The Use of Learning Management Systems for Self-paced Learning: The Case at a South African Public Access Centre

Research examining Learning Management System (LMS) adoption at a South African Public Access Centre (PAC) reveals that PACs are vital for digital inclusion and ICT skill development. While LMS platforms offer flexibility and support blended learning, their effectiveness is significantly hampered by persistent challenges including inadequate connectivity, outdated infrastructure, and ambiguities in course instructions. These operational and technical barriers impede the full realization of LMS benefits for self-paced learning.

Why it matters

This study highlights the critical role of public access points in digital literacy initiatives and the dual nature of technology adoption in such environments. Understanding these challenges and opportunities is vital for developing effective national strategies for digital inclusion and workforce upskilling in developing contexts, impacting long-term societal and economic development.

Key insights

• Public Access Centres (PACs) are crucial for advancing Information and Communication Technology (ICT) skills and fostering digital inclusion.
• Learning Management Systems (LMS) enable flexible access to educational resources and empower learners.
• Blended learning is identified as the preferred pedagogical approach within this context.
• LMS use enhances convenience for self-paced learning.
• Significant challenges to LMS effectiveness include poor internet connectivity, obsolete infrastructure, and unclear course instructions.

Source

arXiv — Computers and Society — https://arxiv.org/abs/2608.13351