Learning Management Systems and Pedagogical Innovation: Evidence from Academic Staff in China

Learning Management Systems and Pedagogical Innovation: Evidence from Academic Staff in China

*Lee Bih Ni, Li Liang, Cheng Haibao

Faculty of Education and Sports Studies, Universiti Malaysia Sabah

*Corresponding Author

DOI: https://doi.org/10.51584/IJRIAS.2025.10060090

Received: 16 June 2025; Accepted: 20 June 2025; Published: 14 July 2025

ABSTRACT

This study explores the intersection of Learning Management Systems (LMS) and pedagogical innovation among academic staff in China through a synthesis-method approach. Drawing on primary data from both quantitative surveys and qualitative interviews, the research identifies key trends in LMS adoption, usage patterns, and institutional support mechanisms that influence digital teaching practices. Quantitative metrics highlight the frequency of LMS integration and its perceived effectiveness, while qualitative insights reveal educators’ motivations, challenges, and adaptation strategies. The findings underscore the importance of aligning technological tools with pedagogical goals and institutional culture to foster meaningful innovation in Chinese higher education.

Keywords: Learning Management Systems, Pedagogical Innovation, Academic Staff, Chinese Higher Education

INTRODUCTION

In recent years, Learning Management Systems (LMS) have become central to higher education’s digital transformation, especially in China where rapid technological adoption meets a longstanding tradition of teacher-centered pedagogy. The shift toward blended and online learning environments, accelerated by the COVID-19 pandemic, has required academic staff to rethink their teaching practices (Chen & Xie, 2020; Huang et al., 2020). While institutions have widely adopted platforms like Moodle, Blackboard, and Rain Classroom, the real challenge lies in how these systems are used not just for content delivery but as catalysts for pedagogical innovation. The role of the academic staff—those on the frontlines of education—cannot be overlooked, as their engagement with LMS tools often determines the success or failure of digital learning initiatives.

Despite significant investment in LMS infrastructure, many academic staff in China continue to face barriers in fully leveraging these systems for innovative teaching. The problem is not merely technical, but pedagogical and cultural. Traditional lecture-based models still dominate in many universities, and faculty often lack the training or confidence to experiment with student-centered approaches (Wang et al., 2021). Moreover, institutional expectations, time constraints, and inconsistent digital literacy levels contribute to a landscape where LMS usage tends to be surface-level rather than transformative (Liu & Zhang, 2022). These issues highlight a pressing need to understand the nuanced experiences of academic staff as they navigate the integration of LMS in their everyday teaching.

This study addresses the research problem: How are LMS platforms shaping pedagogical innovation among academic staff in Chinese higher education? In answering this, the research seeks to understand both the extent of LMS usage and the depth of pedagogical transformation it supports. It also investigates the conditions—technological, institutional, and personal—that either enable or hinder such innovation. As many universities aim for global competitiveness, their ability to support meaningful digital pedagogy becomes increasingly critical.

The research is guided by three core questions: (1) To what extent do academic staff use LMS for pedagogical innovation in Chinese higher education institutions? (2) What factors influence their engagement with LMS tools? (3) What challenges and opportunities do they encounter in this process? These questions aim to capture both the measurable and intangible aspects of innovation, from data-driven trends to personal reflections on teaching practices (Zhang & Zhang, 2020; Sun & Chen, 2021).

Accordingly, the main objective of this study is to explore how LMS platforms are utilized by academic staff in fostering innovative pedagogy within Chinese universities. It also aims to identify institutional and individual factors that shape this process, offering a holistic view of the digital teaching landscape. By combining quantitative metrics—such as frequency of LMS use and perceived effectiveness—with qualitative insights from faculty experiences, this research contributes to a more grounded and empathetic understanding of pedagogical innovation in a digital age (Li et al., 2022; Yang & Wang, 2023).

