Relevant bibliographies by topics / Learning management system phenomenology

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Academic literature on the topic 'Learning management system phenomenology'

Author: Grafiati
Published: 5 June 2025
Last updated: 25 June 2025

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Journal articles on the topic "Learning management system phenomenology"

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Sutiono, Vicky Samuel, Nunuk Rinukti, and Charista Jasmine Siahaya. "Digitalisasi Manajemen Pendidikan Teologi di Era 4.0 Menggunakan Learning Management System Moodle." KHARISMATA: Jurnal Teologi Pantekosta 4, no. 2 (2022): 368–76. http://dx.doi.org/10.47167/kharis.v4i2.134.

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In the world of education in the last two years has experienced a relatively significant impact due to the Covid 19 pandemic. Teaching and learning activities that are usually carried out face to face currently must be carried out online using various software to continue the teaching and learning process. Theological colleges are also required to think of relevant steps to deal with the current situation. Therefore, it is important to apply a moodle-based Learning Management System (LMS) with the aim of disciplining students, especially in making attendance and collecting assignments that have been set by educators. With the development of the world of education today, students and educators are forced to adapt to the development of the world of education in the field of technology. This writing method is an observation method by looking at the phenomenology of the world of education during the Covid-19 pandemic. The conclusion of this study is that the digitalization of education management in the 4.0 era is very much needed to facilitate the online learning process in universities. AbstrakDunia Pendidikan dalam dua tahun terakhir ini mengalami dampak yang yang relatif signifikan akibat adanya pandemic Covid 19. Kegiatan belajar mengajar yang biasanya dilakukan secara tatap muka saat ini harus dilakukan secara online dengan menggunakan berbagai software untuk tetap dapat melakukan proses belajar mengajar. Perguruan tinggi teologipun dituntut untuk memikirkan Langkah yang relevan untuk menghadapi situasi saat ini. Maka pentingnya diterapkan Learning Management System (LMS) berbasis moodle dengan tujuan untuk lebih mendisiplin peserta didik terutama dalam melakukan presensi, dan pengumpulan tugas yang telah ditetapkan oleh para pendidik. Dengan berkembangnya dunia pendidikan saat ini, peserta didik dan para pendidik dipaksa untuk beradaptasi dengan perkembangan dunia pendidikan di bidang teknologi. Metode penulisan ini adalah metode observasi dengan melihat fenomonologi dunia pendidikan di masa pandemi Covid-19. Kesimpulan dari penelitian ini adalah bahwa digitalisasi manajemen pendidikan di era 4.0 sangat diperlukan untuk mempermudah proses pembelajaran daring di perguruan tinggi.
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Muleya, Gistered, Francis Simui, Kasonde Mundeende, Fabian Kakana, Godfrey Mwewa, and Prof Boniface Namangala. "Exploring Learning Cultures of Digital Immigrants in Technologically mediated Postgraduate distance learning mode at the University of Zambia." Zambia ICT Journal 3, no. 2 (2019): 1–10. http://dx.doi.org/10.33260/zictjournal.v3i2.83.

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In this study, we interrogate the Learning Cultures of Peace Leadership and Conflict Resolution Postgraduate learners in their quest for higher education within the University of Zambia using the Learning Management System. The thrust of the study is on learning cultures of digital immigrants in technologically mediated postgraduate distance learning mode to inform the development of learner responsive services. The study rides on Hermeneutics Phenomenology approach to elicit lived experiences of seventeen (17) purposively selected year two students. The study approach is well suited as it empowers Digital immigrants to voice out their lived realities while following the digital mediated Masters of Science in Peace Leadership and Conflict Resolution Programme to forge best ways of harnessing their learning opportunities. The findings reveal that whereas learners have migrated to the Learning Management System, their learning culture is profoundly still in the print age as they keep on requesting for print based educational resources. Secondly, there is limited interactivity among learners and between learners and their learning facilitators, negating the very essence upon which the Learning Management System has been created. This state of affairs has had a bearing on their motivation to engage effectively in the actual learning process as informed by Moore’s theory of Interactivity and Siemens’ theory of Connectivism. To this end, the study recommends that learners are effectively oriented in the use of digital resources to empower them as they exploit the available educational opportunities. Additionally, there is need to strengthen capacity building mechanisms in order to bridge the gap between the learners and the learning facilitators.
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Baral, Bibhor, Henrik Hansson, and Ulf Larsson. "Evaluating E-Learning Acceptance in Nepal: A Case Study of a Tribhuvan University Affiliated College." Journal of Business and Social Sciences Research 9, no. 2 (2024): 139–56. https://doi.org/10.3126/jbssr.v9i2.72422.

