Adoption of Learning Management System (LMS) in Managing the Complexity of Class Management: A Literature Study

Abstract

This study aims to analyze the role of Learning Management Systems (LMS) in managing the complexity of classroom management in contemporary education. The main focus is directed toward the transformation of learning paradigms from conventional teacher-centered models to authentic technology-based classrooms. Key concepts employed include pedagogical anomaly, authentic classroom, blended learning, flipped learning, and LMS ecosystem reconstruction. This research adopts a qualitative descriptive approach through a systematic literature review of scientific publications, educational policies, and recent studies on digital learning technologies. The scope of analysis covers classroom management practices within formal educational institutions in the digital era. The findings reveal that LMS can effectively reduce classroom management complexity when supported by instructional design reconstruction and socio-technical ecosystem readiness. LMS functions not merely as a digital repository but as an immersive learning environment that facilitates cognitive, constructivist, and reflective interactions. Major challenges include the gap between macro-level policies and micro-level readiness, limited digital literacy among educators, and the dominance of technocratic paradigms in system implementation. Therefore, this study recommends shifting from IT Support toward Instructional Design Support as the foundation for sustainable LMS implementation. Practically, the results contribute to the development of more humanistic, adaptive, and meaningful digital education policies.