Beyond Clicks: A Mixed‑Methods Study of Student Engagement with Learning Management Systems in Higher Education

Abstract

This thesis examines student engagement with a learning management system (LMS) at a New Zealand university. Although LMS are widely used in higher education, less is known about how their design and use shape behavioural, cognitive, and emotional engagement in the New Zealand context, creating a need for closer examination. The study draws on Fredricks et al.’s (2004) tripartite engagement framework and uses Kahu and Nelson’s (2018) Framework of Student Engagement as its conceptual foundation. A point‑in‑time study was conducted at the university, and the findings reflect the experiences of the participating student cohort within the institution’s LMS environment. The study used an explanatory sequential mixed‑methods design. A quantitative survey (n = 134) examined patterns of LMS use and engagement, followed by qualitative focus groups (n = 14) that explored the experiences underlying those patterns. Survey data was analysed using descriptive and inferential statistics, and qualitative data from focus groups and survey comments were analysed using deductive thematic analysis guided by Braun and Clarke’s (2006, 2012) six‑phase approach. Integration of both strands provided an account of how students engaged with LMS‑supported learning and the factors shaping their participation. The analysis found that students accessed the LMS frequently but engaged unevenly across its features. Mixed‑methods integration identified four themes: Digital Learning Infrastructure, Student Experience, Instructor Presence, and Learning Communities. Students valued clear, predictable course design; used simple, low‑effort opportunities for peer connection; responded to visible, relational instructor communication; and used collaboration tools aligned with the digital practices students already use to organise study and group work. Engagement was strongest when the LMS supported clear learning pathways, enabled peer interaction through accessible opportunities for connection, made instructor presence visible within course structures, and aligned collaboration tools with students’ existing digital practices. Four recommendations were developed to strengthen immediate and longer‑term engagement outcomes. These focus on improving LMS design and navigation, supporting peer interaction and collaboration, strengthening relational and pedagogical instructor presence, and enhancing the overall student experience through coherent learning pathways and inclusive digital practices. The study contributes to student engagement research by applying Kahu and Nelson’s framework to LMS‑supported learning in New Zealand and by demonstrating how design, interaction, and learner agency shape engagement in digital learning environments. By using a mixed‑methods approach that captured students’ perspectives beyond learning‑analytics traces, the study offers pragmatic recommendations for institutions seeking to foster more consistent, confident, and connected engagement in blended and online learning.