Contextualised framework for an inclusive learning management system in an open and distance learning environment

Learning management systems (LMS) have been developed and used by institutions of higher education in South Africa for a number of years. These systems have been put in place to make the teaching and learning process easier, to make learning resources more accessible, and for the general course administration. However, LMS environments are not without context sensitive challenges. To this point help alleviate some of these challenges, this paper proposes a framework for contextualised learner support in an open and distance learning (ODL) environment. The framework is informed by the empirical evidence collected during a case study at an ODL university. The study involved both learners and instructors in their use of the LMS for teaching and for learning purposes. Interpretive research paradigm was followed using Activity Theory as an analytical lens. The empirical evidence suggests that although LMS environments do provide the necessary access to resources and that it could support teaching and learning, there is a disconnect between how they are currently utilised and what its intended purpose and use are. This paper concludes that, for LMS to be inclusive, institutions of higher learning should develop and deploy the systems sensitive to the context and the diverse backgrounds of the learner population.