Abstract
A learning management system (LMS) is a digital learning platform for developing, delivering, and managing courses, learning resources, activities, and assessments (to name but a few). Traditional classroom-based, online, blended, and distance learning are all possible learning methods that could be executed in LMSs. Learning management systems and associated tools have brought significant benefits to higher education institutions worldwide, including improved content deliverability, accessibility, and retrievability. This is also valid in the case of Kathmandu University School of Education (KUSOED), Nepal. In 2011, KUSOED launched LMS and continued online and blended learning practices. The LMS follows a social constructivist approach to education, allowing educational stakeholders (parents, students, leaders, facilitators) to engage in learning activities to scaffold the learning experiences. However, the perception of LMS as only a management system for storing data limits the implications of fostering learning through a technology-integrated education model. This article aims to discuss the success and failure aspects of LMS in the context of the KUSOED. The discussion will cover various perspectives on LMS as an emerging learning technology and draw conclusions based on our experiences at KUSOED. For the success aspects of LMS, we discovered four factors: sign-in, resources and learning management, content management, and integration. Nevertheless, for the failure aspects, we found content creation and sharing, communicative features, course structures, learning engagement, and assessment. Overall, this research has implications for educational institutions, instructors, developers, and system providers. These stakeholders can make more informed decisions about implementing and using these systems to their fullest potential in learning.