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In Nepal, Tribhuvan University (TU) introduced a blended e-learning approach by implementing MOODLE, a learning management system. There is a concern of acceptance of e-learning among the students as well as among teachers due to barriers on technological up-to-date, scarcity of resource and technology know-how. The study analysed the perceptions of teachers and students on this change using qualitative methodology, especially empirical phenomenology. The results showed that both teachers and students at sampled one of the TU affiliated colleges, are positive about the e-learning system, but students are more likely to accept it than teachers. Senior teachers from non-ICT backgrounds and part-time teachers were less supportive. The e-learning system was recognised for its benefits, including providing extended learning opportunities, reducing additional burdens, facilitating effective sharing of ideas and knowledge, and enabling new forms of interaction. However, challenges in Nepal, such as inconsistent electricity supply, limited user resources, slow internet connectivity, and insufficient technical support, may hinder its acceptance. Addressing these challenges is crucial for the successful implementation of e-learning in Nepal.
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Latiada, Jan Emerson, and Gelsa Dragon. "Exploring the Lived Experiences of Private Senior High School Physical Education Teachers in Utilizing Learning Management System." Psychology and Education: A Multidisciplinary Journal 19, no. 9 (2024): 972–91. https://doi.org/10.5281/zenodo.11184256.

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This study explored the lived experiences of private senior high school physical education teachers in utilizing learning management system. The researcher employed a qualitative research particularly phenomenological design. These teachers were purposively chosen and interviewed using a validated interview guide in the conduct of In-Depth Interview and Focus Group Discussion. Thematic analysis was done to extract the themes from the responses of the participants. The emergent themes derived from the lived experiences of the physical education teachers included promotion of better teacher-student involvement or engagement, utilization of quality innovative and interactive tools for classroom learning, provision of pedagogical designs, learning resources and other deliverables to students, fully motivated with a user-friendly LMS, necessity of mastery of ICT skills and technology competence among teachers and facing limitations of online instruction. For the coping mechanisms of the participants, the themes emerged were demonstrating flexibility, becoming proactive teachers, upskilling in ICT, and being resilient in their pedagogical practices. As for the insights shared included the relevance of using technology in the teaching-learning process and a vision for quality education through LMS.
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Bucag, Rustan Jay, and Lovella Serrano. "Lived Experiences of MAPEH V Parents on Modular Learning: Challenges, Strategies, and Insights." Psychology and Education: A Multidisciplinary Journal 29, no. 9 (2024): 1414–27. https://doi.org/10.5281/zenodo.14576693.

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This phenomenological study aimed to determine parents' struggles, coping mechanisms, and insights in assisting their children using MAPEH modules. With modular learning, parents encountered technological, economical, and instructional difficulties. Due to restricted educational opportunities, unstable economic conditions, and family obligations, low-income parents have additional challenges in this changing educational environment. Additionally, the lack of sufficient educational resources, such as learning tools, further compounds these difficulties. As a result, these parents are often left at a disadvantage, struggling to adapt to the evolving educational system in a home-based learning support. Further, this study utilized a phenomenology approach and a purposive sampling technique; the (10) participants were parents of Grade 5 MAPEH students in Guinuyoran, Valencia City, who were identified for in-depth interviews and observation. Thematic analysis was used as a data analysis tool to interpret the data gathered. The results revealed that parents experienced everyday struggles such as time management concerns, limited knowledge of the MAPEH subject, doubts about their learning outcomes, and limited patience with their children's attitudes. To cope with these difficulties, the parents decided to find meaningful strategies such as seeking help from the teacher and family members, employing reward systems, relying on the Internet, and creating a supportive environment. Moreover, parents also shared various insights regarding modular learning, such as not effective for their children, disadvantaged to economically deprived families, and added baggage for intellectually challenged parents. In conclusion, since education is lifelong learning, educators, administrators, and stakeholders should work together to develop comprehensive instruction to obtain quality education despite the changes in the mode of instruction.
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Dongque, Leo John, and Francisco Espinosa. "Understanding the Experiences of the Quadragenarian Learners of Alternative Learning System (ALS) in Last-Mile Schools." Psychology and Education: A Multidisciplinary Journal 30, no. 4 (2025): 740–64. https://doi.org/10.5281/zenodo.14615037.

