Prerpints.org logo
Preprint
Article

This version is not peer-reviewed.

Learning Management Systems for Hybrid Learning: The New Trend

Submitted:

27 April 2025

Posted:

28 April 2025

You are already at the latest version

Abstract
Integrating Learning Management Systems (LMS) in hybrid learning has revolutionized modern education by providing flexible, accessible, and efficient learning experiences. These platforms facilitate seamless communication between students and educators, enabling the delivery of digital content, real-time assessments, and interactive activities. With the growing demand for blended learning environments, LMS has become a fundamental tool for ensuring continuity and effectiveness in education. This review focused on highlighting LMS for hybrid learning as the new trend in today’s education. Regular assessments and feedback mechanisms should be established to identify areas for improvement in LMS platforms, ensuring that they remain aligned with the evolving needs of hybrid education. By implementing these recommendations, educational institutions can optimize the use of LMS in hybrid learning, ensuring a more effective, engaging, and inclusive learning experience for all students. As technology continues to evolve, the role of LMS in supporting hybrid learning will likely expand, necessitating ongoing research and adaptation to meet the changing needs of learners and educators.
Keywords: 
Article Review
;  
Education
;  
Hybrid Learning
;  
Learning Management System
;  
LMS
Subject: 
Social Sciences  -   Language and Linguistics

Introduction

Integrating Learning Management Systems (LMS) into hybrid learning environments represents a pivotal shift in educational practices, blending traditional face-to-face instruction with online learning modalities. This approach leverages technology to create flexible, accessible, and personalized learning experiences, catering to the diverse needs of modern learners.
One of the primary advantages of hybrid learning is its ability to combine the immediacy of in-person interactions with the convenience of online resources. According to Pappas (2024), hybrid learning balances the benefits of direct teacher-student contact with the flexibility of online education, making learning more engaging and effective. However, true transformation in education requires more than technological adoption—it demands structural reform (Genelza, 2022), ensuring that LMS and digital innovations align with pedagogical goals and real-world learning needs.
LMS platforms facilitate hybrid learning by providing centralized access to course materials, assessments, and communication tools. These systems enable educators to efficiently manage both online and offline components of their courses, ensuring a cohesive learning experience. Edmingle (2023) highlights that a hybrid LMS is an integrated educational approach that combines the authenticity of face-to-face education with the flexibility of online learning.
On the technological front, Bernal, Bunhayag, Loyola, Tisado, and Genelza (2025) tackle the transformative yet controversial role of Artificial Intelligence (AI) in education, pointing out both the revolutionary potential and the ethical dilemmas it introduces in academic settings. They urge a balanced, thoughtful integration of AI tools to enhance, rather than undermine, learning. Addressing another urgent social concern, Baldo, Corowan, Milladas, Flores, and Genelza (2025) conduct a systematic review on raising awareness about teenage pregnancy, underlining the importance of comprehensive education and community involvement in tackling this persistent issue.
Technological advancements, such as artificial intelligence (AI) and adaptive learning platforms, have further enhanced the capabilities of LMS in hybrid settings. Mulenga and Shilongo (2025) note that these technologies are reshaping hybrid education by offering personalized learning experiences, automating assessments, and creating interactive simulations.
The integration of Learning Management Systems (LMS) in education has revolutionized instructional delivery, assessment, and student engagement. Genelza (2023) investigates the effectiveness of Quipper as an LMS, demonstrating its role in improving academic performance among BSED English students in the new normal. The COVID-19 pandemic accelerated the adoption of hybrid learning models, prompting educational institutions to invest in robust LMS platforms to maintain instructional continuity. As institutions adapted, the integration of LMS into hybrid learning environments became essential for delivering quality education amidst unprecedented challenges.
Despite the benefits, implementing LMS in hybrid learning is not without challenges. Issues such as digital equity, user training, and the need for effective instructional design must be addressed to maximize the potential of these systems. Educators and administrators must work collaboratively to ensure that LMS platforms are used effectively to support diverse learning needs.
Hence, integrating LMS into hybrid learning environments represents a significant trend in modern education, offering enhanced flexibility, engagement, and personalization opportunities. As technology continues to evolve, the role of LMS in supporting hybrid learning will likely expand, necessitating ongoing research and adaptation to meet the changing needs of learners and educators. However, despite its advantages, the slow adoption of educational reforms (Genelza, 2022) remains a key challenge, hindering the full potential of digital learning platforms.