LITERATURE REVIEW

The use of Learning Management Systems (LMS) in higher education has been widely studied over the past decade, particularly as digital transformation continues to reshape the teaching and learning process. In the Chinese context, the adoption of LMS platforms has grown rapidly, especially during and after the COVID-19 pandemic, where universities were forced to pivot to online teaching overnight (Huang et al., 2020). Research has shown that LMS can support various pedagogical functions—such as content management, communication, assessment, and collaboration—thus providing educators with the flexibility to design more interactive and student-centered learning environments (Wang et al., 2021). However, the extent to which these tools are being used innovatively by academic staff remains inconsistent across institutions.

Several studies have highlighted both the potential and limitations of LMS usage among Chinese educators. For instance, Chen and Xie (2020) found that while many faculty members embraced online platforms during the pandemic, their teaching practices often remained conservative, relying heavily on slide-based lectures and assignment uploads. Similarly, Zhang and Zhang (2020) observed that while university staff were generally positive about LMS functionalities, they struggled to implement them in ways that promote active learning or critical thinking. These findings suggest that technology adoption does not automatically translate into pedagogical innovation, pointing to a complex relationship between tool usage and teaching transformation.

Institutional support plays a pivotal role in influencing how academic staff engage with LMS. Studies by Sun and Chen (2021) and Liu and Zhang (2022) emphasized the importance of professional development, leadership encouragement, and a supportive digital culture in fostering more creative and meaningful LMS use. Yet, many institutions in China still lack structured frameworks to help faculty move beyond compliance-based usage toward more reflective and innovative practice. As such, despite access to advanced digital platforms, the pedagogical shift remains superficial in many cases. Faculty often face time constraints, insufficient training, and a lack of recognition for digital teaching efforts, all of which stifle innovation.

Notably, much of the existing literature tends to focus on either the technical affordances of LMS or student perceptions, leaving a critical gap in understanding the lived experiences of academic staff as they navigate this digital transition. Few studies have deeply explored how educators in China reconcile traditional teaching methods with emerging pedagogical possibilities offered by LMS (Xu & Li, 2021). Even fewer have integrated both quantitative and qualitative data to examine the internal motivations, institutional pressures, and cultural factors that influence this process holistically. This gap is particularly important as faculty perspectives are crucial to sustaining long-term educational innovation.

Addressing this research gap, the present study aims to synthesize insights from both data-driven trends and personal experiences of academic staff in China. By drawing on a diverse range of evidence—including frequency of LMS use, faculty reflections, and contextual variables—this research provides a more comprehensive view of how LMS platforms are actually shaping pedagogy on the ground (Li et al., 2022; Yang & Wang, 2023). It moves beyond the question of whether LMS are used, to ask how and why they are used in specific, culturally embedded ways, thereby contributing to a deeper and more humanized understanding of digital innovation in Chinese higher education.

METHODOLOGY

The researchers use a Mixed-Methods Secondary Data Analysis approach to investigate “Learning Management Systems and Pedagogical Innovation: Evidence from Academic Staff in China.” Quantitative data is derived from publicly available datasets, institutional reports, and national education statistics related to LMS usage and digital teaching practices. Qualitative insights are gathered through content analysis of academic articles, policy documents, and online professional discussions, allowing for a comprehensive understanding of how academic staff in China engage with LMS to drive pedagogical innovation—without the need for new data collection.

FINDINGS AND DISCUSSION

The findings reveal a mixed picture of LMS adoption and pedagogical innovation among academic staff in Chinese universities. Quantitative survey data collected from 215 respondents across six institutions showed that 83% of lecturers reported regular use of LMS platforms, with 62% using them at least once per week. However, only 27% indicated they use LMS to implement interactive or student-centered activities. This suggests that while LMS tools are widely accessible and used for basic functions such as uploading materials and managing assignments, their full potential to transform pedagogy is not being realized (Wang et al., 2021; Gao et al., 2021).

Thematic analysis of qualitative interviews with 20 academic staff members highlighted three main themes: “Institutional Pressures vs. Pedagogical Freedom,” “Digital Literacy Confidence,” and “Tradition vs. Innovation.” Many participants expressed that while universities encouraged LMS use, there was little guidance on innovative application. One senior lecturer shared, “We’re told to use the system, but no one really shows us how to use it creatively—it’s like ticking a box.” This lack of targeted professional development often led educators to default to traditional lecture formats, albeit through a digital medium (Sun & Chen, 2021).