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This phenomenological research explored second-chance education during the pandemic. The study tackled the unique experiences of quadragenarian learners (those in their 40s) who participated in the Alternative Learning System (ALS) within last-mile schools in remote, underserved areas with limited access to formal education. The research used a qualitative approach and utilized focus group discussions and in-depth interviews in data collection. Purposive sampling was also employed, where participants were intentionally selected. Twenty (20) quadragenarian Alternative Learning System learners were involved in this research, with ten (10) respondents undergoing in-depth interviews (IDI) and another ten (10) participating in focus group discussions (FGD). Three overarching components—challenges, coping mechanisms, and insights—were formulated to capture the experiences of quadragenarian ALS learners comprehensively. In examining the difficulties faced by quadragenarian ALS learners in last-mile schools, several themes emerged, including learning difficulties, setting priorities, physical health conditions, emotional barriers, and age differences. Despite these challenges, many quadragenarian learners demonstrated remarkable determination and persistence, adaptive learning, time management, a positive mindset, confidence building, and entrusting God as coping mechanisms. Reflecting on the experiences of quadragenarian ALS learners in last-mile schools revealed insightful emergent themes. These encompassed recognizing the desire to graduate and support the family.
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Salera, Ervin Jay, Orville Jr Evardo Jr., and Ivy Lyt S. Abina. "The plight of Modified Work and Study Program (MWSP) students in learning mathematics." Contemporary Educational Researches Journal 13, no. 4 (2023): 240–50. http://dx.doi.org/10.18844/cerj.v14i4.8972.

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The Philippine educational system established alternative delivery modes of education, such as the Modified Work and Study Program, to eradicate student dropout incidence. This phenomenological study aims to probe the challenges and explore the coping mechanism of MWSP students in studying mathematics. The study was conducted at a public high school offering the program. Six students were chosen to participate in the study. Focus group discussion was utilized for the data gathering of the study. Results showed that mediocrity of resources and conspicuous learning environment were the leading challenges that MWSP students encounter. Moreover, the coping mechanisms include good classroom management, utilization of concrete examples, time scheduling, steward support, motivational encouragement, and recreational and body relaxation. It is recommended that MWSP mathematics teachers integrate innovative strategies, provide more concrete contextualized examples, intensify the development of learning kits, and reinforce teaching and learning through supplementary materials. Keywords: Mathematics Learning; Modified Work and Study Program; Phenomenology
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Rosello, Jacques Axid A., Cherrelyn P. Campaña, and Mervin G. Gascon. "Students' Issues and Challenges in the Use of the Learning Management System in Davao City." Asian Journal of Education and Social Studies 49, no. 3 (2023): 529–39. http://dx.doi.org/10.9734/ajess/2023/v49i31177.

