A systematic review of factors influencing learning management system usage in higher learning institutions across the East African Community

Vicent Jonas

doi:10.51867/ajernet.6.4.81

Authors

Vicent Jonas Tanzania Institute of Accountancy (TIA), Tanzania

DOI:

https://doi.org/10.51867/ajernet.6.4.81

Keywords:

East Africa Community, Learning Management System, Higher Learning Institutions, Usage

Abstract

In this digital era, the use of learning management systems in education as an attempt to improve teaching and learning delivery has become a central concern. Despite significant investment in Information Communication and Technology (ICT) infrastructure, higher learning institutions across the East African Community continue to face diverse challenges that hinder full utilization. This study was guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technology-Organization-Environment (TOE) framework to present a systematic review of literature published between 2015 and 2025, focusing on the most critical factors influencing Learning Management System usage in the East African Community. The literature was identified through six electronic databases guided by the Reporting Items for Systematic Reviews and Meta-Analyses framework; 92 academic articles were identified and critically analyzed. The results revealed that 28 studies primarily focused on Kenya. The Technology Acceptance Model was the dominant model employed, and students were the main subject of studies. Moreover, the quantitative approach was the preferred design. Overall, thirty-nine factors were identified. The study concludes that the East African Community requires a multi-dimensional approach combining continuous training, supportive policies, and robust ICT infrastructure, including high-speed internet connectivity and strengthened mobile technology. This review will be useful for future research and higher education decision-makers who plan to use online learning to overcome the challenges they face in utilizing LMS effectively. The study was limited to link usage and learning outcomes; therefore, future work should employ stronger designs, incorporate lecturer and administrator perspectives, and integrate multi-level theories to link usage with learning outcomes.

Downloads

Download data is not yet available.

References

Abbad, M. M. M. (2021). Using the UTAUT model to understand students' usage of e-learning systems in developing countries. International Journal of Artificial Intelligence in Education, 26(6), 7205-7224. https://doi.org/10.1007/s10639-021-10573-5

Abdurrahman, A., Gustomo, A., & Prasetio, E. A. (2024). Impact of dynamic capabilities on digital transformation and innovation to improve banking performance: A TOE framework study. Journal of Open Innovation: Technology, Market, and Complexity, 10, 2199-2218.

https://doi.org/10.1016/j.joitmc.2024.100215

Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25, 5261-5280. https://doi.org/10.1007/s10639-020-10219-y

Al-Nuaimi, M. N., & Al-Emran, M. (2021). Learning management systems and technology acceptance models: A systematic review. Education and Information Technologies, 26, 5499-5533. https://doi.org/10.1007/s10639-021-10513-3

Alsswey, A., Al-Samarraie, H., El-Qirem, F. A., & Zaqout, F. (2020). M-learning technology in Arab Gulf countries: A systematic review of progress and recommendations. Education and Information Technologies, 25(4), 2919-2931. https://doi.org/10.1007/s10639-019-10097-z

Araka, E., Maina, E., Gitonga, R., Oboko, R., & Kihoro, J. (2021). University students' perception on the usefulness of learning management system features in promoting self-regulated learning in online learning. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 17(1), 45-64.

Ates, H., & Polat, M. (2025). Exploring adoption of humanoid robots in education: UTAUT-2 and TOE models for science teachers. Education and Information Technologies, 30(9). https://doi.org/10.1007/s10639-025-13344-8

Bartlett, G., Boardman, F., Nha, Q., Pluye, P., Sergi, F., Cargo, M., Dagenais, P., Gagnon, M., Griffiths, F., Nicolau, B., Cathain, A. O., Rousseau, M., & Vedel, I. (2019). Improving the content validity of the mixed methods appraisal tool: A modified e-Delphi study. Journal of Clinical Epidemiology, 111, 49-59.e1. https://doi.org/10.1016/j.jclinepi.2019.03.008

Bouteraa, M. (2024). Mixed-methods approach to investigating the diffusion of FinTech services: Enriching the applicability of TOE and UTAUT models. Journal of Islamic Marketing, 15(8), 2036-2068. https://doi.org/10.1108/JIMA-12-2022-0343

Duruhan, S. A. A.-K. (2020). Probleme dayalı sanal öğrenme: Kavramsal bir çözümleme. Turkish Studies-Information Technologies and Applied Sciences, 15(2), 157-182.

https://doi.org/10.29228/TurkishStudies.43251

Endres, M. L., & Chowdhury, S. (2019). Team and individual interactions with reciprocity in individual knowledge sharing (pp. 123-145). IGI Global. https://doi.org/10.4018/978-1-5225-5427-1.ch007

Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022). A systematic review on trends in using Moodle for teaching and learning. International Journal of STEM Education, 9(1), 9. https://doi.org/10.1186/s40594-021-00323-x

Gamede, B. T., Ajani, O. A., & Afolabi, O. S. (2021). Exploring the adoption and usage of learning management system as alternative for curriculum delivery in South African higher education institutions during Covid-19 lockdown. International Journal of Higher Education, 11(1), 71. https://doi.org/10.5430/ijhe.v11n1p71

Gürcan, F., & Özyurt, Ö. (2020). E-öğrenme araştırmalarındaki temel eğilimler ve bilgi alanları: 2008-2018 yılları arasında yayımlanan makalelerle konu modelleme analizi. Journal of Computer and Education Research, 8(16), 738-756. https://doi.org/10.18009/jcer.769349

HEET. (2021). Higher Education for Economic Transformation Project. MoEST.