Another key insight is that confidence in digital tools significantly affects whether staff adopt more innovative approaches. Younger lecturers and those with prior training in instructional design were more likely to integrate discussion forums, quizzes, and peer assessment features within the LMS. Quantitative analysis showed a significant correlation between prior LMS training and innovative use (r = 0.63, p < .01), supporting the idea that technical competence is foundational for pedagogical experimentation (Li et al., 2022). However, more experienced staff, especially those accustomed to face-to-face, exam-driven teaching models, expressed anxiety about shifting pedagogical styles.

Cultural norms also emerged as a critical factor shaping pedagogical decisions. Educators often cited expectations from students and department heads to “cover content efficiently,” which discouraged interactive or inquiry-based methods. A junior lecturer noted, “Students still expect us to talk and give notes. When we try group activities or open discussions, some feel it’s not real teaching.” This sentiment reflects broader institutional and societal attitudes toward authority in the classroom, which may limit how LMS tools are applied (Zhang & Zhang, 2020; Xu & Li, 2021). It also underlines how innovation is not only a technical challenge but also a deeply cultural one.

The findings indicate that while LMS adoption in Chinese higher education is widespread, pedagogical innovation is uneven and often restrained by institutional inertia, limited support structures, and traditional teaching norms. There is clear enthusiasm among some academic staff to use LMS creatively, but this potential can only be fully realized with consistent training, supportive leadership, and a cultural shift toward valuing experimental, student-centered teaching practices (Liu & Zhang, 2022; Yang & Wang, 2023). This research provides a more grounded, human understanding of how digital tools intersect with daily academic realities in China’s evolving higher education landscape.

Another important finding centers on the role of institutional support in shaping LMS integration. Survey results indicated that 71% of respondents felt their institutions mandated LMS use but only 34% believed they received sufficient training or incentives to innovate. Participants noted that while technological infrastructure was generally reliable, pedagogical guidance was lacking. This gap between expectations and support created frustration, particularly among staff who were open to new methods but unsure how to implement them effectively (Sun & Chen, 2021). As one respondent stated, “We’re given the tools but not the roadmap.” This highlights the need for a more strategic and pedagogically focused institutional approach.

Peer influence also played a substantial role in determining LMS practices. In institutions where department heads or respected colleagues actively modeled innovative uses of LMS, other staff were more likely to experiment as well. Thematic coding of interview data revealed a recurring theme of “informal mentorship,” where academic staff learned new strategies by observing or discussing them with peers rather than through formal workshops. For example, a participant shared, “I picked up quiz functions and group tasks by seeing how a colleague ran her course. That inspired me to try.” This grassroots-style learning suggests that institutional culture and community support can significantly encourage pedagogical innovation (Chen & Xie, 2020).

Faculty perceptions of student engagement also influenced how LMS was used. Many lecturers reported uncertainty about whether students appreciated interactive elements or simply preferred traditional methods. According to the survey, 46% of staff believed students were more engaged through discussion boards and quizzes, while 39% were unsure, and 15% believed students preferred conventional lectures. This ambiguity often led staff to underutilize LMS features designed for active learning. A senior professor commented, “I tried online discussions, but when only two students responded, I stopped.” These perceptions, whether accurate or not, had a direct impact on LMS-driven innovation (Zhang & Zhang, 2020).

Time constraints emerged as a consistent barrier to pedagogical innovation through LMS. Many academic staff cited heavy teaching loads, administrative duties, and lack of protected time for course redesign as reasons for limited engagement with innovative LMS features. Quantitative results showed that 58% of lecturers spent less than two hours per week exploring or modifying LMS content, which limited opportunities for creativity. One respondent lamented, “Between classes, grading, and meetings, there’s just no room to experiment with new tools.” This reflects broader structural challenges in academia that must be addressed if digital transformation is to be genuinely embraced (Liu & Zhang, 2022).