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Aims: To identify the different challenges in using learning management systems and online payment platforms in the “new normal.”
 Study Design: Qualitative-Phenomenology.
 Place and Duration of Study: Davao City, Davao del Sur, Philippines. During the Academic Year 2021-2022.
 Methodology: The study used purposive sampling in choosing the participants. The target participants were students from different private schools in Davao City. Twenty (20) students gave their consent to participate in this study. The information was obtained through validated semi-structured interview questionnaires.
 Results: Most of the participants were college students. Four (4) themes were identified in this study, and each theme also identified different subthemes, which will sum up the different challenges experienced by the participants. The themes were (1) thoughts about the online interview wherein participants said they had difficulties, were okay with the setup, and had no choice but to adapt to the “new normal” setup. (2) Experiences in online classes wherein they have issues with the teachers, issues with the enrollment process, overloaded submission, issues on the internet connection, online class effectiveness, and health issues. (3) Experiences in the use of learning management systems wherein the participants shared about the issues on matriculation, issues on using the systems, and the positive outcome of using the systems. (4) Challenges in using the learning management systems wherein they discussed the issues they experienced with the systems such as information communication, economic and financial stability, physical health, and mental health.
 Conclusion: The schools and the students must have always a mutual understanding, especially when facing the pandemic where schools and students faced a lot of challenges such as financial, physical, and mental health. It highlights more on the positive and negative on the abrupt adaptation and implementation of the use of learning management systems. Aside from that, information dissemination both in the school administration and the students must highly be prioritized so that they will be informed of the changes that must be implemented for their continuous learning. Crafting, drafting, communicating, planning, implementing, and evaluating are the keys to having a be more equipped on the adaptation to the use of technology.
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Celestino, Cherish Nymph. "Management Competence of School Heads in the Age of Industrial Revolution 4.0: A Phenomenology." Psychology and Education: A Multidisciplinary Journal 24, no. 2 (2024): 207–22. https://doi.org/10.5281/zenodo.13363854.

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The purpose of this study is to provide findings that would assist educators in better understanding the role of school administrators and how working together to meet Industry 4.0 demands can enhance their practice. Additionally, the findings should help educational institutions stay informed of these latest advancements and create innovative, adaptable strategies to enhance teaching and learning. The Fourth Industrial Revolution has sparked an impressive wave of technological advancements, significantly reshaping the educational landscape. This qualitative phenomenological study delves into the experiences, coping strategies, and insights of ten public school heads from secondary schools in the Lupon West and Banay-Banay District Division of Davao Oriental. Purposive sampling was employed to select participants for this study, and the data generated from the in- depth interviews were analyzed using thematic analysis. Participants' experiences unveiled four major themes: utilizing the new technology, equipping teachers with modern technology, leading to learn the new system, and struggling with technology integration in Education. Amidst their challenges, three coping strategies emerged: embracing change positively, advocating digitalization in education, and fostering collaboration with stakeholders. In insights, three themes emerged, offering valuable lessons for school heads: promoting digital literacy, tailoring teaching methods to the digital era, and nurturing a resilient culture. The study underscores the significance of visionary leadership and strategic planning among school leaders, facilitating a smooth transition into the digital age. Additionally, it highlights school leaders' pivotal role as guides, mentors, and catalysts for change, fostering an environment where teachers feel empowered to experiment and take risks. This research significantly impacts educational policy and practice. With increasing recognition among teachers of technology's transformative potential in the classroom, school leaders must utilize their management skills to ensure teachers are prepared to meet the evolving needs of modern education.
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Arifin, Zainal, and Budi Setiawan. "Utilising gamification for online evaluation through Quizizz: Teachers’ perspectives and experiences." World Journal on Educational Technology: Current Issues 14, no. 3 (2022): 781–96. http://dx.doi.org/10.18844/wjet.v14i3.7278.

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During the pandemic, the 2019 novel coronavirus disease (COVID-19) has had a tremendous and massive impact on the entire cross-level education system in Indonesia and the global realm. This study aimed to look at the reflections of gamification activities that are used as a formative assessment tool in learning environments based on academic accomplishment and teachers’ engagement. The existing resource presented in this study in the form of ‘Quizizz’ can effectively transform formal education patterns into online education patterns assisted by virtual classrooms and other online learning media for the evaluation process. The method used in this research is phenomenology to investigate the perspectives and experiences of Indonesian secondary school teachers about remote Quizizz evaluation during the COVID19 pandemic to determine the teacher’s perspectives and experiences for media utilisation strategies in the online evaluation. The results of this study indicate that in learning activities during the COVID-19 pandemic, training is needed for teachers to respond to and overcome problems related to changes in the online evaluation process in the education system. Identifying teachers’ perspectives and experiences for an online-based evaluation process during the pandemic will contribute positively to achieving maximum student-learning goals and outcomes. 
 
