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This paper aims to examine the state of research on the symbiotic relationship between knowledge management and learning management systems in advancing the mutual strategic agenda of the two initiatives in higher education institutions (HEIs), so as to uncover the themes that have been studied, identify gaps in the existing studies and suggest future areas of research work.

The study adopted systematic literature review (SLR), in which 64 articles published between 2010 and 2022 were identified and analyzed.

Whereas the review revealed some focus areas that have been researched, it also found that only few studies have explicitly explored the symbiotic relationship between knowledge management and learning management systems, with fewer articles exploring this relationship finding their way to mainstream journals. Thus, the findings showed that examination of the interlink between knowledge management and learning management systems in HEIs is still less explored and has multiple possibilities for future research with potential benefits to the higher education industry.

Although different SLRs exist separately in the fields of knowledge management and learning management systems, there seem to be no reviews on the interconnection between the two fields in the context of HEIs. Additionally, this review offers insights into future research avenues for theory, content and context of interplay between knowledge management and learning management systems in HEIs.

Introduction – Bologna’s summit guidelines regarding the Bachelor/Master structure, which is currently used in most Colleges and Universities, were mostly aimed at standardising the educational system in European higher education. Educational institutions use these guidelines as a basis for setting up their educational model.

Aim – This chapter aims to review models of learning management systems (LMSs), the stage of activity of every method applied at Universities, as well as the strengths and weaknesses of these prototypes. The literature review in question identifies and classifies strategic methods of LMS, differentiates method type and categorises common activities.

Results – The results show that higher education institutions are in the preparatory phase regarding the application of e-learning, whereas private institutions have applied this system since their foundation and use it on a daily basis across all services.

Conclusion – However, different educational institutions in our country are at different stages in implementing new learning models. A strategic plan for developing knowledge management systems can be determined by using some of the information system strategic methods.

Originality/Value – This chapter contributes to the literature by providing additional evidence for existing studies in LMS in the Universities of the Republic of Kosovo. Studies suggest the implementation of different models and highlight the impact of technology especially during this pandemic whereby we should mainly focus and implement curricula using these kinds of technology. Also, this study identifies a major weakness in existing Kosovar studies, which have identified concepts but they are not implemented at all.

The purpose of this study is to identify the factors that influence the willingness of Saudi Arabian students from four universities in Saudi Arabia, to adopt learning management systems (LMSs). This will be accomplished by using two popular technology acceptance models unified theory of acceptance and use of technology (UTAUT) and theory of planned behavior (TPB).

In total, 445 undergraduates from four Saudi educational institutions participate in filling out the study questionnaire. To investigate the correlations between the variables, the study used structural equation modeling for data analysis.

The results of the study show that effort expectancy (EE), subjective norm (SN), attitude toward behavior (ATB) and perceived behavioral control (PBC) are found to be substantially connected with their intentions to use (ITU) LMSs. The findings also show that there is a strong relationship between students’ intentions and their actual use of LMSs.

Like many studies, this research has some limitations. The primary limitation is that the findings of the study cannot be extrapolated to other settings since the report’s analysis and investigation were limited to four Saudi universities. Therefore, to generalize the study’s findings, similar research needs to be conducted in other Gulf and similar cultural universities.

The integrated model identifies key factors that influence the intent of Saudi Arabian students to use LMS, including EEs, social influence, ATB and PBC. This model can help develop solutions for the obstacles that prevent students from using LMS. The findings can be used to provide assistance to increase the likelihood of LMS acceptance as part of the educational experience. The model may also inspire further research on this topic in the Gulf nations, particularly in Saudi Arabia.

As none of the relevant studies conducted previously in Saudi Arabia has integrated the two models to study the students’ ITU LMSs, this study combines two major theories, TPB and UTAUT, in the context of Saudi Arabia, contributing to the field of technology use in education by expanding empirical research and providing a thorough understanding of the challenges associated with the use of LMS in Saudi universities. This study should be viewed as filling a crucial gap in the field. Moreover, this integrated model, using more than one theoretical perspective, brings a thorough comprehension of the barriers that hinder students’ adoption of LMSs in the academic context in Saudi Arabia and thus assists in making effective decisions and reaching viable solutions.

The purpose of this study is to examine the effect of extrinsic aspects of the technology acceptance model, namely, information quality, functionality, accessibility, user interface design, system quality, functionality, facilitating conditions and computer playfulness as well as intrinsic aspects, namely, perceived self-efficacy, enjoyment and learning goals. orientation on perceived usefulness and perceived ease of use in the context of the learning management system (LMS) as a system to support employee learning and development. This study also analyzes the effect of perceived ease of use on perceived usefulness and analyzes the effect of these two variables on the intention to adopt a LMS. This study included 3,205 respondents who are employees of banking companies in Indonesia and who used the LMS for their learning and self-development needs during the COVID-19 pandemic.

