LEARNING MANAGEMENT SYSTEM, AN INNOVATION IN TEACHING LEARNING PROCESS AT UNIVERSITY LEVEL

The Learning Management System (LMS) has attained significance in the innovative teaching-learning process at the university level during pandemics. The 21 century saw innovation in technology use and incorporation of LMS in the teaching-learning process. The major objective of the present study was to determine the teacher-learner perception towards the adaptation of the Learning Management System and to examine the adoption baseline for LMS by incorporating critical external factors in the technology acceptance model. A mixed-method research approach was used. Data was collected from 400 learners and 20 teachers. It was found that teacher’s perception of LMS is affected by a number of factors related to social influence, perceived ease of use and usefulness. In addition, factors such as actual use of the system and content qualities are also important to whether teachers embrace a system or not.


INTRODUCTION
The world of higher education is changing. Increasing pricing, limited resources and rising demands for education are forcing educational institutions to reconsider innovative means of teaching and learning at the university level. This rapid revolutionary environment of education demands the use of LMS extensively at universities (Wagner, Hassanein, & Head, 2008).
Modern LMS models have been originated from conventional distance learning that was designed to educate the pupils in remote and rural areas. Technological advancement is the key affect the learning environment. These are five fields include i) Program's educational value ii) Ease of use, iii) The capacity to involve learners in learning, iv) the learner's and program's interactivity, v) the probability that a system tracks the improvement of the learner. It is clear from the critics such as Morrison, Ross, Morrison, and Kalman (2019) argue that using educational technologies, pupils might advance individually in mastering teaching materials, repeat the content that is not clear enough, collect the results immediately after the test taken and their progress can be tracked.

RESEARCH OBJECTIVES
This research was designed to achieve the following objectives: 1. To determine the perception of teachers and learners towards the adaptation of the Learning Management System.
2. To identify the prospective teacher role in developing skill acquisition through Learning Management System.
3. To assess the problem faced in the teaching learning process while using LMS.

LITERATURE REVIEW
The Learning Management System (LMS) is a general concept widely used to describe the different programs of online learning facilities to teachers, students, managers and administrators. Ninoriya, Chawan, and Meshram (2011) believe that LMS is a program that allows automating management and training activities. The learning management system plays a significant part in the online learning environment and can help teachers in the academic success of students (Moorhouse, 2020). Pupils can use LMS to access learning materials through web browsers while using a desktop, laptop or any other mobile device. LMS allows the pupils to interact with their tutors as well as with each other by providing them platforms for sharing knowledge, online examinations and uploading online assignments (Jurubescu, 2008 LMS offers many advantages for the learning environment. These can be counted as elimination of physical location, accessibility, provides an attractive environment and incorporation of most of the LMSs with any missing content (Android, Windows and IOS) (Davis, Kong, McBride, & Morrison, 2017). The use of video games for educational purposes can attract both children and adolescents, in terms of their performance and the results they achieve (Simões, Redondo, & Vilas, 2013). Learning Management System brings together all these students in a virtual environment that improves both their discussion experiences and feedback (Alam, Hadgraft, & Alam, 2014).
