The Namibia University of Science and Technology (NUST) has been challenged to fully realise the advantages of the university’s learning management system. NUST implemented the Modular Object-Oriented Dynamic Learning Environment (Moodle) in 2011; however, students’ performance levels have not increased as anticipated. The theoretical framework that underpinned this study included Khan’s Octagonal Framework, the Orbital E-Education Framework and The Community of Inquiry Theory. The purpose of this study was to evaluate the effective use of Moodle as a learning management at NUST. Within the context of a pragmatic research paradigm, this study used a sequential explanatory study design as part of a mixed methods approach to evaluate the effective use of Moodle as a learning management system at NUST. Probability sampling was used to select a sample of 278 students and 64 lecturers randomly as study participants. Non-probability sampling was used to select a small sample to collect qualitative data from participants through semi-structured interviews conducted virtually. Survey questionnaires were administered through Google Forms to participants. Quantitative data were coded and analysed with the Statistical Package for the Social Sciences. The Cronbach alpha test ensured content validity of quantitative survey items. Descriptive and inferential statistics were applied. The Chi-square and Spearman’s rho correlations were computed. Qualitative data were coded and analysed using NVivo 13 and thematic analysis to present qualitative findings, themes and nuanced discussions. Quantitative and qualitative data were integrated to inform meta-inferences.
Results showed a low level of activity in the usage of Moodle tools. Utilising Moodle as an LMS has led to increased student course engagement. Communication between students and faculty and the development of problem-solving abilities using Moodle remained significant concerns. Professionals with challenging workloads and students affected by digital divide suffered psychological problems at the research site. The study concluded that the effective usage of Moodle as an LMS necessitates a steady internet connection, dependable learning devices, capable technical support and ample continuous training/orientation. NUST should introduce firmer Moodle password requirements, offer wider access to on-campus computers, and improve student data bundle packages. The study introduced an e-learning strategy crafted to augment Moodle’s effective and safe use to enhance the learning and teaching experiences of Moodle users at NUST