level Assignment tool 1.66 .75 Moderate Level Turnitin tool 1.96 .89 Low Level Knowledge Subscale (13 items)- MM 1.49 .56 Low Level Source: (Field Data, 2022). N=209 in all cases across The result from Table 2 shows that leads to anxiety, stress, and frustration respondent possessed low level of knowledge (Klementiev, 2020; Oducado et al. 2021). on the features of the LMS (MM=1.49; These negative effects hinder students’ SD=.56). Specifically, respondents possessed effective use of the LMS to collaborate, low knowledge on forum tools (M=1.79; communicate, download learning materials, SD=.79), lesson tools (M=1.50; SD=.50), undertake assessment tests and submit quiz and test tools (M=1.34; SD=.47) as assessment tests on time. well as resources tools (M=1.55; SD= .50). Respondents possession of superficial The result from Table 2 shows that knowledge on the features of the LMS signal respondent possessed low level of knowledge graduate students inability to navigate through on the features of the LMS (MM=1.49; the LMS platform successfully. Graduate SD=.56). Specifically, respondents possessed students’ inability to use the LMS effectively low knowledge on forum tools (M=1.79; Volume 16, Issue 1, June, 2023 135 Journal of Educational Technology Development and Exchange SD=.79), lesson tools (M=1.50; SD=.50), Research Question 2: What is the difference quiz and test tools (M=1.34; SD=.47) as in graduate students’ knowledge level on the well as resources tools (M=1.55; SD= features of SAKAI LMS across their gender, .50). Respondents possession of superficial age, and college affiliation? knowledge on the features of the LMS signal graduate students inability to navigate through Cavus and Kanbul (2010) stated that the LMS platform successfully. Graduate gender differences existed in the knowledge students’ inability to use the LMS effectively and acceptance of the LMS. In this study, the leads to anxiety, stress, and frustration (Klementiev, 2020; Oducado et al. 2021). chi-square test was used to determine whether These negative effects hinder students’ the difference in observed percentages effective use of the LMS to collaborate, between males and females across the features communicate, download learning materials, of SAKAI LMS was significant. Table 3 undertake assessment tests and submit shows the level of knowledge on the features assessment tests on time. of SAKAI LMS and Gender. Table 3 Level of Knowledge on the Features of the SAKAI LMS and Gender Gender Chi-square DF P-value Decision Features Male Female (%) (%) Forum tool 61.185 2 .000 Significant Low 37.8 62.2 Moderate 98.4 1.6 High 76.2 23.8 Grade Book 42.72 1 .000 Significant Low 50.4 49.2 Moderate 49.6 0.6 Lesson Tool 87.83 1 .000 Significant Low 34.4 54.6 Moderate 98.9 1.1 Quizzes & Test tool 42.72 1 .000 Significant Low 50.8 49.2 Moderate 98.4 0.6 Syllabus tool 42.72 1 .000 Significant Low 50.8 49.2 Moderate 98.4 0.6 Chatroom tool 42.72 1 .000 Significant Low 50.8 49.2 Moderate 98.4 0.6 Resource tool 19.526 1 .000 Significant Low 50 50 Moderate 80.6 19.4 136 Volume 16, Issue 1, June, 2023 Flexibility and usability: Focal point of graduate students’ knowledge level of the features of SAKAI learning management system Announcement Tool 25.364 2 .000 Significant Low 63.2 37.8 Moderate 83.9 6.1 High 90.9 9.1 Calendar tool 35.727 1 .000 Significant Low 54.1 45.9 Moderate 100 - Dropbox tool 41.895 1 .000 Significant Low 44.7 55.3 Moderate 89.2 10.8 email tool 19.526 1 .000 Significant Low 50 50 Moderate 80.6 19.4 Assignment tool 75.570 2 .000 Significant Low 77.7 22.3 Moderate 83.9 16.1 High 100 0 Turnitin tool 44.221 2 .000 Significant Low 50 50 Moderate 89.2 10.8 High 34.4 65.6 Source: (Field Data, 2022) ** significant at p = 0.05 Evidence f rom Tab le 3 dep i c t s a square=42.72;df=1;p=.000). On the assessment statistically significant difference between tool, 77.1% of the males possessed a low level the level of knowledge of all the features of of knowledge as compared to (22.3%) of the SAKAI LMS and gender (p<0.05). This means female respondents. The percentage difference that male and female graduate students have between genders was statistically significant at significantly different levels of knowledge Chi-square=75.570; df=1; p=.000. concerning the features of the SAKAI LMS, such as the forum tool, chat room tool, and Level of Knowledge on the Features of the lessons tool. Specifically, the chi-square test SAKAI LMS and Age showed that at an