COVID-19 has forced universities around the world to adopt online learning. A learning management system (LMS) is a platform for online teaching. Educational institutes are facing difficulties in adopting LMS teaching and learning methods. Research on LMS adoption is still needed for effective implementation. Studying LMS adoption can help universities to understand their teacher’s needs better. This review attempted to determine the factors that influence the adoption and effectiveness of the LMS with respect to teachers’ perspectives. We planned search strategy, inclusion and exclusion criteria, data extraction, and data analysis. Manual search of articles from indexed journals using Google Scholar, Scopus, and PubMed central electronic databases. The keywords used were “LMS and Adoption”, “Factors affecting LMS Adoption”, and “LMS and teacher’s perspective”. Inclusion/exclusion criteria: Only full-text journal articles published in peer-reviewed journals, in the English language, were selected. Articles with only abstracts and not full texts were excluded. Data extraction was conducted using the following themes: author name, year of publication, research approach, factors affecting adoption according to teacher’s perspective, and research context. Only qualitative information is presented from the extracted data. Anxiety and knowledge about the use of the LMS, time factors, technical challenges, perceived usefulness, efficiency payoffs, student feedback, and faculty training were important factors affecting LMS use. Factors affecting the attitude of teachers considering individual values and virtues were not well documented in the literature until 2023. Attitude depends on the values and virtues of the individual.
Key words: Learning management system, Adoption and effectiveness, Teacher’s perception
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