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Learning from Emergency Remote Teaching: Student Insights on LMS for Sustainable and Inclusive Digital Education
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Ebrahim Samani *   , Mohammad Rahim Bohlooli , Abdolhossein Heydari |
| English Language Teaching Dept., Farhangian University, Tehran, Iran |
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Abstract: (921 Views) |
The COVID-19 pandemic compelled universities worldwide to adopt Learning Management Systems (LMS) as the primary medium for emergency remote teaching. While these platforms ensured continuity of instruction, many students encountered significant technological, pedagogical, and equity-related challenges that limited their learning experiences. This study draws on qualitative data from 249 Iranian university students’ reflections during the pandemic to explore both barriers and opportunities in LMS use. Thematic analysis revealed recurring issues such as unstable internet connectivity, difficulties with uploading assignments, limited digital literacy, insufficient instructor support, and inequitable access to digital resources. Students also reported increased workloads, lack of feedback, and emotional fatigue. However, some identified benefits, including improved digital skills, flexibility in learning, and opportunities for self-paced study. Beyond documenting these emergency-period challenges, the study highlights how student voices can provide valuable guidance for the post-pandemic development of digital education. The findings underscore the importance of institutional policies, digital equity strategies, and culturally responsive pedagogy in shaping sustainable and inclusive higher education. By foregrounding student experiences, this research contributes to ongoing discussions on how hybrid and blended learning models can strengthen resilience and ensure meaningful engagement in future digital learning environments.
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| Keywords: Learning Management Systems, student feedback, online education, digital equity, sustainable higher education |
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Type of Study: Research |
Subject:
General
Received: 2025/09/9 | Accepted: 2026/02/4 | Published: 2024/09/21
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