The Impact of LMS-Based Learning on Faculty Performance in Higher Education Institutions
DOI:
https://doi.org/10.63516/Keywords:
LMS, LMS Faculty Performance, Higher Eudcation Institutions, Technological Self Efficacy, Partial Least Square, SPSS, Learning Management System, Academic ProductivityAbstract
This study investigates the impact of Learning Management System (LMS)-based learning on faculty performance within Higher Education Institutions (HEIs). Utilizing a mixed-methods approach, the research integrates quantitative data from a survey of 300 faculty members across three diverse HEIs, focusing on LMS usage frequency, perceived technological self-efficacy, and standardized faculty performance metrics (teaching effectiveness, research output, and administrative duties). Qualitative data was gathered through semi-structured interviews with 30 academic leaders and high-LMS-usage faculty members to contextualize the quantitative findings. Advanced data analysis, including Structural Equation Modeling (SEM) using Partial Least Squares (PLS) and traditional regression analysis (LR) via SPSS, was employed on data spanning the academic years 2021, 2022, and 2023. The findings reveal a significant positive correlation between the depth and complexity of LMS utilization and faculty performance, particularly in teaching effectiveness and research collaboration. Technological self-efficacy was identified as a crucial mediating variable. The paper concludes with strategic recommendations for HEIs to optimize LMS integration, enhance faculty training, and establish robust assessment frameworks to maximize the benefits of digital learning environments on faculty productivity and professional development, adhering to HEC and international research standards.
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