There is ample research evidence [01] to claim that thermodynamics is one of the difficult subjects to learn as well to teach. Though there are good number of research contributions in analysing different reasons and different possible solution approaches [02], learning difficulties in thermodynamics is still a concern at large [03]. In spite of emergence of online learning systems, number of IT based models in thermodynamics and their reported success in enhancing the learning gain and some limited efforts in developing a blended learning environment, the effective and efficient precipitation of online or blended thermal learning systems is not evident. It is especially true in the traditional, teacher centric, time table driven, university affiliated technical institutions in the developing countries where the teacher’s role is pivotal. many of the existing thermal learning systems have either overlooked or failed to effectively integrate the pain points of practicing thermal teachers. At the same time even the practicing teachers need to get acquainted with the essential features of blended system so that they can effectively utilise the LMS. This work is the first step in understanding the gap between the requirements of an effective LMS and teacher’s idea of what makes an LMS an effective one. Teacher’s perception was measured in a Likert scale through a set of 16 questions and evaluated.

Keywords : Student Centric Learning, Teacher Centric Learning, Thermodynamics, Blended Learning, LMS.