Push and pull factors influencing LMS use post-COVID in Nigerian open distance learning: a qualitative study

Sunday Abidemi Itasanmi; Johannes N.  Mampane

doi:10.55056/etq.966

Authors

Sunday Abidemi Itasanmi University of South Africa https://orcid.org/0000-0002-2136-583X
Johannes N. Mampane University of South Africa https://orcid.org/0000-0002-0406-4197

DOI:

https://doi.org/10.55056/etq.966

Keywords:

push and pull factors, learning management system, post-COVID-19, open distance learning, Nigeria, qualitative study

Abstract

The emergence of the COVID-19 pandemic precipitated an unprecedented transformation in educational delivery, particularly in higher education globally. As a result, LMS emerged as a critical tool, ensuring educational continuity when physical campuses became inaccessible. However, as higher education institutions transition into the post-pandemic period, emerging evidence indicates that LMS adoption patterns among ODL students reflect a complex interplay of factors that drive or attract engagement with these digital learning platforms. While there are studies that examined initial LMS adoption during the pandemic period, few studies investigated the post-COVID sustainability of LMS usage. However, no study has examined LMS use through the dual lens of push and pull dynamics in Africa, especially in the Nigerian context. Hence, this study examined the push and pull factors influencing LMS use post-COVID in an ODL context in Nigeria through the lens of the Unified Theory of Acceptance and Use of Technology (UTUAT). The study employed a qualitative research design grounded in the interpretive paradigm. Twelve academic and support staff members from the National Open University of Nigeria (NOUN) participated in the study, which employed a multi-stage sampling technique. Semi-structured interviews, based on an interview guide designed explicitly for the study, served as the primary data collection instrument. Data collected from the interviews were thematically analysed. Findings from the study revealed that COVID-19-related factors, digital readiness and literacy, as well as flexibility and autonomy offered by the LMS, were identified as push factors influencing LMS use post-COVID. System features, regular updates, effective support mechanisms, and institutional policies provided by the ODL-based university served as pull factors influencing students' use of the LMS after the COVID-19 pandemic. However, infrastructural and access issues, the digital literacy skills of students, low participation or engagement with the LMS by students, as well as technical and content-related issues, limit the effective use of the LMS for learning post-COVID. These findings underscore the importance of holistic strategies that simultaneously enhance digital literacy, improve infrastructure, and ensure ongoing institutional support. Future research should investigate the longitudinal effects of these factors and assess the efficacy of targeted interventions.

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