Innocent, W. A. (2020). Applicability of e-learning in higher learning institutions in Tanzania. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 16(2), 242-249.

Khetsiwe Eunice, M.-K., & Cosmas, M. (2020). An analysis of factors affecting utilisation of Moodle learning management system by open and distance learning students at the University of Eswatini. American Journal of Social Sciences and Humanities, 5(1), 17-32. https://doi.org/10.20448/801.51.17.32

Lytras, M. D., Serban, A. C., Jesus, M., Ruiz, T., Ntanos, S., & Sarirete, A. (2022). Translating knowledge into innovation capability: An exploratory study investigating the perceptions on distance learning in higher education during the COVID-19 pandemic-the case of Mexico. Journal of Innovation & Knowledge, 7(4), 100258. https://doi.org/10.1016/j.jik.2022.100258

Maluleke, A., & Maake, G. (2025). Examining the impact of learning management systems in African higher education: A systematic review. African Journal of Inter/Multidisciplinary Studies, 7(1), 1-15. https://doi.org/10.51415/ajims.v7i1.1550

Mare, A., Woyo, E., & Amadhila, E. M. (2023). Teaching and learning with digital technologies in higher education institutions in Africa. In K. J. Kennedy, E. H., & L. G. Joseph Divala, J. Perumal (Eds.), Routledge. https://doi.org/10.4324/9781003264026

Mousa, A. H., Aljshamee, M., Mohammed, A. H., Mousa, S. H., & Obaid, H. A. (2020). A systematic literature review: Measuring user acceptance models in e-learning adopted in higher education institutes. AIP Conference Proceedings, 2290(1), 409-430. https://doi.org/10.1063/5.0027409

Mtani, H., & Mbelwa, J. (2022). Factors affecting learning management systems usage in higher learning institutions in Tanzania: A case of University of Dodoma. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 18(1), 7-26.

Mtebe, J. S. (2020). Examining e-learning system self-efficacy amongst instructors at the University of Dodoma, Tanzania. Open Praxis, 12(3), 343-357. https://doi.org/10.5944/openpraxis.12.3.1103

Mtebe, J. S., & Raphael, C. (2018). Key factors in learners' satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 34(4), 107-122.

https://doi.org/10.14742/ajet.2993

NACTVET. (2024, May 13). NACTVET - Students Admission. MoEST. https://nactvet.go.tz/page/students-admission

Ndibalema, P. (2025). Perspectives on the use of learning management systems in higher learning institutions in Tanzania: The gaps and opportunities. Social Sciences and Humanities Open, 11, 1-10. https://doi.org/10.1016/j.ssaho.2025.101463

Ngala, O. M. (2024). Strategies for enhancing acceptance of new technologies by open, distance, and eLearning centers in Kenya. Teacher Education through Flexible Learning in Africa (TETFLE), 6, 15-37. https://doi.org/10.35293/tetfle.v6i1.4687

Nkata, A. (2020). Strengthening of an effective e-learning management system in Tanzanian higher learning institutions. Acta Scientific Computer Sciences, 2(11), 3-4. https://www.researchgate.net/publication/345250461

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ (Clinical research ed.), 372, n71. https://doi.org/10.1136/bmj.n71

Sinclair, J., & Aho, A. M. (2018). Experts on super innovators: Understanding staff adoption of learning management systems. Higher Education Research and Development, 37(1), 158-172. https://doi.org/10.1080/07294360.2017.1342609

Tan, K. S. T., & Lee, A. S. H. (2024). Key determinants of blockchain adoption: A unified framework integrating UTAUT and TOE models. ICBTA, 60-65. https://doi.org/10.1145/3708622.3708629

Tornatzky, L., & Fleischer, M. (1990). The process of technology innovation. Lexington Books. https://archive.org/details/processesoftechn0000torn

UNESCO. (2021a). The digital learning turn in Africa: The role of local ecosystems. ED/GEC/2021/03. https://unesdoc.unesco.org/ark:/48223/pf0000377725?posInSet=1&queryId=18b1f9bd-1b10-4893-a941-86032e55a728

UNESCO. (2021b). Transforming our world: The 2030 agenda for sustainable development. UNESCO.

UNESCO. (2023, February 2). Best practices in mobile learning. UNESCO.

UNICEF. (2021). Transforming education in Africa: An evidence-based overview and recommendations for long-term improvements. UNICEF. https://www.unicef.org/media/106686/file/Transforming Education in Africa.pdf

van der Merwe, T. M. D., Serote, M., & Maloma, M. (2023). A systematic review of the challenges of e-learning implementation in Sub-Saharan African countries: 2016-2022. Electronic Journal of E-Learning, 21(5), 413-429. https://doi.org/10.34190/ejel.21.5.3075

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. Management Information Systems Research Center, 426-478. https://doi.org/10.2307/30036540

Vincent, M. V., Cyprian, R. M., & Musau, F. (2020). A usability evaluation framework for web-based learning management systems used in Kenyan universities. 7(3), 46-52.

Yunus, H. (2021). Online learning management system (OLMS) in Indonesian higher education: Investigating benefits and obstacles. Parahikma Journal of Education and Integrated Sciences, 1(1), 1-8.

Ziraba, A., Godwill, A. C., Nkea, A. nee A. M., & Lwanga, S. C. (2020). The adoption and use of Moodle learning management system in higher institutions of learning: A systematic literature review. American Journal of Online and Distance Learning, 2(1). www.ajpojournals.org