Since online curriculum are designed essentially to teach remotely, motivation is the main part of the learning procedure in online learning, as in traditional education (I. M. Khan, 2009) and prerequisite for effective online learning (Lim, 2004). Learning is more individual and autonomous in online learning; thus self-motivation is a must to learn effectively. Several studies on online learning have found ties among motivation and results (Saadé, He, & Kira, 2007), achievement (Bilgiç, Doğan, & Seferoğlu, 2011), dropout rates (Vallerand & Blssonnette, 1992) and qualified learning (Grolnick & Ryan, 1987). These findings stress the importance of online inspiration. In comparison, Newby, Stepich, Lehman, and Russell (2006) point to the fact that technology usage in learning environment has both benefits and motivational drawbacks according to the instructional approach. Given the constant demand for university-based support from students, particularly when using online resources, management support plays an important part in facilitating the LMS technology acceptance (Alharbi & Drew, 2014;Bousbahi & Alrazgan, 2015). Previous research studies show that an individual's perception of ease of use (Alharbi & Drew, 2014;Joshi, Vinay, & Bhaskar, 2020;McFarland & Hamilton, 2006;Amin & Sundari, 2020) and usefulness (Bousbahi & Alrazgan, 2015;Kim, Kim, Aiken, & Park, 2006;Lewis, Agarwal, & Sambamurthy, 2003) of technology are positively linked to the management support. In a blended learning environment student will be unsatisfied by LMS if no proper management support is provided.
Generally speaking, all the LMSs have common features such as; discussion boards, submission of assignments, final reports and review of lectures. However, some features are only available in some LMS mechanisms for example safe assignment submission is a unique feature of Blackboard LMS (Poulova, Simonova, & Manenova, 2015;Rozac, Ballester, & Buendía, 2012).
Relating LMS workability and its effectiveness on human capital, Khairudin et al. (2016) described five key elements in the perspectives of human capital; where some indicators are giving more opportunities for the involvement of students and the degree of student responsibility in distance learning courses, 5) enhancing the ability of technical operators; for starters. Educational institutes tend to select LMS that helps to be more improved, effective, versatile and strong in their instructional processes.
Research studies are also conducted on investigating the effect of social influence on behavioural intention. Social influence is usually described as a subjective norm which is the effect of an individual within a group. Chu and Chen (2016) investigated the effect of subjective norms especially social identity and social bonds on the adoption of e-learning by extending the theory of planned behaviour. Their findings suggested that subjective norms and social bonds hold optimistic affluence on the behavioural intention towards the adoption of elearning. Researchers also examined the correlation between user's attitudes and perceived behavioural control, which also shows a significant positive co-relation.
Technology Assessment Model (TAM) is considered to be the best-known framework for the observed that CSE has an impact on PEOU and has no impact on PU (Boateng et al., 2016;Kanwal & Rehman, 2017;Ramírez Anormaliza et al., 2016). It has been found that PEOU correlates with the CSE, results were found in a study conducted on Jordanian students (Hashim, 2011). Ma et al. (2013) concluded that PU was not influenced by CSE. A study conducted on the Lebanese students also supported that PU, PEOU, SN and quality of life are the main aspects to influence the students' behavioural intention (Tarhini et al., 2014). Another study conducted on the students from Saudi Arabia concluded that CSE has a positive influence on PEOU and PU based on the Technology Acceptance Model (TAM) related study of elearning (Al-Mushasha, 2013). Both Venkatesh and Bala (2008); Venkatesh and Davis, (2000) checked the influence of CSE and argue that CSE impacts PEOU by using the TAM3 model. this is the most reliable research method used in the field of education. According to (Creswell, 2012), a mix method approach is a procedure for collecting, investigating both quantitative and qualitative to examining a research problem. In quantitative method researcher used survey method for collecting the data and statistically analyzing it. However qualitative data such as, open ended interview is used for cross verifying the results of already statistically analyzed data. In education, these problems have a wide variety, thus, mix method approach was used by the researchers to identify the role of Learning Management Systems. Depending on the nature of problem, the researcher has adapted the mix method; including survey as well as interview method.
In the quantitative method, the researchers used the survey method for collecting and statistically analyzing the data. Quantitative analysis includes gathering data in order to test hypotheses or to address the questions related to the current state of the topic of the study. The researchers conducted the study by inductive reasoning (specific to general). homogeneous. Demographical variables that were considered for this specific study include age, gender, educational level, internet experience and previous experience of LMS.

