Learning Management System Adoption in Adults' Continuing Learning: A Bibliometric Analysis

Abstract

The adoption of Learning Management Systems (LMS) in adult continuing education has gained increasing scholarly attention, particularly in response to the pandemic, which accelerated the transition to digital learning. This study employs a bibliometric analysis to systematically map research trends, identify influential works, and highlight existing gaps in the literature on LMS adoption in adult education. To this end, data was meticulously collected from leading academic databases, and analytical techniques such as citation analysis, co-word analysis, and thematic mapping were utilized to examine publication growth, key thematic areas, and global research collaboration patterns. The findings reveal a significant increase in LMS-related publications from 2019 to 2025, coinciding with the widespread adoption of digital learning platforms. Thematic analysis indicates a strong focus on technology acceptance models, user engagement, and pedagogical innovations, with growing interest in artificial intelligence-driven LMS enhancements. The study also identifies Southeast Asia, Australia, and Europe as key contributors to LMS research, with significant international collaboration. However, the study's findings are tempered by limitations, including database selection bias and the exclusion of grey literature, underscoring the necessity for more comprehensive methodological approaches. The study underscores the significance of longitudinal research, mixed-methods investigations, and AI integration in LMS platforms to enhance user experience and learning outcomes. By mapping the evolution of LMS adoption research, this study provides valuable insights for educators, policymakers, and technology developers, informing future strategies to optimize digital learning in adult continuing education.