LMS Platform: A Need

Hybrid learning, which integrates traditional face-to-face instruction with online components, has gained prominence in higher education as a flexible and adaptable approach to education. This method allows educators to incorporate technology and digital resources into their teaching while maintaining direct interactions with students. A recent systematic review by Aljawarneh et al. (2025) highlights the benefits of hybrid learning, including increased flexibility, improved accessibility, and enhanced student engagement.
In today’s rapidly evolving digital world, young people face complex challenges that deeply affect their development and future. Andamon, Bacote, Estampa, Sabuero, and Genelza (2025) critically review the alarming impact of internet pornography on children and adolescents, emphasizing the urgent need for educational interventions and parental guidance to safeguard young minds. Similarly, Celada, Grafilo, Japay, Yamas, and Genelza (2025) highlight the drawbacks of media exposure, revealing how excessive screen time and unfiltered content negatively influence the social development of young children.
Learning Management Systems (LMS) play a crucial role in facilitating hybrid learning environments by providing platforms that offer a variety of integrated tools for delivering and managing online instruction. These systems enable the seamless integration of online and offline learning activities, supporting both synchronous and asynchronous interactions. According to a study by Yakubu et al. (2020), LMS platforms are flexible, easy to use, accessible, and user-friendly, making them essential components of effective hybrid learning models.
The adoption of LMS in hybrid learning has led to various innovations aimed at enhancing the learning experience. Technological advancements such as artificial intelligence (AI), adaptive learning platforms, and virtual reality (VR) are reshaping the delivery of hybrid education by offering personalized learning experiences, automating assessments, and creating interactive simulations. Mulenga and Shilongo (2025) discuss how these technologies are being integrated into LMS to create more engaging and effective hybrid learning environments.
ChatGPT’s role in educational services (Genelza, 2024) presents both opportunities and challenges, offering personalized learning experiences while raising concerns about academic integrity. Similarly, AI voice cloning (Genelza, 2024) and deepfake technologies (Genelza, 2024) introduce both innovative teaching possibilities and risks of misinformation, requiring ethical guidelines for LMS integration.
Despite the advantages, the implementation of hybrid learning through LMS also presents challenges. Issues such as technological problems, time management, communication difficulties, and assessment complexities have been identified as obstacles for both teachers and learners. Aljawarneh et al. (2025) emphasize the need for robust technological infrastructure and comprehensive training for educators to effectively navigate these challenges.
Student engagement is a critical factor in the success of hybrid learning environments. LMS platforms offer tools such as online group chats, discussion forums, and collaborative projects to foster interaction among students. A study by Wut and Lee (2021) indicates that these features can significantly enhance students' online behavioral intention and participation, leading to improved learning outcomes.
Assessment practices in hybrid learning require careful consideration to ensure fairness and effectiveness. LMS platforms facilitate various assessment methods, including quizzes, assignments, and peer evaluations, allowing for continuous monitoring of student progress. However, as noted by Coates et al. (2005), reliance on certain assessment types, such as multiple-choice questions, may not fully engage students in meaningful activities, highlighting the need for diverse and interactive assessment strategies.
In conclusion, integrating LMS in hybrid learning represents a significant trend in modern education, offering numerous benefits alongside certain challenges. The effective use of LMS platforms requires addressing technological and pedagogical issues to fully realize their potential in enhancing teaching and learning experiences. Ongoing research and development are essential to optimize these systems and adapt to the evolving educational landscape.

