Students’ experiences of learning management systems [LMS] navigation and submission challenges in some Tanzanian higher learning institutions

Geofrey Njovangwa

doi:10.51867/ajernet.7.1.102

Autores

Geofrey Njovangwa Tanzania Institute of Accountancy (TIA), Tanzania https://orcid.org/0000-0001-9788-6706

DOI:

https://doi.org/10.51867/ajernet.7.1.102

Palavras-chave:

Assignment Submission, Elearning Usability, Learning Management System (LMS), Tanzanian Higher Learning Institutions, UTAUT

Resumo

Learning management systems (LMS) are increasingly used in Tanzanian higher learning institutions to support blended and online learning, yet students often encounter practical barriers when navigating course spaces and submitting assessments. This study explored students’ experiences of LMS navigation and submission challenges in selected Tanzanian higher learning institutions, guided by the Unified Theory of Acceptance and Use of Technology (UTAUT). Specifically, the study aimed to: (1) identify navigation challenges experienced by students when using the LMS; and (2) identify submission challenges faced by students and how they cope with them. A qualitative descriptive design was employed, using semi-structured interviews with 15 students who had used LMS within the previous 6 -12 months. Data was analyzed thematically, using a hybrid approach in which inductive coding captured lived experiences while UTAUT constructs informed interpretation. Findings indicate six recurring challenges, which are access and login friction; inconsistent course organization and unclear labels; system performance constraints; submission failures and uncertainty; significant cost and time burdens linked to data bundles and travel for connectivity; and reliance on informal coping strategies such as WhatsApp peer support and screenshot evidence. These barriers reduce students’ confidence in the LMS as a reliable channel for learning and assessment, encouraging parallel communication and alternative submission routes. The study recommends a minimum set of institutional interventions like standardized mobile-first course templates, low bandwidth design choices, strengthened ICT helpdesk responsiveness, student onboarding micro-training, and a clear submission confirmation policy with visible “final submission” status and downloadable receipts. Improving these minimum conditions can enhance equity, reduce avoidable penalties, and strengthen learning continuity in resource-constrained higher education settings.

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