Learning Management Systems and Self Directed Learning in Higher Education Institutions in Cameroon

This study purposed to find out how the use of learning management systems influence learners' self directed learning skills in higher education institutions in Cameroon, this with particular focus on how content delivery influences learners' development of self directed learning skills, how learning assessment impacts learners' development of self directed learning skills, and how teacher student interaction affects learners' development of self directed learning skills. Theoretically, this study is anchored on the following theories Garrison's self directed learning model 1997 Mayer's theory of Multimedia learning 1949 , Seymour Papert's constructionism theory 1980 , George Siemens theory of Connectivism 2004 , Information Processing Theory by Richard Atkinson and Richard Shiffrin 1968 and Adult learning by Malcom Knowles 1968 . In order to find appropriate answers to the research questions, a mixed research method was adopted whereby the sequential exploratory design was used. The sample population of this study was made up of 12 lecturers including e learning personnel and 260 students from eight higher education institutions, giving a total of 272 respondents. Data were collected using an interview guide, observation checklist and a questionnaire. Data were analysed qualitatively using thematic analysis and quantitatively using frequencies, proportions and Multiple Responses Analysis MRA , and inferentially using the Pearson's product moment correlation and the Binary Logistic Regression. The findings revealed that there was no significant impact of content delivery on students' acquisition of self directed learning skills which implies that the more teachers dwell on content online, the lesser students acquire self directed learning skills secondly, the findings unfold that there was a significant impact of learning assessment on students' acquisition of self directed learning skills, which implies that the more teachers assess students, the more they commit to learn thus acquiring self directed learning skills lastly, the findings indicated that there was a significant impact of teacher student interaction on students' acquisition of self directed learning skills which implies that the more teachers interact with their students, the more they acquire self directed learning skills. Based on the findings, the following recommendations were made Teachers who teach using Learning Management Systems LMS in higher education institutions should be properly trained so they don't load content online for students to assimilate as it may be monotonous to them. Teachers who teach using LMS should be sensitized to prioritize the use of continuous assessment strategies at every stage of using LMS, emphasis should be laid on teacher student interaction. Komnkan Theophil Kacha | Tante Charles | Alemnge Fedelis L. | Nana Célestin "Learning Management Systems and Self-Directed Learning in Higher Education Institutions in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-4 , August 2024, URL: https://www.ijtsrd.com/papers/ijtsrd67076.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/67076/learning-management-systems-and-selfdirected-learning-in-higher-education-institutions-in-cameroon/komnkan-theophil-kacha