alpha of 0.05, there was a Al Rawashdeh et al. (2021), Anel et statistically significant difference between al. (2020) and Mayanja (2002) argued that (76%) moderate level of knowledge of males an individual’s age influences their level of on the forum tool feature as compared to the knowledge of electronic learning platforms. (62 %) low level of knowledge of females By implication, the age difference among (Chi-square=61.185;df=1;p=.000). Also, graduate students would determine their level 50.8% of the male respondents possessed a of knowledge of the SAKAI LMS within low level of knowledge on the chat room tools the University of Ghana, Legon. The chi- while the 49.2% of the females possessed square test was used to determine whether insufficient knowledge. The difference in the difference in observed percentages among the low level of knowledge between the the age differences across the SAKAI LMS genders was statistically significant (Chi- features was significant. Volume 16, Issue 1, June, 2023 137 Journal of Educational Technology Development and Exchange Table 4 Level of Knowledge on the Features of the SAKAI LMS and Age Age Features 20-29 30-39 40-49 50-59 Chi- DF P-value Decision (%) (%) (%) (%) square Forum tool 1.613 3 .952 Not significant Low 25.6 58.5 13.4 2.4 Middle 28.6 57.1 9.5 4.8 High 28.6 52.4 14.3 4.8 Grade book .921 3 .820 Not significant Low 26.6 56.5 13.7 3.2 Moderate 28.6 57.1 9.5 4.8 Lessons tool .395 3 .941 Not significant Low 26.6 56.5 13.7 3.2 Moderate 28.6 57.1 9.5 4.8 Quizzes and Test tool .921 3 .820 Not significant Low 26.6 56.5 13.7 3.2 Moderate 28.6 57.1 9.5 4.8 Syllabus Tool .921 3 .820 Not significant Low 26.6 56.5 13.7 3.2 Moderate 28.6 57.1 9.5 4.8 Chat room Tool .921 3 .820 Not significant Low 26.6 56.5 13.7 3.2 Moderate 28.6 57.1 9.5 4.8 Resources Tool .636 3 .888 Not significant Low 28.6 54.8 11.9 4.8 Moderate 26.2 58.3 12.6 2.9 Announcement Tool 1.764 6 .940 Not significant Low 26.3 56.1 14 3.5 Moderate 29 58.1 9.7 3.2 High 27.3 54.5 9.1 9.1 Calendar .502 3 .918 Not significant Low 26.7 56.3 13.3 3.7 Moderate 28.8 57.7 9.6 3.8 Dropbox tool .636 3 .888 Not significant Low 28.6 54.8 11.9 4.8 Moderate 26.2 58.3 12.6 2.9 138 Volume 16, Issue 1, June, 2023 Flexibility and usability: Focal point of graduate students’ knowledge level of the features of SAKAI learning management system Email tool .636 3 .888 Not significant Low 28.6 54.8 11.9 4.8 Moderate 26.2 58.3 12.6 2.9 Assignment tool 1.439 6 .963 Not significant Low 25.5 55.3 14.9 4.3 Moderate 29 58.1 9.7 3.2 High 29 58.1 9.7 3.2 Turnitin tool 1.138 6 .980 Not significant Low 29 54.8 12.9 3.2 Moderate 25.8 58.1 12.9 3.2 High 28.1 56.3 9.4 6.4 Source: (Field Data, 2022) ** significant at p = 0.05 For the age bracket of 30-39, the knowledge across ages with forum tool, results from Table 4 showed that (52.4%) announcement tool, assignment tool, chat possessed a high level of knowledge of the room tool, quizzes and test tool, and email forum tool of the SAKAI LMS, (54.5%) were not statistically significant as the p-value possessed a high level of knowledge of the was above 0.05. This implied that irrespective announcement tool. Further, 58.1% possessed of a graduate student’s age; they had equal a high level of knowledge on assignment knowledge about the features of SAKAI LMS, tool as well as 57.1% possessed a moderate such as the Forum tool, Chat room tool, Email level of knowledge on the chat room tool. tool, Lessons tool and others at the University In addition, 57.1% possessed a moderate of Ghana. level of knowledge on the quizzes and test tool, and 58.3% possessed a moderate level Level of Knowledge on the Features of the of knowledge on email tool. These results SAKAI LMS and College of Affiliation. indicated a different level of knowledge on the features of the SAKAI LMS across the An area of interest was whether the age groupings of respondents. However, College of Affiliation of the graduate students respondents between the ages of 30-39 could influence the level of knowledge on the possessed a high and moderate level of features of SAKAI LMS at the University knowledge concerning the features of the of Ghana. As a result, the chi-square test of SAKAI LMS. Statistically, these observed independence to test was used in determining differences were not statistically significant. whether a statistical significance existed. The Specifically, the difference in the level of results of the analysis are presented in Table 