Transforming Classroom Management Through Learning Management Systems in African Higher Education: Evidence from Botswana

Authors

Clifford Lekopanye, Botho University, Botswana

Kutlwano Sedimo, Botho University, Botswana

Thulaganyo Dimakatso, Botho University, Botswana

Published in

IST-Africa 2026 Conference Proceedings

ISSN: 2576-8581

ISBN: 978-1-905824-76-2

DOI: https://doi.org/tbc

Publisher

IST-Africa Institute and IIMC International Information Management Corporation Ltd

Published in Ireland

Abstract

African universities increasingly adopt Learning Management Systems to improve education, yet evidence of their effectiveness in resource-constrained contexts remains limited. This mixed-methods study examined Blackboard's impact on classroom management at Botho University, Botswana, surveying 204 participants (32 faculty, 172 students) in the quantitative phase and conducting semi-structured interviews with 12 participants in the qualitative phase. Results demonstrated exceptional effectiveness: faculty adoption strongly correlated with teaching success (r=.88-.94, p<.001), student engagement explained 83% of learning experience variance (R²=.832), and material organization showed transformative impact (d=1.714). Five key themes emerged: satisfaction through comparative advantage, digital divide complexity, infrastructure as systemic constraint, pedagogical evolution stages, and informal support network compensation. The study provides evidence-based optimization strategies addressing infrastructure, faculty development, student support, and digital equity, demonstrating that excellent educational technology outcomes are achievable in African contexts through appropriate implementation approaches.

Keywords

Learning Management Systems, Technology-Enhanced Learning, Digital Skills, African Higher Education, Classroom Management

Cite this paper

C. Lekopanye, K. Sedimo and T. Dimakatso (2026) "Transforming Classroom Management Through Learning Management Systems in African Higher Education: Evidence from Botswana", IST-Africa 2026 Conference Proceedings, Miriam Cunningham and Paul Cunningham (Eds), IST-Africa Institute and IIMC, 2026, ISSN: 2576-8581, ISBN: 978-1-905824-76-2, https://doi.org/tbc

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