Perspectives on the use of learning management systems in higher learning institutions in Tanzania: The gaps and opportunities

This study explored the perspectives on the use of the Learning Management System (LMS) in higher learning institutions in Tanzania. A qualitative case study design was adopted involving 15 instructors and 26 students from two universities. Data collection was conducted through semi-structured interviews and data analysis was done through thematic analysis. The results indicate several gaps, including inadequate digital infrastructure, limited access to digital devices, and restricted internet connectivity. Participants also highlighted the need for capacity building among educators and students, institutional support and digital culture to embrace the use of technology for learning. Furthermore, results indicated that availability of personal mobile devices increases the possibilities of self-directed learning. Institutional investments and the effective utilization of technology-enhanced learning opportunities would strengthen instructors' and students’ capacity to explore and engage in diverse learning opportunities. • LMS fosters individualized instruction, self-directed learning, and critical thinking. • LMS allows students to share and access educational materials, resources, and progress updates. • Inadequate training compromised instructors' ability to create effective digital solutions. • Instructors and students receive limited institutional support for using LMS tools effectively. • Infrastructural gaps like internet access hinder effective LMS implementation in institutions.