This research is a quantitative study that uses online surveys to collect data and partial least squares statistical tools to analyze survey data.

The results showed that accessibility alone had no effect on perceived usefulness and perceived ease of use, while enjoyment had no effect on the intention to use LMS and perceived ease of use and functionality had no effect on the intention to use LMS.

This research focuses on the concept of technology acceptance with extrinsic and intrinsic aspects. This research context involves employees working in the banking sector with the adoption of the LMS.

LMS in banking companies can be optimized by providing online training and reducing the operational costs of employee training. By using LMS, companies can offer online courses to employees and track progress in distance learning, become a learning choice and information dissemination during the pandemic and also support future business continuity.

This study focuses on testing the technology adoption model on LMSs in the banking sector by adding extrinsic aspects, namely, system quality, facilitating conditioning, computer playfulness and user interface design, and combining intrinsic aspects, namely, perceived self-efficacy, enjoyment and learning goal orientation.

This study aims to investigate factors that could predict the continued usage of e-learning systems, such as the learning management systems (LMS) at a Technical University in Ghana using machine learning algorithms.

The proposed model for this study adopted a unified theory of acceptance and use of technology as a base model and incorporated the following constructs: availability of resources (AR), computer self-efficacy (CSE), perceived enjoyment (PE) and continuance intention to use (CIU). The study used an online questionnaire to collect data from 280 students of a Technical University in Ghana. The partial least square-structural equation model (PLS-SEM) method was used to determine the measurement model’s reliability and validity. Machine learning algorithms were used to determine the relationships among the constructs in the proposed research model.

The findings from the study confirmed that AR, CSE, PE, performance expectancy, effort expectancy and social influence predicted students’ continuance intention to use the LMS. In addition, CIU and facilitating conditions predicted the continuance use of the LMS.

The use of machine learning algorithms in e-learning systems literature has been rarely used. Thus, this study contributes to the literature on the continuance use of e-learning systems using machine learning algorithms. Furthermore, this study contributes to the literature on the continuance use of e-learning systems in developing countries, especially in a Ghanaian higher education context.

This paper aims to derive criteria for a strategic selection of learning management system (LMS) after making an analysis of the feedback data collected from learners and academic counselors in open and distance learning (ODL) to evaluate their perceptions. This analysis hints at the need to implement a learning management system (LMS) in ODL. Selecting an appropriate LMS can prove to be a strategic approach for ODL in achieving self-reliance and competitiveness.

Research design includes qualitative design intended to discuss the features, advantages and attributes of different popular LMSs and compare them. In addition, the quantitative design (a questionnaire-based online feedback) to analyze the perceptions of the learners and academic counselors in order to know their e-learning needs has also been used. Results have been exhibited in tabular/graphical formats for easy comprehension and enhanced understanding.

Findings of the study suggest that availability of plethora of LMSs in the market, which also include open source (OS) LMSs, makes the decision- making as regards selection of an appropriate LMS strategically crucial requiring adequate consideration of every aspect such as cost, quality, usage, capacity, budget and most importantly priorities and objectives.

This study will help educational administrators and decision-makers in ODL for building a quality civilized life and empowered society by removing the constraints related to financial problems, disabilities, time, geographical conditions and many others in bringing education to the doorstep of every willing learner. The technical details of LMS, however, were intentionally kept simplified to achieve the objective and provide easy comprehensibility for the reader with little technical background, which might be a limitation of this study.

This study highlights that ODL has tasted success with optimum exploitation of different technological advancements in its transformational expedition from conventional learning to innovative e-learning and to the newest adaptive e-learning system. The huge potential of LMS, in providing learners and educators in ODL with an effective web-based learning system incorporating almost all the academic activities, has attracted organizations for using it not only for imparting education to learners but also for providing appropriate trainings to their human resources.

