Abstract
Assessing the effectiveness of learning management systems holds paramount importance in shaping successful teaching methodologies within higher education institutions. Given the pervasive integration of technology in contemporary education, learning management systems have witnessed a surge in popularity. These platforms serve as hubs for lecturer-student collaboration on projects, facilitate online learning tasks, and grant access to educational materials. Additionally, they streamline exam management, module resources, and communication channels between instructors and students. By evaluating the effect of learning management systems on teaching, social interaction, and cognitive engagement within higher education institutions, it is possible to gauge its efficacy in supporting the learning process and meeting the diverse needs of educators and learners. Such assessments allow researchers to quantify the extent to which these systems enhance participation and collaboration in educational endeavours.
The objective of this study was to explore how teaching, social interaction, and cognitive engagement, as delineated in the community-of-inquiry framework, can serve as yardsticks for evaluating a learning management system within higher education institutions. Framed within a constructivist-interpretivist paradigm, the research adopted a qualitative approach to delve into the presence of teaching, social interaction, and cognitive engagement within the learning management system environment of higher education institutions. Employing purposive sampling, a module site was selected, where qualitative questionnaires were utilised to gather data. Subsequently, the collected data underwent analysis using ATLAS.ti. The findings underscored the utility of evaluating teaching, social interaction, and cognitive engagement through the community-of-inquiry framework, offering valuable insights into the efficacy of online teaching and learning settings. Engaging with this framework empowers scholars, administrators, and educators to assess the effectiveness of online learning, pinpoint areas for enhancement, and devise evidence-based strategies to elevate teaching quality, foster social interaction, and enhance cognitive engagement on the platform.
Keywords: Learning management systems; community of inquiry; evaluating higher education institutions; teaching; cognitive and social presences