Abstract
The problem that this study addressess is the dearth of knowledge about how learners storify and narrate their interactions with educational technologies such as Learning Management Systems (LMS’).
While many studies have examined factors influencing low LMS adoption in Post Schooling Institutions (PSIs), they often overlook learner’s perspectives in their interactions and learning engagements with these technologies. This oversight is concerning because it limits a deeper understanding of how learners utilize educational technologies like LMS’. Limited knowledge about the learner's viewpoint can lead to the underutilization and undervaluation of LMS as a potential valuable learning resource, impacting the overall success of these systems within PSIs (Srichanyachon, 2014; Maslov, Nikou & Hansen, 2021).
Using a sociotechnical lens, the study explores learner narratives of their personal learning journeys with LMS platforms, particularly Blackboard or Moodle, at two different Western Cape Post-Schooling Institutions (WCPSIs). Utilizing a constructivist interpretivist approach and employing a qualitative case study methodology, this study used narrative techniques through semi-structured interviews, observations, and focus group discussions to explore the learning journeys of four participants across two WCPSIs within a two-week timeframe. Data analysis involved coding and thematizing qualitative data to develop these narratives.
The findings reveal learners individualized and social learning journeys with their respective WCPSI’s LMS and the influence of social and contextual factors on their LMS experiences.
The initial findings and analysis of this study, in view of its limitations, suggest that further, deeper exploration will be needed about learner narratives of learning with educational technologies such as LMS’ in response to emerging theories and contestations about personalised learning and emerging artificial intelligence-infused educational technologies.