This study explores how students and teachers in Swedish higher education experience the use of the Canvas learning management system (LMS) course pages in relation to communication, interaction, structure, usability, and adaptability in distance learning environments. Using a mixed methods approach, data were collected and analyzed to identify patterns, variations, and potential areas for improvement in course design and platform use. The results reveal differences between the two user groups. Regarding communication and interaction, teachers generally perceive Canvas course pages as a functional tool for interaction, whereas students report more varied experiences, indicating a gap between teachers intentions and students actual perceptions. In terms of structure, usability, and adaptability, students experience inconsistency between course pages, which often causes confusion. Meanwhile teachers describe the adaptability of Canvas course pages as beneficial for customization, yet acknowledge a need for clearer guidelines to support student orientation. Discrepancy between the technical possibilities of the platform and how effectively they are used, highlights the significance of information architecture (IA) in LMS. When course structures and navigational logic vary between instructors, it undermines consistency, usability, and findability, core principles of IA, which may negatively impact students ability to access and engage with course content. The study suggests institutions should provide more support and continuous training for teachers, and that students perspectives should be actively integrated into the design of course pages. Findings are discussed through the lens of sociotechnical systems theory, emphasizing the importance of aligning technological design with pedagogical practices, organizational structures, and user needs.