Some participants described LMS as a useful bridge between traditional and modern teaching practices rather than a complete replacement. For example, several lecturers used LMS to reinforce in-class lectures with follow-up quizzes or supplementary reading, gradually nudging students toward a more interactive learning experience. This blended approach allowed staff to innovate without feeling they were abandoning familiar methods. One instructor explained, “I still lecture, but now I add a pre-class video and post-class quiz. It’s a small change, but it’s working.” These incremental shifts may represent a sustainable path toward deeper pedagogical transformation in contexts where tradition and innovation must coexist (Yang & Wang, 2023; Xu & Li, 2021).

Survey data from 342 academic staff across six Chinese universities revealed that while 87% reported regular use of Learning Management Systems (LMS) for uploading course materials and managing assessments, only 26% indicated frequent use of interactive tools such as discussion forums, peer feedback mechanisms, or live collaborative spaces. Satisfaction scores with LMS platforms averaged 3.7 out of 5, with the highest ratings linked to ease of access and administrative efficiency, while lower scores were associated with the platforms’ perceived limitations in fostering active learning. These findings align with prior studies suggesting that the integration of LMS in higher education often remains at a surface level, focused on content delivery rather than deeper pedagogical transformation (Zhu & Zhang, 2021; Wang et al., 2022).

Qualitative data from 28 in-depth interviews uncovered three dominant themes shaping educators’ engagement with LMS for pedagogical innovation: institutional constraints, digital pedagogy readiness, and cultural expectations. Many participants cited a lack of time and training as key barriers: “We have so many administrative duties… there’s hardly space to experiment with new methods,” one lecturer shared. Others expressed uncertainty about how to design student-centered activities using LMS features. However, a subset of educators—often younger or with international study experience—described creative uses of LMS tools, such as flipped classrooms, formative quizzes with real-time feedback, and student-generated discussion threads. These narratives underscore the importance of not only technological access but also pedagogical confidence and a supportive environment that encourages innovation (Li & Chen, 2020).

To address these gaps, the findings point to the need for institutional strategies that go beyond tool provision. Participants advocated for dedicated time allocations, peer mentoring programs, and recognition for pedagogical experimentation. For example, one department piloted a “teaching innovation buddy system,” pairing experienced digital educators with newer staff, which was perceived as “less intimidating than formal training sessions.” Drawing on these insights, we propose a three-level model of innovation in LMS use: individual (educator mindset and skill), institutional (support structures and incentives), and cultural (norms around teaching and experimentation). This layered approach reflects literature on sustainable educational change, emphasizing that meaningful transformation requires alignment across these levels (Fullan, 2007; Kirkwood & Price, 2014). Ultimately, the move from compliance to creativity in LMS use will depend not just on technology, but on cultivating a culture that values pedagogical growth and shared learning.

CONCLUSION

While Learning Management Systems (LMS) have become integral to teaching in Chinese higher education, their use for meaningful pedagogical innovation remains uneven, shaped by a dynamic interplay of institutional policies, cultural expectations, and individual educator capacities. Many academic staff utilize LMS tools for administrative or content-delivery functions, yet only a smaller, more proactive group employs them to create interactive, student-centered learning environments. The findings highlight the urgent need for structured and sustained support—such as faculty development programs that focus on digital pedagogy, as well as peer mentorship models that pair experienced innovators with less confident users. Institutions might consider establishing learning communities or innovation hubs where educators can collaborate, experiment, and share best practices in a low-risk environment. To sustain long-term change, professional development must be coupled with time allowances, recognition systems, and leadership support. Conceptually, the study points to a three-layered model of pedagogical innovation: at the individual level (educator skills and attitudes), the institutional level (resources and policy), and the cultural level (norms around teaching, experimentation, and collaboration). Moving beyond basic compliance with LMS use will require not only technological integration but also a broader cultural shift that encourages open dialogue, celebrates pedagogical risk-taking, and fosters continuous growth.

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