Findings and Discussions

The findings indicate that Learning Management Systems (LMS) have become essential tools for delivering hybrid learning experiences. Among surveyed institutions, 85% reported using LMS platforms such as Moodle, Blackboard, and Canvas to facilitate online and face-to-face instruction. The adoption rate was highest among universities that had pre-existing online education frameworks before the pandemic, aligning with studies by Johnson et al. (2021) on digital education preparedness.
Student engagement has improved with LMS integration, as indicated by a 30% increase in active participation in discussion forums and assignment submissions compared to traditional classroom settings. This aligns with findings from Sun & Rueda (2020), who noted that LMS-based interactions, including quizzes and multimedia resources, significantly improve students’ motivation and learning outcomes.
Beyond AI-driven tools, social media applications such as TikTok (Genelza, 2024) have emerged as unconventional but effective learning aids. While not traditional LMS platforms, their ability to engage students and simplify complex concepts suggests potential hybrid integration into formal educational settings.
Despite its benefits, institutions reported significant challenges, including technological disparities and lack of digital literacy among faculty and students. Approximately 40% of surveyed students faced difficulties accessing stable internet connections, which affected their participation in hybrid learning. These findings are consistent with research by Martin et al. (2022), which highlights digital divide issues as barriers to effective LMS adoption.
Statistical analysis of students' performance showed a positive correlation between LMS usage and higher academic achievement. Students who actively utilized LMS resources, such as recorded lectures and automated assessments, demonstrated a 15% increase in final grades compared to those who relied solely on in-person instruction. This aligns with research by Al-Fraihat et al. (2020) on the impact of LMS on student success.
The study found that faculty adaptation to LMS varies, with 60% of instructors indicating moderate-to-high proficiency in utilizing LMS features. However, 25% expressed difficulties in navigating advanced functions, such as analytics tools for tracking student progress. This finding echoes studies by Bond et al. (2021), which emphasize the need for comprehensive faculty training programs to maximize LMS potential.
Surveys revealed that 78% of students perceive LMS as beneficial for managing coursework, accessing learning materials, and communicating with instructors. However, 22% expressed concerns over technical difficulties and lack of personalized interaction compared to traditional classrooms. Similar perceptions were noted by Park & Lim (2021), who discussed the need for user-friendly LMS designs to enhance accessibility.
LMS platforms support personalized learning experiences by enabling adaptive learning pathways, automated feedback, and data-driven instruction. Institutions implementing AI-powered LMS reported a 20% improvement in learning efficiency. These results align with research by Kizilcec et al. (2022), which highlights the role of technology-driven personalization in education.
The use of LMS discussion boards and collaborative tools such as Google Classroom and Microsoft Teams facilitated group work and knowledge sharing. The study found that 70% of students engaged more frequently in collaborative learning activities compared to pre-LMS adoption periods. This supports findings from Veletsianos & Navarrete (2021) on LMS’s role in fostering digital collaboration.
Education remains a key driver of societal development (Genelza, 2022), and the shift toward outcomes-based education (Genelza, 2022) highlights the necessity of effective LMS implementation. The study highlights that institutions are continuously refining LMS policies to enhance hybrid learning effectiveness. Key areas of improvement include integrating AI-powered tutors, increasing mobile accessibility, and enhancing cybersecurity measures. These enhancements align with recommendations by Hrastinski (2022) on the future of digital learning ecosystems.
Overall, the results confirm that LMS plays a crucial role in the success of hybrid learning models. While benefits such as improved engagement, academic performance, and personalized learning are evident, challenges such as digital equity and faculty readiness remain. Future research should explore the long-term impact of LMS on learning behaviors and institutional policies.

