ISSN: 2226-6348
Open access
This study investigated the development and evaluation of an electronic Learning Management System (LMS) designed to support the teaching and learning of the Body System Course, with particular emphasis on the Digestive System. The research adopted the Design and Development Research (DDR) methodology and was guided by the ADDIE model Analysis, Design, Development, Implementation, and Evaluation focusing specifically on the design–development and evaluation phases. During the design and development phase, traditional textbook-based content on the Digestive System was transformed into interactive and engaging digital materials within an electronic LMS platform. Multimedia instructional resources, interactive learning activities, and online assessment tools were developed to enhance content delivery and learner engagement. Attention was given to usability, accessibility, and system compatibility to ensure the platform aligned with existing technological infrastructure and effectively met the needs of both teachers and learners. The development process involved programming, database integration, and content production to operationalize the instructional design. Formative evaluation was conducted throughout this phase, incorporating feedback from teachers and learners to identify technical issues, usability concerns, and areas for improvement. The evaluation phase employed both quantitative and qualitative approaches to assess the effectiveness of the developed LMS. Data was collected through surveys, interviews, classroom observations, and analysis of student performance indicators. Formative findings informed refinements prior to full implementation. Following a designated period of use, summative evaluation results indicated improvements in teaching effectiveness, student learning outcomes, engagement levels, and overall user satisfaction with the platform. By applying the DDR methodology and concentrating on the design–development and evaluation components of the ADDIE framework, the study provided empirical evidence regarding the effectiveness of an electronic LMS for subject-specific instruction. The findings offer practical recommendations for future enhancements and contribute to the ongoing development of educational technology practices.
Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating e-learning systems success: An empirical study. Computers in Human Behavior, 102(1), 67-86. doi:10.1016/j.chb.2019.08.004
Alipour, P. (2020). A Comparative Study of Online vs. Blended Learning on Vocabulary Development among Intermediate EFL Learners. Cogent Education, 7(1), Article 857489.
Alkhateeb, M. A. & Abdalla, R. A. (2021). Factors Influencing Student Satisfaction Towards Using Learning Management System Moodle. International Journal of Information and Communication Technology Education (IJICTE), 17(1), 138-153. doi:10.4018/IJICTE.2021010109.
Alqahtani, S. M. (2022). Investigating Saudi Female Students’ Familiarity of Word Formation Processes Related to COVID-19 Pandemic Terminology. Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 135-154. DOI: https://dx.doi.org/10.24093/awej/covid2.9
Altay, I. F., & Altay, A. (2019). A Review of Studies on Blended Learning in EFL Environment. International Journal of Curriculum and Instruction, 11(1), 125-140
Alzahrani, alslahi, Shakhs &alqusier (2023). The reasons for the decline in the English language skills among trainees in the diploma and bachelor's stages in the technical colleges; the proposed solutions from the perspective of training staff. Technical and Vocational Training Corporation. Research Services Management.
Ataizi, M., & Aksak Komür, ?. (2021). Teaching writing skills in EFL classes with blending learning. Journal of Educational Technology & Online Learning, 4(4), 822-834.
Bradley, V. M. (2021). Learning Management System (LMS) use with online instruction. International Journal of Technology in Education (IJTE), 4(1), 68-92. https://doi.org/10.46328/ijte.36
Huang, H.-W. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), 18–40. https://doi.org/10.14742/ajet.6623
Jung, S., & Huh, J.-H. (2019). An Efficient LMS Platform and Its Test Bed. Electronics, 8(2), 154. MDPI AG. Retrieved from http://dx.doi.org/10.3390/electronics8020154
Ministry of Education. "The Emergence of the Ministry." Ministry of Education, [https://moe.gov.sa/ar/aboutus/aboutministry/pages/about.aspx].
Ramalingam, S., Yunus, M. M., Hashim, H. (2022). Blended Learning Strategies for Sustainable English as a Second Language Education: A Systematic Review. Sustainability 2022, 14, 8051. https://doi.org/ 10.3390/su14138051.
Rao, V. C. S. (2019). Blended Learning: A New Hybrid Teaching Methodology. Journal for Research Scholars and Professionals of English Language Teaching, 3(13), 1-6.
Razali, F., Sulaiman, T., & Ayub, A. F. M. (2022). Factors of learning towards creating blended learning curriculum using learning management system in higher education during Covid-19. International Journal of Instruction, 15(4), 723-744.
Razali, F., Sulaiman, T., Mohd Ayub, A., & Abdul Majid, N. (2022). Effects of Learning Accessibility as a Mediator between Learning Styles and Blended Learning in Higher Education Institutions during the Covid-19 Pandemic. Asian Journal of University Education, 18(2), 569-584. doi:10.24191/ajue.v18i2.18189.
Research.com. 2023. 51 LMS Statistics: 2023 Data, trends and predictions. https://research.com/education/lms-statistics
Saudi Vision 2030-Digital Transformation. Vision 2030. https://www.vision2030.gov.sa/
Technical and Vocational Training Corporation (TVTC), about TVTC, https://tvtc.gov.sa/en/About/Pages/default.aspx
Wang, C. (2021). Employing Blended Learning to Enhance Learners' English Conversation: A Preliminary Study of Teaching with Hitutor. Education and Information Technologies, 26(2), 2407-2425.
Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended Learning for Chinese University EFL Learners: Learning Environment and Learner Perceptions. Computer Assisted Language Learning, 34(3), 297-323.
Watanapokakul, S. (2022). Blended Online Learning: Perceptions and Experiences of EFL University Students and Teachers. REFLections, 29(1), 60-87.
Watson, R., & Watson, S. (2012). An argument for clarity: What are learning management systems, what are they not, & what should they become? TechTrends, 51(2), 28 – 34. doi:10.1.1.394.9436&rep=rep1&type=pdf
Watson, W. R., & Watson, S. L. (2012). Content, Learning, and Management Systems. In
Yang, Y.-F., & Kuo, N.-C. (2023). Blended Learning to Foster EFL College Students' Global Literacy. Computer Assisted Language Learning, 36(1-2), 81-102.
Zhang, M., Trussell, R. P., Tillman, D. A., Qureshi, M. H., Sana, F., & Hua, S. (2017). Designing a Flipped Classroom to Enhance the Quality of Classroom Engagement for English Language Learners. TESOL Journal, 8(3), 546-563. doi:10.1002/tesj.334
Alqahtani, A. A. A., & Hamed, P. K. (2026). Development of a Learning Management System (CLMS) for English Language Courses in Saudi Technical Colleges: Transitioning from Traditional to Digital Instruction. International Journal of Academic Research in Progressive Education and Development, 15(1), 1828–1842.
Copyright: © 2026 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode