Students’ perceptions of learning management systems for academic essay writing and creative expression

Abstract

This study investigates students’ perceptions of the use of Moodle-based Learning Management System (LMS) in supporting essay writing skills as a form of creative expression in higher education. The study was conducted at Universitas PGRI Palembang, where the LMS was integrated into academic writing instruction. Although digital learning platforms have increasingly transformed writing pedagogy, empirical studies focusing on students’ perceptions of LMS use for creative academic writing in Indonesian higher education contexts remain limited. Addressing this gap, the study examines how the Moodle-based LMS supports the development of essay structure, language accuracy, and idea expression from the learners’ perspective. A mixed-methods research design was employed. Quantitative data were collected through a questionnaire administered to 50 undergraduate students (n = 50), while qualitative data were obtained from semi-structured interviews with 20 selected participants (n = 20). In this study, Moodle functioned as the primary learning platform for essay writing activities, including the distribution of instructional materials, assignment submission, and instructor feedback. The findings indicate that students generally perceive the use of Moodle positively in supporting their essay writing development. LMS use was associated with perceived improvements in essay organization, grammatical accuracy, and clarity of ideas. Its flexibility and accessibility allowed students to learn at their own pace and revisit learning materials, contributing to deeper understanding and enhanced creative confidence. Additionally, the availability of diverse learning resources supported students’ creativity in developing written ideas. However, challenges such as limited personalized feedback and technical issues were reported, which negatively affected student engagement. Overall, the study concludes that a Moodle-based LMS can effectively support essay writing development and creative expression when pedagogical implementation and technological reliability are optimized.