The Role of Learning Management Systems in Strengthening Course Organization and Content Accessibility in Dodoma Higher Learning Institutions

Nelson Chihambaya & Zawadi Richard Juma
Educational Department
St John’s University of Tanzania
Email: nchihambaya@gmail.com

Abstract: Learning Management Systems (LMS) are increasingly used in higher education to organize instructional content and improve accessibility. In Tanzania, adoption is growing, but the potential of LMS to strengthen course organization and content accessibility for enhancing teaching and learning remains underexplored. Most prior studies have focused on general adoption, creating a gap in understanding the specific contribution of these functions to academic processes. This study examined the role of LMS in improving course organization and content accessibility in higher learning institutions in Dodoma City. A mixed-method and convergent parallel design was employed, involving 80 respondents (50 students and 30 academic staff) from one public and one private institution. Data was collected through questionnaires, interviews, and LMS platform observation. Quantitative data were analyzed descriptively, while qualitative data underwent thematic analysis. Findings indicate that LMS improves course organization through structured scheduling, centralized resource management, and clear sequencing, while content accessibility is enhanced via downloadable materials, multimedia, and interactive tools. Challenges included inconsistent usage, limited digital literacy, and infrastructural barriers. The study recommends regular training, consistent content updates, and infrastructure upgrades, with further research on the long-term impacts of LMS-enhanced course management on student performance.