 Keywords: Perspectives; experiences; evaluation; online learning; covid-19;
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Dissertations / Theses on the topic "Learning management system phenomenology"

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Clewell, Kelly Sue. "Learning Management System Facilitated Blended Learning in Secondary Schools." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609139/.

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The relatively new utilization of learning management system (LMS) facilitated blended learning in secondary public schools has grown in popularity, but there is a void in research at this level. Teachers learned how to use the LMS features and honed their blended learning design skills through their own experiences, and in observation of their students' experiences. In this study, the knowledge teachers built and the decisions they made while designing blended learning were explored. In this mixed-methods study, the quantitative and qualitative results aligned, indicating that teachers design courses using a variety of components, often in different ways. Six themes emerged. The relationships between themes were used to create a theoretical visual of the factors impacting secondary teachers' decisions in the design of LMS-facilitated blended learning. Teacher design decisions were focused on the impact their choices would have on students. Variation in course design was purposely used by teachers to differentiate for students individually; however, variation was also the result of design challenges blocking teachers from a specific design choice. The implications for practice primarily focus on removing the design challenges. The results of this study add to other foundational studies to begin to fill the research gap in the area of LMS-facilitated blended learning design in secondary schools.
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Yang, Mingkun. "Retrofit Learning Management System To Use SCORM." Thesis, Högskolan i Halmstad, Sektionen för Informationsvetenskap, Data– och Elektroteknik (IDE), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15191.

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The existing Learning Management System (LMS), \esTracer", from En-tergate company has been updated to be compliant with Sharable ContentObject Reference Model (SCORM). By following the SCORM standard, newand existing packages of course materials could be imported and exportedto SCORM compliant systems. In the test, one package from ADL is usedfor importing and presentation. The implementation only applies to \es-Tracer" LMS, but the methodology is general and could be used in otherLMS as well. This project is implemented using ASP.NET MVC framework.ASP.NET MVC framework is one great framework, which enables developersto stand on a high level to see the whole picture. Future work needs to bedone to make \esTracer" complete SCORM compliant.i
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Tserendorj, Navchaa, Uranchimeg Tudevdagva, and Ariane Heller. "Integration of Learning Management System into University-level Teaching and Learning." Universitätsbibliothek Chemnitz, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-103595.

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With rapid development of science and technology, introduction of the ICT different methodologies into the learning environment today becomes one of the most important factors. Application of IT tools in classroom learning in and methodology for teaching and learning processes creates number of issues, which could be solved with the help of online Learning Management System (LMS). This paper presents experiment results using of Moodle, at the course of Linear algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-2012 study year. The paper presents quantitative and qualitative rationale interdependence analysis and experiment conclusion based on midterm and final exam results of the freshman students of the National University of Mongolia.
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Kamuhanda, Dany. "Visualising M-learning system usage data." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/11015.

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Data storage is an important practice for organisations that want to track their progress. The evolution of data storage technologies from manual methods of storing data on paper or in spreadsheets, to the automated methods of using computers to automatically log data into databases or text files has brought an amount of data that is beyond the level of human interpretation and comprehension. One way of addressing this issue of interpreting large amounts of data is data visualisation, which aims to convert abstract data into images that are easy to interpret. However, people often have difficulty in selecting an appropriate visualisation tool and visualisation techniques that can effectively visualise their data. This research proposes the processes that can be followed to effectively visualise data. Data logged from a mobile learning system is visualised as a proof of concept to show how the proposed processes can be followed during data visualisation. These processes are summarised into a model that consists of three main components: the data, the visualisation techniques and the visualisation tool. There are two main contributions in this research: the model to visualise mobile learning usage data and the visualisation of the usage data logged from a mobile learning system. The mobile learning system usage data was visualised to demonstrate how students used the mobile learning system. Visualisation of the usage data helped to convert the data into images (charts and graphs) that were easy to interpret. The evaluation results indicated that the proposed process and resulting visualisation techniques and tool assisted users in effectively and efficiently interpreting large volumes of mobile learning system usage data.
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Lorenz, Anja. "Kooperationsunterstützung in einem Learning Content Management System (LCMS)." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82022.

