Bridging the digital divide
Exploring undergraduate students’ experiences with learning management systems in a rural South African University
Bibliographic Data
| ID | 22166188 |
|---|---|
| Authors | Oluwatoyin Ayodele Ajani (0000-0001-6545-0203, University of KwaZulu-Natal, corresponding author) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-09-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1674885 |
| OpenAlex | W4414253687 |
| Language | EN |
| Citations received | 1 |
| References cited | 19 |
Introduction This study drew on the Unified Theory of Acceptance and Use of Technology (UTAUT) to explore the perceptions, challenges, and opportunities associated with the use of learning management systems (LMSs) by undergraduate students of a rural South African university. The research aimed to understand how infrastructural, cultural, and pedagogical factors fostered engagement with LMSs among students, considering the digital divides and socio-economic disparities within the environment. Methods The study employed an interpretive qualitative approach as part of a broader mixed-methods study that is currently awaiting approval. Data were collected through semi-structured interviews with 40 purposively sampled undergraduate students from four faculties. Thematic analysis, guided by the UTAUT framework, was conducted to identify patterns in students’ experiences. Results The findings revealed that while students identified the opportunity for learning flexibility and access through the LMS, their experience was primarily shaped by infrastructural limitations, gaps in digital literacy, and variation in the level of engagement by faculty. Effort expectancy and facilitating conditions emerged as determinants of LMS uptake. Cultural perceptions and social influence also contributed to shaping students’ attitudes toward LMS use. Discussion Beyond the study’s findings lies the assertion for institutional interventions targeting the rural digital divide in tertiary education. These interventions include improvements to digital infrastructure, training both students and faculty, and integrating LMS with culturally responsive pedagogies for equitable and meaningful use of technology. These findings will enter the arena of discourse on inclusive digital education and aid in policymaking and practice within under-resourced educational settings
Digital divide · Digital native · Expectancy theory · Learning Management · Multimethodology · Psychological intervention · Qualitative research · Thematic analysis · Unified theory of acceptance and use of technology · ICT in Developing Communities · Knowledge Management and Sharing · Online and Blended Learning
Using the UTAUT model to understand students’ usage of e-learning systems in developing countries
Strategies for ensuring trustworthiness in qualitative research projects
User Acceptance of Information Technology
Fostering self‐directed learning in blended learning environments
Remodelling the role of facilitating conditions for Google Classroom acceptance
The Unified Theory of Acceptance and Use of Technology (UTAUT) in Higher Education
Using thematic analysis in psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |