Impact of Learning Management Systems on Distance Learners’ Academic Progress in Kenya’s Public Universities: A Descriptive Survey

On one hand, the usage and popularity of the distance learning mode accelerates worldwide. On the other hand, however, current empirical evidence increasingly shows that the distance learners across universities and other institutions are particularly hampered, in terms of progressing and completing their studies as their primary goal. This study specifically examined how learning management systems provided by public universities in Kenya, may influence learners’ academic progress. The positivist paradigm, the Equivalence theory, and a mixed methods approach between quantitative and qualitative research, were used, in a descriptive survey design. A random 100 participants from 903 learners of the 2018/2020 cohort of distance learners in the B.Ed. (Arts) programmes was used, with the University of Nairobi and Kenyatta University purposively selected. A self-administered, question-blended questionnaire, supported by a document observation guide, aided data collection and analysis, where descriptive and inferential statistics based on a 77% response rate was done. The results of linear regression analysis (Adj. R2 =.334, at a P-value .001), indicated a statistical, and significant relationship between LMS and academic progress of the distance learners, concluding that the LMSs used by the universities, accessibility wise, efficiency wise and reliability wise, towards supporting the learners, adversely impacted on their academic prospects, particularly with reference to excessive examination retake rates, dropout rates, and eventually low graduation rates. The study recommends that in addition to adhering to the relevant government and industry policy when implementing distance learning programmes, the universities should undertake LMS-specific training of faculty and learners, provide commensurate LMS-focused infrastructural learner support services, and institutionalize improvement-driven systematic evaluation and monitoring among other interventions. The findings of this study potentially add to the relevant and theoretical literature with respect to the distance learning environment, and more specifically, the the role of learning management systems as key components of the said environment.