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Issues in learning management systems implementation: A comparison of research perspectives between Australia and China

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Abstract

Australian post-secondary institutions have embraced the incorporation of Learning Management Systems (LMSs) into traditional classroom-based instruction and distance learning models. Given that an increasing number of Chinese students are studying in Australia and that their experience of using LMSs in China may be very different from that in Australia, it is important to explore the issues in LMS implementation in the two countries. This literature review compares the use of LMSs in China and Australia with the aim of identifying some of the issues impacting their integration into the course offerings of post-secondary institutions in both countries. The review identifies seven main themes that influence the implementation of LMSs: LMS selection and non-financial factors; diversity of LMS deployment in Australia; the rise of MOOCs in China; the impact of culture on LMS usage; online learning and socialisation; learner and faculty expectations of online learning; and roadblocks to online learning. This review helps to identify and synthesise the issues that impact upon the ability of higher education institutions in Australia and China to integrate LMS technologies into their course offerings.

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Notes

  1. The Hofstede model of national culture consists of six dimensions that define how values in the workplace are influenced by culture. These dimensions are Power Distance (PDI), Individualism versus Collectivism (IDV), Masculinity versus Femininity (MAS), Uncertainty Avoidance Index (UAI), Pragmatic versus Normative (PRA) and indulgence versus restraint (IND) (Tajaddini and Gholipour 2017, p. 110)

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  1. Central Queensland University, Bruce Highway, North Rockhampton, QLD, 4702, Australia

    Darren Turnbull, Ritesh Chugh & Jo Luck

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Turnbull, D., Chugh, R. & Luck, J. Issues in learning management systems implementation: A comparison of research perspectives between Australia and China. Educ Inf Technol 26, 3789–3810 (2021). https://doi.org/10.1007/s10639-021-10431-4

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