Lecturers’ e-Readiness for Using a New Learning Management System: A Case Study of LMS Migration at an ODeL Institution

Learning management systems play a central role in supporting teaching and learning in higher education by enabling institutions to provide digital content, communication tools and structured learning environments for both students and lecturers. However, the successful integration of a learning management system depends largely on lecturers’ readiness to use its features effectively for course design and delivery. This study investigates the e-readiness of lecturers to use the tools of a newly adopted learning management system; the study was conducted at a large open distance e-learning university where teaching and learning are delivered fully online. The institution recently migrated from an older learning management system to a new learning management system, creating a need to understand lecturers’ preparedness to adapt to the new platform. The study employed a quantitative descriptive research design, using an online survey questionnaire to collect data on lecturers’ technological readiness to use selected learning management system tools. The questionnaire was distributed to lecturers across the institution, and 125 lecturers participated in the study. Data were analysed using descriptive statistics to determine lecturers’ familiarity and readiness to use specific learning management system tools. The findings indicate uneven levels of readiness among lecturers. Participants reported high levels of familiarity and readiness to use basic communication and orientation tools. However, lower levels of readiness were observed for more complex course management tools, particularly the Gradebook and Calendar functions. These findings suggest that while lecturers are comfortable with basic communication learning management system functionalities, they require additional support to effectively use advanced tools that support course management and student monitoring. We recommend that higher education institutions implement structured training programmes that focus not only on general system use but also on the effective pedagogical use of key learning management system tools. Furthermore, institutions should carefully examine the functional differences between the old and new learning management system platforms to ensure a smoother transition for lecturers.