Abstract
Despite continual upgrades, students tend to use the administrative functions of learning management systems more frequently than their learning applications. As learning management systems morph into next generation digital learning environments that are capable of supporting user accessibility through content creation and curation, integrated systems interoperability, personalised adaptive learning, collaborative learning, and analytics-driven performance management, students' readiness to engage with these system functionalities needs to be considered. Through a survey of 262 Fine Arts majors, this study examines how students use learning management systems and if their desired e-learning experiences correspond to the functional dimensions of next generation digital learning environments. The results show that when students frequently use learning management systems for content learning and discussion, they also desire to engage in student-centred e-learning activities and to use e-learning systems that support content curation, private group management, and mobile interoperability. These findings suggest that students' current experiences shape how they desire to use e-learning systems. To foster student-centred digital learning experiences, both infrastructural upgrades and faculty preparation need to be considered in tandem. The implications of these findings for higher education institutions that are seeking to implement next generation digital learning environments are discussed.