5. Volume 16, Issue 1, June, 2023 139 Journal of Educational Technology Development and Exchange Table 5 Level of Knowledge on the Features of the SAKAI LMS and College of Affiliation. Colleges Features Health Humanities Education Chi- df P-value Decision (%) (%) (%) square Forum tool .019 2 1.000 Not significant Low 45.1 42.7 12.2 Moderate 44.4 42.9 12.7 High 45.2 42.9 11.9 Grade book .017 2 .991 Not significant Low 45.2 42.7 12.1 Moderate 44 42.9 12.7 Lessons tool .395 3 .941 Not significant Low 45.2 43 11.8 Moderate 44.7 42.6 12.8 Quizzes and test tool .921 3 .820 Not significant Low 26.6 56.5 13.7 Moderate 28.6 57.1 9.5 Syllabus tool .921 3 .820 Not significant Low 26.6 56.5 13.7 Moderate 28.6 57.1 9.5 Chat room tool .921 3 .820 Not significant Low 26.6 56.5 13.7 Moderate 28.6 57.1 9.5 Resource tool .636 3 .888 Not significant Low 28.6 54.8 11.9 Moderate 26.2 58.3 12.6 Announcement Tool 1.764 6 .940 Not significant Moderate 29 58.1 9.7 High 27.3 54.5 9.1 Calendar tool .502 3 .918 Not significant Low 26.7 56.3 13.3 Moderate 28.8 57.7 9.6 Dropbox tool .636 3 .888 Not significant Low 28.6 54.8 11.9 Moderate 26.2 58.3 12.6 Email tool .636 3 .888 Not significant Low 28.6 54.8 11.9 Moderate 26.2 58.3 12.6 140 Volume 16, Issue 1, June, 2023 Flexibility and usability: Focal point of graduate students’ knowledge level of the features of SAKAI learning management system Assignment tool 1.439 6 .963 Not significant Low 25.5 55.3 14.9 Moderate 29 58.1 9.7 High 29 58.1 9.7 Turnitin tool 1.138 6 .980 Not significant Low 29 54.8 12.9 Moderate 25.8 58.1 12.9 High 28.1 56.3 9.4 Source: Field Data, 2018 ** significant at p = 0.05 The result from Table 5 indicated a expressed by the study respondents aligned variation in graduate students’ knowledge with the findings of Juhary (2014) that most levels. Of the respondents from the College respondents reported needing more knowledge of Health, 45/1% possessed a moderate and awareness concerning the features of the level of knowledge of that forum tool, and SAKAI LMS. Students’ inability to use the 44.7% of the respondents possessed moderate LMS was not intentional. However, students knowledge of the lessons tool. Forty-two were not utilising the SAKAI LMS partly point nine percent of graduate students from because they needed to be made aware of the the College of Humanities indicated they features (Arhinful, 2016). Specifically, Soon possessed a high level of knowledge of the and Fraser (2011) asserted that the calendar forum tool, and 57.1% of the respondents tool was least prevalent among graduate possessed moderate knowledge of quizzes, students, who needed more knowledge of test tools and chat room tools, respectively. using the email tool. The findings of this study The result from Table 5 indicated that confirmed the assertion by Rogers (2003) irrespective of the difference in graduate that knowledge was a requisite ingredient students’ knowledge level on the features of for the successful adaptation of technologies SAKAI LMS across their college of affiliation, because a lack of knowledge about a particular differences in the knowledge were not technology could hinder the utilisation of the statistically significant (p>0.05). technology. The finding supported that of Dube and Scott (2014) and Ssekabubu et al. Discussion (2011), who found that respondents hardly utilised the SAKAI LMS as a result of a lack These findings confirm Issifu’s (2018) of knowledge of its features and that students position that distance education nursing had a low level of utilisation of the features on students needed better knowledge of the the SAKAI LMS. SAKAI LMS. As a result, they could have made better use of the LSM. A similar finding On the other hand, the findings did was established by Leeder and Lonn (2014) not correspond to those of Juhary (2014), that users and non-users of the SAKAI LMS Lonn et al. (2009) and Rafi et al. (2015) that needed more knowledge of its features and university students often visited the SAKAI hence experienced numerous difficulties, such platform on their own for their academic as sending email, chatting, and downloading studies and, as a result, the extent of use of learning materials. The low level of knowledge the platform was great. However, the study’s Volume 16, Issue 1, June, 2023 141 Journal of Educational Technology Development and Exchange findings contradicted the findings of Choga have indicated why students continuously (2015), who examined