This paper examined the experiences of the Center for Innovative Learning Programs, an educational technology office, during the pandemic. The pandemic forced a sudden shift in teaching platforms for many teachers that impacted teacher engagement. Central to this platform shift is the Learning Management System (LMS), which became the primary tool in flexible learning. Thus, the need to monitor teachers’ engagement is crucial to determine the effectiveness of the learning experience and the interventions made during the pandemic. However, there is currently a lack of theoretical models and frameworks to guide academic institutions. This paper aims to bridge this gap through a heuristic inquiry approach. Personal reflections on the policies and LMS features were translated into narratives that were validated via researcher triangulation. The findings yielded three key dimensions of policy, universality, and diversity, that shaped the monitoring of teacher engagement. The researchers propose the use of the dimensions of universality features of the LMS. The Monitoring Framework for Teacher LMS Engagement was also developed to guide academic administrators towards an effective monitoring. This study contributes to the theoretical gap in e-learning monitoring.
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