Learning Management Systems have been adopted in various institutions due to their numerous functionalities to improve pedagogy. As a result faculty members are urged to utilise them for enhancing teaching and learning practices.
Material and methods:
Underpinning this study was a questionnaire distribution with a sample size of 222 faculty members in six universities. Cross-tabulation in a bar graph form and chi-square test were conducted to verify the observed differences between variables.
The findings revealed that older generation of faculty members tended to use LMS for many of their teaching activities than the younger counterparts. LMS was not actively used for most teaching purposes. Statistically significant association existed between resources organisations via LMS and restriction level (χ2 (12) = 24.890, p = 0.015). Attitude of those members who do not use LMS differ from those who use LMS for some and most teaching activities in terms of online examinations and social media.
Attitude on LMS usage for pedagogical enrichment were based on individual faculty member's evaluation of the LMS.
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