Investigating the Impact of Learning Management System on Students’ Personal Knowledge Management with the Mediating Role of Communication Skills

Articles in Press

Document Type : Original Article

Authors

• javad Mahdiabadi ¹
• zohre Edalatiyan ²

¹ Assistant Professor, Department of Sport Sciences, Toos Institute of Higher Education, Mashhad, Iran.

² Library Manager and Research Expert of Toos Institute of Higher Education, Mashhad, Iran.

10.22067/infosci.2025.93200.1238

Abstract

Introduction: One of the persistent challenges faced by universities and higher education institutions is the effective utilization of e-learning systems to enhance education and facilitate knowledge organization through student–faculty interaction. With the increasing emphasis on virtual learning, the dynamics of teacher–learner communication have evolved, introducing new dimensions to instructional processes and reshaping the skills required of learners. Accordingly, the central question of this study is whether Learning Management Systems (LMS) influence Personal Knowledge Management (PKM), with communication skills serving as a mediating factor. By addressing this question, the study seeks to identify previously overlooked variables and contribute to improving students’ academic experiences in higher education contexts.
Methodology: This applied research employed a survey-based approach combined with structural equation modeling (SEM). The population comprised all undergraduate students enrolled in the Sports Sciences program at the Toos Institute of Higher Education (N = 283). Using Cochran’s formula, a random sample of 165 students was selected. The research instrument was a researcher-developed questionnaire, constructed based on three validated scales: the LMS–Knowledge Management Scale by Loui, the PKM Questionnaire by Mohyeddin and Azirvani, and the Communication Skills Scale by Jarabek. Content validity was confirmed by six experts in sports management and information science from Ferdowsi University of Mashhad, and reliability was established through a preliminary study. Data were analyzed using SPSS and SmartPLS across both descriptive and inferential phases.
Findings: The results revealed that the effect of the Learning Management System (LMS) on Personal Knowledge Management (PKM) was significant, with a path coefficient of 0.730 at the 95% confidence level. Furthermore, the correlation coefficient between LMS and PKM was 0.642, indicating a positive and meaningful relationship: improvements in LMS are associated with enhancements in PKM, and vice versa. Based on these findings, the study’s primary hypothesis—that LMS exerts a positive influence on personal knowledge management—was confirmed. The results also indicated that the calculated t-statistics of 7.313 and 5.579 exceeded the threshold value of 1.96, confirming that the indirect effect of the Learning Management System (LMS) on Personal Knowledge Management (PKM) through the mediating variable of communication skills is statistically significant at the 95% confidence level. Thus, the study’s second hypothesis is supported. To assess the strength of this indirect effect, the Variance Accounted For (VAF) statistic was used, which ranges from 0 to 1, with values closer to 1 indicating a stronger mediating effect. In this study, the VAF was calculated as 0.43, indicating that 43% of the total effect is mediated by communication skills. This means that 0.369 of the effect of LMS on PKM is explained indirectly through the mediating role of communication skills
Discussion and Conclusion: In the era of digital learning, Learning Management Systems (LMS) serve as essential technological tools that streamline educational processes and enhance individual learning outcomes. Within universities and higher education institutions, the reluctance of academics to engage in knowledge management can negatively affect academic research, impeding collaboration and the achievement of long-term objectives. In this context, effective knowledge management encompasses the collection, analysis, transfer, and application of knowledge. To support high-quality research, universities must identify the criteria that define valuable knowledge and equip students with practical competencies in personal knowledge management. Developing managerial skills is a critical strategy employed by universities to cultivate qualified and specialized professionals. Accordingly, greater emphasis must be placed on personal knowledge management skills, which are central to achieving the overarching goal of higher education: the training of skilled human resources. This requires fostering students’ capacities in strategic knowledge, procedural understanding, and metacognitive development, alongside their abilities to process, apply, evaluate, and generate ideas. The findings indicated that Learning Management Systems (LMS) not only provided a platform for accessing educational resources and engaging with content but also directly influenced students’ personal knowledge management (PKM). This influence is reflected in enhanced self-regulation, improved information organization, and the facilitation of knowledge sharing. The research specifically examined the effect of LMS on PKM among Sports Sciences students, with communication skills functioning as a mediating variable. The components shaping students’ intentions and behaviors regarding knowledge sharing played a critical role in improving the overall performance of universities and higher education institutions. Consequently, educational administrators should prioritize these factors and their interrelationships to cultivate a positive attitude toward knowledge sharing among students. Such efforts can generate substantial benefits for both the institutions and the students themselves.

Keywords

• Personal Knowledge Management
• Communication Skills
• Learning Management System

Main Subjects

• Knowledge Management

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