the use of the SAKAI complained that they could not see their LMS at the Faculty of Communication and results, yet, these results have been published Information Science at the National University on the SAKAI LMS. This undermines the of Science and Technology (NUST) among fundamental purpose of assessment feedback undergraduate students. He found out that the to students. The level of SAKAI LMS respondents had a high level of knowledge illiteracy hinders smooth navigation, which of the features of the SAKAI LMS as it was causes discomfort, frustration and intolerance, obligatory for them to use it. among students. In turn, frustration hinders the provision of quality education using an online From this explanation, a graduate student learning management system—students’ with little knowledge of the features of the insufficient knowledge of the calendar and SAKAI LMS may be unwilling to use it. The announcement tools. Students perceived low level of knowledge of the features of importance of engagement strategies in online the SAKAI LMS may affect its continuous learning environments revealed that using utilisation by students. The affordances of the LMS features such as discussion forums, SAKAI LMS are not explained to students chats, blogs and wikis if utilised well, can who might have missed essential assessment promote student-to-student engagements. At dates, and attending schedules of seminars or the same time, instructor feedback can help workshops not because they were unwilling learners become more engaged in learning to attend. Again, students may need help (Martin & Bolliger, 2018). accessing their learning resources or reading materials, leading to their inability to engage Conclusion and Recommendation in further reading or research for in-depth understanding and meaningful learning to The ultimate goal for university authorities thrive. Whether the mode of instruction is is to ensure that students’ engagement with the synchronous or asynchronous, learners will LMS increases student satisfaction, stimulates not be able to obtain access to the uploaded learning, reduces study isolation and anxieties reading material needed for class discussion. and fosters cooperative learning. This reality Th i s h inde r s t uden t s unde r s t and ing , can manifest if students possess the requisite contribution to class discussion and the knowledge of the LMS. Based on the study’s construction of knowledge. The interaction findings, respondents possessed a low level between students and lecturers becomes of knowledge of the features of the SAKAI inactive and unproductive as students need LMS. It was further revealed that a significant more knowledge of using chat room and difference between the level of knowledge of email tool options provided by the SAKAI the features of SAKAI LMS across genders LMS to initiate engagement. Even in the and a non-significant difference in the level assignment feature for this study, respondents of knowledge of the SAKAI LMS across the have indicated moderate knowledge of using. age and college of affiliation of respondents This brings the starter of instruction through exist. Gauging from the study’s conclusions, using SAKAI LMS ineffective to reviewing graduate students need to know the different students’ relevant previous knowledge to inbuilt features of the SAKAI LMS to enable stimulate understanding. them build and develop self-regulatory skills. The LMS can become useless or less effective Moreover, these research f indings if students lack the knowledge of the LMS. 142 Volume 16, Issue 1, June, 2023 Flexibility and usability: Focal point of graduate students’ knowledge level of the features of SAKAI learning management system The development of self-regulatory skills is References external to the learners, which requires the university management to organise some Al Rawashdeh, A. Z. , Mohammed, E. LMS training and orientation for at least Y., Al Arab, A. R., Alara, M., & Al- three days to enable students to acquire the Rawashdeh, B. (2021). Advantages and requisite knowledge and understanding of disadvantages of using e-learning in the features of the SAKAI LMS. This will university education: Analyzing students’ help create awareness of the system’s various perspectives. Electronic Journal of features and empower them with the necessary E-learning, 19(3), 107-117. knowledge to use the SAKAI LMS properly. Andel, S. 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