Abstract

The objectives of this study were: 1) to analyze user experience with a learning management system (LMS); 2) to develop learning management model through a learning management system to promote self-directed learning for elementary professional student teachers; and 3) to evaluate the effectiveness of the learning management model through a learning management system to promote self-directed learning for elementary professional student teachers. The research participants consisted of three groups: 1) a focus group of 7 individuals to gain in-depth insights into their views on and interactions with self-directed learning; 2) an interview group of 19 individuals to collect data on their experiences, challenges, and suggestions regarding LMS usage; and 3) a group of 63 individuals who provided data on the model’s outcomes. The total number of participants was 89. The research instruments included: 1) a focus group discussion log; 2) an interview protocol; and 3) a self-directed learning assessment. The data were analyzed using content analysis for qualitative data and descriptive statistics, including frequency, mean, standard deviation, and the Wilcoxon signed-rank test, for quantitative data. The research findings indicate three key results. Firstly, a user experience analysis of the learning management system (LMS) revealed that in terms of the Attitudinal Aspect, students expressed a mix of satisfaction and dissatisfaction with the platform. In the Behavioral Aspect, they were able to access online lessons and take quizzes without facing complex procedural challenges. Secondly, the developed learning management model consists of four distinct phases: 1) Passion 2) Designing learning 3) Engaging learning and 4) Evaluating learning outcomes. The study found that students’ self-directed learning behaviors, when integrated with the model and implemented through the LMS, were more enhanced compared to their behaviors before the model’s application. Finally, the application of the model via the LMS to promote self-directed learning in elementary professional student teachers showed that their initial self-directed learning behaviors were at a moderate level. However, a comparison of pre- and post-intervention scores revealed a statistically significant improvement in overall self-directed learning after using the learning management model through the LMS.

This work is licensed under a Creative Commons Attribution 4.0 License.