Source: Study Analysis
The research tool comprised of two sections; the first section included the nominal scales to gather the demographic data of respondents, while the second section comprised the subjective measures to measure the perception of respondents towards the planned model. A five-point Likert scale ranging from "strongly disagree" to "strongly agree" was used to measure all the items of the research tool. A questionnaire was developed for the respondents (learners) whereas; an interview was developed for the teachers. The reliability of the tool was ensured through pilot study testing. The tool was also validated by sending it to the experts and suggestions made by the experts were incorporated.  (Ajzen, 1991). Davis (1985) introduced the technology acceptance model; "TAM referred to computer use but is particularly well-suited to model the computer acceptance, as it integrates the results compiled from more than a decade of information system research.
The questionnaire for the respondents consisted of 20 items in total; 18 items were close-ended whereas; 1 item was semi close-ended and the last item was open-ended asking about the respondents' suggestions about the topic. Four (4) questions were about subjective norms, five (5) were about computer self-efficacy, two (2) questions were related to internet experience, two (2) inquired about management support, three were about training, and four questions were related to question about perceived usefulness, The interview for the teachers consisted of eight items. All the items were open-ended. Before the interview was conducted a form was distributed among the respondents to collect their demographic data.

DATA ANALYSIS
For the distribution of the gender who partook in this survey; female participants were 215 and male participants were 164. So, the female participants who took part in this data were 56.7 percent while the number of males who took part in this survey was 43.3 percent.  The respondents were divided into two categories that were undergraduates and graduates, further they were divided into those semesters where they had already got themselves equipped with micro-teaching and prospective teacher training skills. According to which 18.5 percent of the respondents were from 1 st semester, 7.7 percent of the respondents were prospective teachers who were studying in 2 nd semester, 15.8 percent of the prospective teachers were in 3 rd semester, and 24 percent of the respondents were taking training in 4 th semester i.e. B.S in Education.      indicating agreement with the statement and with t-value 47.562 significant at 0.000 indicates that this proclivity for consensus is statistically significant.
The collected data shows 29.5% of prospective teachers strongly agreed with the statement that role of learning management system in perceived use, 25% of prospective teachers agreed with the statement, whereas 22.6% of prospective teachers were undecided, 13.7% of prospective teachers disagreed whereas 9.2% of prospective teachers strongly disagreed about the role of learning management system in perceived use. Hence, the majority (54.5%) of prospective teachers agreed with the statement (standardized mean value 3.51 and standard deviation 1.287) indicating a strong agreement towards the statement. Also the t-value 53.374 significant at 0.000 shows that this proclivity for consensus is statistically significant.   0.402). Note taking amongst higher achievers has insignificant association with emphasis on theme/main idea (r=.117, p =.103) though note taking is significantly associated with study extra material (r= 0.193), following timeline (r=0.304), organization of assignments (r = 0.202) and following of rules (r = 0.210) by students. Study extra material significantly relate to following of timeline (r = 0.276), main idea emphasis (r = 0.405), organization of assignments (r = 0.320) and rules following (r = 0.340). Following the timelines by students with higher achievements is significantly linked with emphasize on main idea (r = 0.246) and organization of assignments (r = 0.419) and rule following (r= .472). Focusing on main idea by students with high achievements have been significantly related with organizing assignments (r = 0.330) and following of rules (r = 0.240). Similarly, organization of assignments and rule following amongst students with higher achievement are significantly linked with one another (r=.465).

Qualitative Analysis of Data
The majority of the teachers (82%) believed that they had a good experience of teaching. 16% percent of respondents underwent difficult experience about teaching through LMS. The teachers were divided into two groups on their opinion about learning objectives achieved more effectively through LMS, a) learning objectives achievement at learner's end; and b) teaching objectives achievement at the teacher's end. the LMS software interface must include features like simplicity and efficiency and the user interface of LMS must be interactive and flexible to use. The majority of the respondents were in the favor of proper training for teachers as well as for students be given to make the teaching learning through LMS more effective. In the light of these suggestions, it was concluded that 80 percent emphasized the provision of proper training provided by the organization whereas 20 percent accentuated the introduction of more features to the LMS interface. Moreover, TAM is considered to be one of the best-known frameworks for the perception of technology acceptance by users. TAM related research in the area of e-learning CSE has been extensively used and the results have been contradictory (Tarhini et al., 2014 and technical assistance of the faculty. The universities can enhance the use of LMS and produce productive results by structuring the organizations of their faculty to properly serve both the professional and self-effective teaching in the web-based teacher training and webbased curricula (Zheng et al., 2018). The present study investigated the effect of teachinglearning. A significant correlation was found with standardized mean and standard deviation of 1.205 and 1.262 respectively being significant at 0.000. The findings of the present research are in correlation with the previous study findings.

CONCLUSION
The majority of the learners identified that they can complete the task on the Learning Management System (LMS) on their own. The induction of training helped improve teachers' computer self-efficacy and LMS capabilities and made them confident in using the user manual as a guide and reference. The majority of teachers agreed that their prior internet learning experience was helpful and gave them confidence in learning through the learning management system. Their institutes also highlighted the importance of the learning management system and administration identifies the importance of the learning management system as a tool to complete university modules. Therefore, through research, this issue should be addressed and help build a better understanding of teaching learning practices through LMS. Teachers can overcome problems by handling instructional content, tasks and notifications, as the use of the learning management system facilitates collaborations with learners. Although, some teachers were disappointed because LMS increased their workload. The learning management system (LMS) however is seen to enhance their learning capabilities, productivity and effectiveness.
It is easy to learn course content with the help of LMS. Finally, it is concluded that research and teaching experiences must be managed and matched with blended learning techniques to achieve an improved and more fruitful instructional environment using LMS and in a way, the advantages of face to face and online teaching should be best exploited.

PRACTICAL IMPLICATIONS AND RECOMMENDATIONS
1. Teachers are expected to integrate LMS with conventional learning and be proficient in web-based education.
2. Teacher training institutes must build the expertise of learners for the use of offline as well as online e-resources and even in blended learning.
3. A cohesive and improved learning experience should be provided with high-quality educational materials designed for the traditional curriculum. 4. E-content should be designed in a way that can be used through different e-learning software. It is, therefore, necessary to ensure that the material presented is following the methodologies used in different institutes and is thus more likely to lead to good learning.
5. In Pakistan, there is a significant variation in the usage of LMS in urban and rural areas. In addition, the availability of facilities does not ensure their full utilization. Lastly, it is concluded that in handling the "internet divide" dilemma at academic universities, appropriate input on government entities, and overseeing and monitoring university education is crucial.

FINAL ANALYSIS AND A WAY FORWARD
The opinion of teachers regarding the use of LMS in future was recorded in this study and it was clear from the data that teachers were in favor of using LMS in future. Because the 21 st century is the age of information technology and it is the need of the day to learn IT. The prospective teachers must be equipped with the fifth skill of communication along with the other four skills. Knowledge of IT is considered the fifth skill of communication. All the teacher respondents strongly suggested the use of LMS in future. However, few of them suggested that only 10% of course content during the training of prospective teachers should be taught through LMS in conventional teaching.