Evaluating Adoption of Learning Management Systems Using the Swot Framework: A Descriptive Qualitative Study Publisher



Sa Khaleghinezhad Seyed ALI ; A Mohammadi AEEN ; R Mojtahedzadeh RITA
Source: Strides in Development of Medical Education Journal Published:2025

Abstract

Background: While LMS has become increasingly prominent in universities, there is still limited experience with its implementation in Iran. Objectives: This study was structured to identify the strengths, weaknesses, opportunities, and threats (within the SWOT framework) associated with implementing a national LMS across Iranian universities of medical sciences. Methods: In this descriptive qualitative study, data were gathered through semi-structured interviews with 16 participants, including university professors, directors of e-learning units, and LMS administrators, from 11 universities. Qualitative content analysis was performed using the SWOT framework for data analysis. Results: We extracted 21 subthemes which were arranged under seven strengths (appropriate instructional design, providing basic modules, user-friendliness, ongoing updates, fetching courses’ data, reducing costs and equity in access to e-learning infrastructure), six weaknesses (limitations in the modules, the notification system and the reports; restrictions in connection with other software, being slow to load and delayed technical support), four opportunities (international commercialization, open-source provision, stakeholders’ participation in LMS improvement and building an independent research and development team), as well as four threats (competitive LMS market, lack of appropriate rules and regulations, insufficient financial resources and limitations in infrastructure and facilities). Conclusion: The findings of this study can assist higher education authorities in effectively taking economic, technical, pedagogical, legal, and interdisciplinary human resource factors into account to ensure successful implementation and continuous improvement of a new LMS. © 2025 Elsevier B.V., All rights reserved.