How Feedback Mechanisms within the Learning Management Systems Contribute to Curriculum Implementation
DOI:
https://doi.org/10.47672/ajep.2935Keywords:
Learning Management Systems, Feedback Mechanisms, Curriculum Implementation, Higher Education, Digital PedagogyAbstract
Purpose: The purpose of this study was to analyse how feedback mechanisms within Learning Management Systems (LMSs) contribute to curriculum implementation in higher learning institutions, with specific reference to Kyambogo University. The study examined the extent to which LMS-enabled feedback mechanisms support interaction, learner engagement, collaboration, assessment, and effective curriculum delivery in digitally mediated learning environments. The study was grounded in Connectivism Theory and Transactional Distance Theory, which emphasize networked learning, dialogue, interaction, and the reduction of psychological distance between learners and instructors.
Materials and Methods: The study adopted a parallel convergent mixed methods research design to generate both quantitative and qualitative data and to compare areas of convergence and divergence in the findings. A sample of 185 respondents comprising administrators, lecturers, and students was purposively selected from the Faculties of Engineering and Special Needs Education at Kyambogo University. Quantitative data were analysed using descriptive statistics, Pearson correlation, and regression analysis with the aid of SPSS, while qualitative data were analysed thematically to capture participants’ experiences and perceptions regarding LMS feedback mechanisms.
Findings: The findings revealed that respondents strongly perceived LMS feedback mechanisms as effective in facilitating timely, accessible, reliable, and interactive communication, with all feedback-related items recording mean scores above 3.90. Correlation analysis established a statistically significant moderate positive relationship between feedback mechanisms and curriculum implementation (r = .346, p < .01). Regression analysis further showed that feedback mechanisms significantly predicted curriculum implementation (β = .383, p < .001), accounting for 14.6% of the variance (R² = .146). Qualitative findings corroborated the quantitative results by demonstrating that automated, peer, and interactive feedback mechanisms enhanced learner motivation, self-assessment, collaboration, and academic discipline. However, infrastructural limitations, digital literacy gaps, and accessibility challenges constrained effective LMS utilization.
Implications to Theory, Practice and Policy: The study contributes to Connectivism Theory and Transactional Distance Theory by demonstrating that LMS feedback mechanisms strengthen interaction, collaboration, and learner autonomy within digital learning spaces. Practically, the findings underscore the importance of investing in robust LMS infrastructure, continuous professional development, and inclusive digital learning strategies to enhance curriculum implementation. From a policy perspective, higher learning institutions and education policymakers should prioritize policies that support digital infrastructure development, accessibility, and sustained capacity building for lecturers and students to maximize the effectiveness of LMS-based feedback systems.
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