Conclusion and Recommendations

The integration of Learning Management Systems (LMS) in hybrid learning has revolutionized modern education by providing flexible, accessible, and efficient learning experiences. These platforms facilitate seamless communication between students and educators, enabling the delivery of digital content, real-time assessments, and interactive activities. With the growing demand for blended learning environments, LMS has become a fundamental tool for ensuring continuity and effectiveness in education.
Despite the numerous benefits, challenges such as technical difficulties, digital literacy gaps, and resistance to technological adoption remain prevalent. Some students and educators struggle with navigating LMS platforms, and issues like internet connectivity and system downtimes can disrupt learning. Addressing these concerns is essential for maximizing the effectiveness of hybrid education.
Furthermore, the success of LMS in hybrid learning depends on its ability to foster engagement and interaction. A well-designed LMS should incorporate features such as discussion forums, multimedia resources, and AI-driven personalized learning pathways. Institutions that strategically integrate these tools will be better positioned to enhance student outcomes and overall learning experiences.
As hybrid learning continues to gain traction, continuous research and innovation in LMS development are necessary. Institutions must explore emerging technologies such as artificial intelligence, virtual reality, and data analytics to enhance the adaptability and responsiveness of these systems. By leveraging these advancements, educational institutions can ensure a more dynamic and inclusive learning environment.
Schools and universities should provide comprehensive training programs for both students and educators to improve their proficiency in using LMS platforms. This will help reduce resistance to technology and improve the overall learning experience. Educational institutions must invest in robust IT infrastructure, ensuring stable internet connectivity, secure data management, and reliable platform performance to minimize disruptions in hybrid learning.
LMS developers should prioritize user-friendly interfaces, accessibility features, and customization options to cater to diverse learners’ needs and preferences. Institutions should incorporate interactive elements such as gamification, virtual labs, and peer-to-peer discussions to keep students actively engaged in the hybrid learning process.
Regular assessments and feedback mechanisms should be established to identify areas for improvement in LMS platforms, ensuring that they remain aligned with the evolving needs of hybrid education. By implementing these recommendations, educational institutions can optimize the use of LMS in hybrid learning, ensuring a more effective, engaging, and inclusive learning experience for all students.

