A learning management system (LMS) is a digital learning platform for developing, delivering, and managing courses, learning resources, activities, assessments, etc. Traditional classroom-based, online, blended, and distance learning are all possible learning methods that could be executed in LMSs. The use of learning management systems and their associated tools brought significant benefits to higher education institutions worldwide, including improvements in content deliverability, accessibility, and retrievability. This is also valid in the case of Kathmandu University School of Education (KUSOED), Nepal. In 2011, KUSOED launched LMS and continued online and blended learning practices. The LMS follows a social constructivist approach to education, which allows educational stakeholders (parents, students, leaders, facilitators, etc.) to engage in learning activities to scaffold the learning experiences. However, some studies criticized LMS as a teacher-centric platform, which limits opportunities for social and informal learning. So, this paper aims to discuss the success and failure aspects of LMS in the context of the KUSOED. The discussion will cover various perspectives on LMS as an emerging technology for learning and will draw conclusions based on our experiences at KUSOED. For the success aspects of LMS, we discovered four factors: sign-in, resources and learning management, content management, and integration. But, for the failure aspects, we found content creation and sharing, communicative features, course structures, learning engagement, and assessment. Overall, this research has implications for educational institutions, instructors, developers, and system providers. These stakeholders can make more informed decisions about implementing and using these systems to their fullest potential in learning.

learning management system, classroom-based learning, online learning, blended learning, and distance learning, success and failure