Bridging the Digital Divide: Exploring Undergraduate Students' Experiences with Learning Management Systems in a Rural South African University

Oluwatoyin Ayodele AJANI^*

• University of KwaZulu-Natal, School of Education, Durban, South Africa

Abstract Introduction: This study drew from the Unified Theory of Acceptance and Use of Technology (UTAUT) to consider the perceptions, challenges, and opportunities presented to the use of Learning Management Systems (LMSs) by undergraduate students of a rural South African university. The research aimed to understand how infrastructural, cultural, and pedagogical factors fostered engagement with LMSs among students, considering the digital divides and socio-economic disparities within the environment. Methods: The study employed an interpretive qualitative approach, constituting one section of a broader mixed-method study that is currently under approval. Data collection occurred via semi-structured interviews, whereby 40 undergraduate students from four faculties were sampled purposively. Thematic analysis, guided by the UTAUT framework, was used to seek out patterns within students' experiences. Results: Findings revealed that while students identified the opportunity for learning flexibility and access through the LMS, their experience was primarily shaped by infrastructural limitations, gaps in digital literacy, and variation in the level of engagement by faculty. Effort expectancy and facilitating conditions emerged as determinants of LMS uptake. Cultural perceptions and social influence also contributed to shaping students' attitudes towards LMS use. Discussion: Beyond the study's findings lies the assertion for institutional interventions targeting the rural digital divide in tertiary education. These interventions include improvements to digital infrastructure, training both students and faculty, and integrating LMS with culturally responsive pedagogies for equitable and meaningful use of technology. These findings will enter the arena of discourse on inclusive digital education and aid in policymaking and practice within under-resourced educational settings.