Speaker
Description
Abstract:
This qualitative study explores how Learning Management Systems (LMS) shape learner autonomy and digital engagement among Vietnamese university students. While LMS platforms such as Moodle, MS Teams, and even social media have become essential tools in higher education, limited research in Vietnam investigates how students perceive and navigate these systems from an autonomy-focused lens. Drawing on interviews with 15 students from six public universities in Northern Vietnam, this study examines their experiences with various LMS platforms during their academic programs. Despite dissatisfaction with fragmented or inconsistent LMS use across departments, participants demonstrated adaptive strategies and self-regulated learning behaviors, often using digital tools creatively to compensate for system shortcomings. Framed by personal constructivism, social constructivism, and pragmatism, the study reveals how students’ autonomy is influenced not only by LMS design and usability but also by institutional support, teacher digital literacy, and broader socio-technical conditions. The research is guided by the DeLone and McLean (2003) Information System Success Model, analyzing aspects such as system quality, user satisfaction, and individual impact. Findings suggest that sustainable LMS development must consider learners’ evolving needs, encourage consistent platforms, and foster autonomy through intuitive design and user-centered support. By centering students’ voices, the paper contributes to discussions on sustainable digital learning and offers recommendations for enhancing LMS practices in Vietnam and beyond.
Keywords: learner autonomy, Learning Management System (LMS), qualitative research, Vietnam, higher education, digital learning
Biography
Nguyen Phuong Le is a lecturer of English at Hanoi National University of Education (HNUE), Vietnam. She earned her Master of Arts in Digital Teaching and Learning from the University of Nottingham, United Kingdom, where she began exploring poetic inquiry and co-authored this article during her postgraduate studies. Her academic interests lie at the intersection of digital education, teacher development, and creative methodologies in qualitative research.
Phuong has extensive experience in research, teaching, and academic development across various contexts in higher education and international educational organizations in the US, UK, and Vietnam. She completed her BA in English at Northern Kentucky University, USA, with the highest distinction. She has taught English language skills and supervised research methods to both English majors and non-majors, with a strong commitment to learner autonomy and inclusive pedagogy. Her work is informed by a deep interest in teacher identity, intercultural communication, and the creative dimensions of academic writing.
She is passionate about reimagining education through poetic, digital, and participatory practices, and continues to contribute to the evolving landscape of qualitative inquiry in language teacher education.