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Learning Content Management Systeme (LCMS) unterstützen die professionelle Erstellung, Verwaltung und Auslieferung von Lernmaterialien [BHMH02]. Die Speicherung der hierfür verarbeiteten Lerninhalte in einem zentralen Repository ermöglicht neben deren Wiederverwendung auch den Zugriff für mehrere Nutzer und somit das Zusammenführen der verschiedenen Kompetenzen, die während der Erstellung benötigt werden: Die mithilfe der Lernmaterialien zu vermittelnden Inhalte müssen nicht nur fachlich richtig, sondern auch didaktisch, gestalterisch und technisch für ein oder mehrere Zielgruppen individuell aufbereitet worden sein. Dabei reichen die Zielgruppen von verschiedenen Abteilungen bis hin zu Lernern mit verschiedenen Muttersprachen und Kulturen in international agierenden Unternehmen und Bildungseinrichtungen. Die Arbeit der Nutzer mit dem LCMS wird durch verschiedene Mechanismen und Funktionalitäten erheblich vereinfacht, ihre Zusammenarbeit untereinander blieb bisher aber weitestgehend unbeachtet. Das Promotionsvorhaben, das in Kooperation mit der chemmedia AG erfolgt, setzt an diesem Punkt an. Als Vorbild und somit zur Identifikation von Kommunikations- und Kooperationskonzepten werden Social- Software-Anwendungen herangezogen, bei denen die gemeinsame Content-Erstellung scheinbar unproblematisch stattfindet. Als methodische Klammer wird die DIN EN ISO/IEC 19796 [Deu09] herangezogen. Sie gibt einerseits die für die Analyse nötige Strukturierung der Prozesse bei der Lernangebotserstellung vor und liefert außerdem die für die Evaluation benötigten Qualitätskriterien.
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MALIK, WAQAS. "Visual Semantic Web.Ontology based E-learning management system." Thesis, Blekinge Tekniska Högskola, Avdelningen för för interaktion och systemdesign, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4326.

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E-Learning is a process in which we use the electronic medium to access the defined set of applications and processes. With its increasing identification and recognition in academic and corporate world, a unique model or framework is required. E-Learning is a critical support mechanism for educational institutions to grow the performance of their students, teachers, as well as useful for organizations to enhance the performance of their employees. Semantic web represents a potential technology for realizing e-Learning requirements Research works in the field of e-Learning are represented by a wide range of applications, ranged from virtual classrooms to remote courses or distance learning. However, studies show that still it demands more effective approach. Ontology is a specification of conceptualization; the object, process, and other entities that are involved in making of the framework for E-learning. This thesis presents the ontology for E-learning process, such as course syllabus, teaching methods, learning activities and learning styles<br>E-lärande är en process där vi använder elektroniska medel för att få tillgång till de angivna program och processer. Med den ökande identifiering och erkännande i akademiskt och företagens värld, en unik modell eller ram är nödvändig. E-lärande är en viktig mekanism för utbildningsväsendet att växa fullgörandet av sina studenter, lärare, samt till nytta för organisationer att öka resultatet för sina anställda. Semantiska webben utgör en potentiell teknik för att förverkliga e-Learning krav Forskning fungerar inom e-lärande representeras av ett brett spektrum av applikationer, allt från virtuella klassrum till avlägsna kurser och distansutbildning. Men undersökningar visar att fortfarande det kräver mer effektiv metod. Ontology är en specifikation av conceptualization; objektet, och andra enheter som är inblandade i skapandet av en ram för e-lärande. Denna avhandling presenterar ontologi för e-lärande, såsom kursplan, undervisning, lärande och lärstilar<br>004531844124
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Garg, Anubha. "SCORM based learning management system for online training." Kansas State University, 2012. http://hdl.handle.net/2097/14627.