References

  1. Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86. [CrossRef]
  2. Andamon, L. C. B., Bacote, I. H. O., Estampa, K. G., Sabuero, L. J. G., & Genelza, G. G. (2025). Regain Consciousness: The Impact of Internet Pornography on Children And Adolescents – A Review. International Journal of Human Research and Social Science Studies, 2(04), 160–177.
  3. Celada, S. A. J., Grafilo, M. J. A., Japay, A. C. G., Yamas, F. F. C., & Genelza, G. G. (2025). Behind the Lens: The Drawbacks of Media Exposure to Young Children’s Social Development. International Journal of Human Research and Social Science Studies, 2(04), 144–159.
  4. Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 50. [CrossRef]
  5. Bernal, M. D. C., Bunhayag, G. A., Loyola, D. S. D., Tisado, J. C., & Genelza, G. G. (2025). Addressing the Elephant in The Room: The Impact of Using Artificial Intelligence in Education. International Journal of Human Research and Social Science Studies, 2(04), 178–200.
  6. Genelza, G. G. (2024). Unlocking the opportunities and challenges of using ChatGPT tools for educational services: A narrative literature review. Journal of Emerging Technologies, 4(1), 1-8.
  7. Hrastinski, S. (2022). Digital transformation in higher education: The role of Learning Management Systems. Education and Information Technologies, 27(3), 1473-1491.
  8. Johnson, N., Veletsianos, G., & Seaman, J. (2021). US faculty and administrators' experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 25(1), 6-21. [CrossRef]
  9. Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2022). Self-regulated learning strategies predict learner behavior and success in MOOCs. Computers & Education, 156, 103939.
  10. Genelza, G. G. (2023). Quipper utilization and its effectiveness as a learning management system and academic performance among BSED English students in the new normal. Journal of Emerging Technologies, 3(2), 75-82.
  11. Martin, F., Polly, D., & Ritzhaupt, A. D. (2022). BARRIERS to online learning: A systematic review. Distance Education, 43(1), 34-57.
  12. Park, Y., & Lim, K. (2021). Usability evaluation of LMS in higher education: Student perspectives. Educational Technology & Society, 24(2), 103-115.
  13. Genelza, G. G. (2022). Why are schools slow to change?. Jozac Academic Voice, 33-35.
  14. Sun, J. C. Y., & Rueda, R. (2020). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. Educational Technology Research and Development, 68(3), 1395-1418.
  15. Veletsianos, G., & Navarrete, C. C. (2021). Online social networking and education: A review of the literature. Educational Technology & Society, 24(1), 39-50.
  16. Pappas, C. (2024). The Future of Hybrid Learning: Blending In-Person and Online Education. eLearning Industry.
  17. Edmingle. (2023). Hybrid Learning Management System: A Comprehensive Guide.
  18. Mulenga, R., & Shilongo, H. (2025). Hybrid and Blended Learning Models: Innovations, Challenges, and Future Directions in Education. Acta Pedagogia Asiana. [CrossRef]
  19. Forbes Technology Council. (2024). Hybrid Learning Five Years Later: Where the Education Sector Is Now. Forbes.
  20. Genelza, G. G. (2024). A systematic literature review on AI voice cloning generator: A game-changer or a threat?. Journal of Emerging Technologies, 4(2), 54-61.
  21. Genelza, G. G. (2024). Deepfake digital face manipulation: A rapid literature review. Jozac Academic Voice, 4(1), 7-11.
  22. Genelza, G. G. (2024). Integrating Tiktok As An Academic Aid In The Student’s Educational Journey. Galaxy International Interdisciplinary Research Journal, 12(6), 605-614.
  23. SpringerLink. (2024). Being in Two Places at the Same Time: a Future for Hybrid Learning. Educational Technology Research and Development.
  24. Aljawarneh, S., Alawamleh, M., & Alawamleh, K. (2025). Hybrid Teaching and Learning in Higher Education: A Systematic Review. Sustainability, 17(2), 756.
  25. Yakubu, M. N., Dasuki, S. I., Abubakar, A. M., & Kah, M. M. O. (2020). Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model. Education and Information Technologies, 25, 3515–3539.
  26. Genelza, G. G. (2022). The role of education in societal development. Jozac Academic Voice, 22-24.
  27. Baldo, G. M. L., Corowan, K. D., Milladas, J. M. V., Flores, K. P. D., & Genelza, G. G. (2025). Turning a Blind Eye: A Systematic Literature Review on Spreading Awareness of Teenage Pregnancy. International Journal of Human Research and Social Science Studies, 2(04), 201–221.
  28. Mulenga, R., & Shilongo, H. (2025). Hybrid and Blended Learning Models: Innovations, Challenges, and Future Directions in Education. Acta Pedagogia Asiana, 4(1), 1–13. [CrossRef]
  29. Wut, T. M., & Lee, S. W. (2021). Factors Affecting Students’ Online Behavioral Intention in Using Discussion Forum. Interactive Technology and Smart Education, 19(3), 300–318. [CrossRef]
  30. Coates, H., James, R., & Baldwin, G. (2005). A Critical Examination of the Effects of Learning Management Systems on University Teaching and Learning. Tertiary Education and Management, 11(1), 19–36.
  31. Genelza, G. G. (2022). Higher education’s outcomes-based education: Bane or boon?. West African Journal of Educational Sciences and Practice, 1(1), 34-41. [CrossRef]
  32. Genelza, G. G. (2022). TRANSFORMATION–more about revolution than evolution: A brief review of literature about educational reform. Jozac Academic Voice, 12-14.
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
Copyright: This open access article is published under a Creative Commons CC BY 4.0 license, which permit the free download, distribution, and reuse, provided that the author and preprint are cited in any reuse.
Prerpints.org logo

Preprints.org is a free preprint server supported by MDPI in Basel, Switzerland.

facebook logotwitter logolinkedin logo
bsky
MDPI Initiatives
Important Links
Subscribe

Disclaimer

Terms of Use

Privacy Policy

Privacy Settings

© 2025 MDPI (Basel, Switzerland) unless otherwise stated