Capturing students’ LMS experience: measurement invariance across Chinese and English versions

Abstract

Learning management systems (LMS) have emerged as a standard component of higher education institutions for the web-based delivery and management of courses. The COVID-19 pandemic highlighted the value of LMS in facilitating online teaching and learning. However, the significance of examining the factors that impact LMS use success during the pandemic has been underestimated. Moreover, despite previous attempts to evaluate students’ LMS experience, most research failed to connect the actual use of LMS to students’ learning success. To address these gaps, we developed and validated an empirical and theory-based instrument measuring students’ LMS experience. The choice of constructs was informed by a scoping review of LMS measures and interviews with a representative sample of students and teachers about their LMS use. By adding constructs that are relevant to learning in the LMS, the current study provided a more comprehensive measurement that captures students’ learning experience in the platform. We provided evidence for the measurement invariance of the scales with their Chinese translation as well. By addressing the limitations and building on this study’s findings, researchers can further advance our understanding of LMS experiences and contribute to developing more effective e-learning systems to support teaching and learning in higher education.