The advent of Web 2.0 technologies invites educators to fundamentally rethink the systems we choose to manage our courses. Although many scholars have examined the democratizing functions of online and hybrid learning (Hall, 1999; Kibby, 2006; McCormick, 2006) and offered case studies of successful social media integration (Dunlap & Lowenthal, 2009), a need exists to theorize about how faculty and students actually envision the changing role of learning technologies, particularly the LMS and now social media, in their everyday education. Grounded in critical pedagogy and building from a brief history of the learning management system and new media learning technologies, we examine which features have been most beneficial to the shared learning experience between faculty and students. Through this discussion we provide a working model of a re-imagined learning technology platform that integrates the best tools of the LMS with the more shared, democratizing features of social media in common use among today's students and faculty. We envision a shift from that of a management system to a dynamic platform built from the ground-up to integrate traditional course technologies such as grade books and testing, with the open, collaborative nature of social media. Toward this end, the chapter includes examples of combining Wordpress, Buddypress, and Twitter into a tri-fold approach that reaches beyond the physical classroom walls to build a community of learning where students are the educators via content creation and critical analysis of cultural institutions.

The purpose of this paper is to provide an overview of the development of talent management systems and their evolving relationship with learning management systems (LMS) and learning content management systems (LCMS).

The paper uses factual reporting to provide the overview.

While the traditional LMS is in decline, the LCMS has much in common with – and can augment – a talent management system. Technological developments (cloud computing, PaaS and so on) are having an effect on these relationships.

Talent management systems are becoming increasingly important for would‐be successful large (especially multi‐national) companies. The capacity and the business requirements of the LMS are changing. The LCMS offers a number of advantages for the modern business over the LMS and can collaborate with a talent management system to achieve strategic business objectives. Competency data – and competency management – lie at the heart of building competitive advantage in the modern business world.

This is the first such analysis of the development of talent management systems and their evolving relationship with LMS and LCMS in relation to the corporate learning sector. This paper will be of interest to those looking for: a historical perspective on talent management system development; an explanation of talent management and its place within business strategy, and/or the latest technology developments (mid‐2010) in this sector.

The majority of e‐learning empirical research studies have focused on the two research streams: outcome comparison studies with classroom‐based learning and studies examining potential predictors of e‐learning success. The determinants of e‐learning success include interactions, instructor support and mentoring, information delivery technology, course content, self‐motivation, learning styles, and course structure. Most of these empirical studies failed to include the technological dimension as an antecedent of effectiveness of e‐learning systems. The purpose of this paper is to empirically test the effects of e‐learning management systems (LMS), self‐efficacy and self‐regulated learning on learner satisfaction and system effectiveness.

This research model is an extension of the information systems success model of DeLone and McLean and the virtual learning environment effectiveness model of Piccoli et al. The research model was tested using the structural equation modelling‐based Partial Least Squares (PLS) methodology.

First, use of e‐LMS is not positively related to systems quality, information quality, self‐managed learning, and user satisfaction. Second, the findings strongly support the previous works of Rai, et al., Livari, and Freeze, et al. These three studies found strong positive relationships between information quality and user‐satisfaction and between systems quality and user‐satisfaction in a voluntary or mandatory use context. Third, perceived user satisfaction with e‐LMS is a very strong predictor of system effectiveness. This is in accordance with the findings and conclusions discussed in the literature on student satisfaction (Freeze et al., Eom et al., Rai et al., Livari). Of the four factors hypothesized to affect user satisfaction with e‐LMS, only two (systems quality and information quality) are supported at p<0.01.

This paper provides empirical evidence to support that e‐learner satisfaction is an important predictor of e‐LMS effectiveness and that systems quality and information quality have significant direct impacts on the perceived satisfaction of e‐learners with e‐LMS.

This study provides new empirical evidence that e‐learners' self‐regulated learning behavior may not lead to a higher level of e‐learners' satisfaction with e‐LMS, but it may lead to a higher level of satisfaction with web‐based courses.

Online learning and the use of technology-based learning management systems (LMS) are on the rise in higher education. The purpose of this study is to explore how the frequent use of these LMS mediates the relationship between three types of learner interactions and student outcomes.

This was an exploratory study using surveys that collected information on students’ use of LMS, their interactions and student outcomes. The participants of this study consisted of 362 undergraduate students from a South Korean University who were taking online classes as part of their degree.

The findings support existing research that increased learner interactions have positive effects on learning outcomes. However, some of the positive effects were reduced when considering the effect of higher levels of LMS use. In particular, learner-to-learner interactions.

This information will enable educators to identify, measure and evaluate their online courses and consider how to integrate LMS use effectively. Results imply that focus may need to be on how learner to learner interactions can be best supported through the application of LMS.

This information will enable educators to identify, measure and evaluate their online courses and consider how to integrate LMS use effectively.

Learner-to-learner interaction through social networking platforms may be more beneficial in socially constructing knowledge than formalizing interaction through LMS.

This study contributes to the field of online learning by suggesting that the importance of some types of learner interactions may be overestimated in relation to the importance of LMS use.