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Master of Science<br>Department of Computing and Information Sciences<br>Mitchell Neilsen<br>The Biosecurity Research Institute (BRI) facility at Kansas State University is a huge biocontainment facility to conduct research on infectious diseases that pose a threat to plant, animal and human health. The BRI Training and Education Program is currently offline; i.e., classroom sessions are taken to provide this training and education. The objective behind taking up this project was to move the entire training and education module of Biosecurity Research Institute online, instead of having a classroom session for each training course, with an subject matter expert (SME) to come and take the training session. The aim is to develop an online training system which is synchronized with the information in the BRI Research Project Database. The employees will only have to login to the website, scroll through the list of courses they are enrolled in, take the courses, write the assignments/quizzes assigned to the course and then submit the quizzes. They can also self-enroll themselves into courses, if they are given the permission to do so. The SME’s of the courses can create new courses, upload the course materials, enroll users into the courses, and assign deadlines to course completion. Once the student submits the course quiz or assignments, the SME’s can grade the quiz, assign a final grade to the students, and give feedback on their performance. They can even reassign the course in case of poor performance by the student. The administrators of the website can assign roles to different personnel, give permissions according to need and requirement, add/delete courses, and change the appearance of the website. The project is to be done using a Learning Management System called Moodle. Moodle (Modular Object Oriented Dynamic Learning Environment) is an online learning management system designed to allow interaction between teachers and students. The back-end database used is SQL Server 2008 R2 and additional tools used are Adobe Presenter (with Microsoft Power Point 2010) to create the courses in SCORM format.
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EPIFANIA, FRANCESCO. "Social Intelligent Learning Management System for Demanding Users." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/102438.

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With the ambition of providing teachers with a novel concrete tool called “Social Intelligent Learning Management System (SILMS)” for worldwide exploiting didactic contents to feature their courses, I faced the problem of creating a social platform with adequate functionalities to satisfy the teacher expectations. This goal involved many disciplines and practices ranging from DB management, content management, social networking, till the exploitation of new cognitive systems in the thread of WEB4.0 services. At the same time my approach was much oriented to realize a real tool of concrete usage, still with distinguishably advanced features. Thus, starting with a well designed architecture I endowed it with key functionalities that become the stakeholders of the emerging social networks: 1) a quality system ensuring the value of the materials the users put in the platform repository as their contribution to the social business, 2) a recommender system based on either ontology assisted navigator or computational intelligence techniques constituting the principal tool to guide teachers along the assembling of materials into courses. This work involved the cooperation of scientists in the mentioned disciplines, mainly at level of mentoring and discussing the best strategies. It also enjoyed contributions from foreign partners within the European Project NETT, which supported my PhD course and provided the lead case study as well. As a result we (me and the involved people) delineate an ecosystem where teachers exploit contents of a repository to which may contribute by themselves. They are encouraged in exploiting and contributing because the contents are of high quality; they are wisely assisted in the exploration of the repository by platform services yet under their full control; and they are variously reworded by this involvement. This thesis resumes all this work, highlighting the innovative aspects and the experimental evidences. It consists of 6 chapters plus introduction and conclusions. The first two (chapters 2 and 3) are devoted to needs’ analysis and related state of the art. While a second block (chapters 4 and 5) deals with the platform design and implementation, the last two chapters are devoted to user experience and the mentioned cognitive tools employed in the realization of a recommender system which learns from the users how to better satisfy their inquiries. The innovative contributions are reckoned in the Introduction, whereas a short appraisal of the work done and forewords are provided in the Conclusions chapter.
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Ricker, Gina Maria. "Student Learning Management System Interactions and Performance via a Learning Analytics Perspective." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6656.

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Enrollment in full-time, virtual, K-12 schools is increasing while mathematics performance in these institutions is lacking compared to national averages. Scholarly literature lacks research studies using learning analytics to better predict student outcomes via student learning management system (LMS) interactions, specifically in the low performing area of middle school mathematics. The theoretical framework for this study was a combination of Hrastinski's theory of online learning as online participation and Moore's 3 types of interactions model of online student behavior. The purpose of this study was to address the current research gap in the full-time, K-12 eLearning field and determine whether 2 types of student LMS interactions could predict mathematics course performance. The research questions were developed to determine whether student clicks navigating course content page(s) or the number of times a student accessed resources predicted student performance in a full-time, virtual, mathematics course after student demographic variables were controlled for. This quantitative study used archived data from 238 seventh grade Math 7B students enrolled from January 8th-10th to May 22nd-25th in two Midwestern, virtual, K-12 schools. Hierarchical regressions were used to test the 2 research questions. Student clicks navigating the course content pages were found to predict student performance after the effects of student demographic covariates were controlled for. Similarly, the number of times a student accessed resources also predicted student performance. The findings from this study can be used to advise actionable changes in student support, build informative student activity dashboards, and predict student outcomes for a more insightful, data-driven, learning experience in the future.
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Nall, La Keshia Lynn. "Instructional Designers as Project Managers: A Phenomenology." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1065.

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The ability to effectively manage learning design projects, consult with stakeholders (such as sponsors, subject matter experts, and learners), and direct projects to completion is a vital part of an instructional designer’s role. Although the need for project management education and experience is reiterated in the literature and in cross-industry instructional designer (ID) job postings, it was unclear how these professionals acquired and used project management skills and tools in their profession because project management is not a focus in many higher education programs intended to prepare instructional designers. The goal of this phenomenological study was to understand the lived experiences of practicing instructional designers as project managers. Results describe how instructional designers practice project management and the best practices, models, methods, tools, and technologies that they use to acquire and apply project management knowledge and skills in their learning design projects. Five themes emerged from the analysis: ID/Project Management (PM) Background, PM Role Characteristics, PM Challenges, PM Insights, and PM Recommendations. During the analysis process, 14 codes (each corresponding to a theme) were exposed. The ID/PM Background theme consisted of ID/PM-related Experience, PM Preparation, and PM Competencies. PM Role Characteristics included Primary Responsibilities, Models Used, and Tools Used. PM Challenges encompassed the PM Challenges and Avoid/Overcome PM Challenges codes. PM Insights comprised PM Preparation Feelings, PM Experience Feelings, and PM Models/Tools Feelings. The theme, PM Recommendations, included codes for PM Preparation Recommendations, PM Model/Tool Recommendations, and PM Recommendations. An examination of themes that emerged from the instructional designers’ stories, along with an exploration of the research questions yielded important findings. The study offers recommendations for academia and industry for preparing instructional designers to manage their projects in professional practice.
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Books on the topic "Learning management system phenomenology"

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Burke, Louise. CIMA Learning System 2007 Management Accounting: Decision Management. Elsevier, 2006.

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Dias, Sofia B., José A. Diniz, and Leontios J. Hadjileontiadis. Towards an Intelligent Learning Management System Under Blended Learning. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02078-5.

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Dyer, Alice. Instructional classroom management system. University at Albany, State University of New York, Two-Year College Development Center, in cooperation with Office of Occupational & Continuing Education, State Education Dept., 1989.

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Hallikainen, Petri. Evaluation of information system investments. Helsinki School of Economics, 2003.

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Society for Human Resource Management (U.S.), ed. The SHRM learning system: An educational resource for today's HR professional. 2nd ed. Society for Human Resource Management, 2002.

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Smith, Gareth. Dynamic generation of HTML for a web based learning management system. Oxford Brookes University, 2004.

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Dutton, William H. Computer power and human limits: Learning from IT and telecommunications disasters. PICT Programme Office, 1995.

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Coyle, Damien. Internet management system for people and the carers of people with learning disabilities. The Author], 2004.

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Yefim, Kats, ed. Learning management system technologies and software sollutions for online teaching: Tools and applications. Information Science Reference, 2010.

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Polly-Alida, Farrington, ed. Learning from libraries that use WordPress: Content management system best practices and case studies. American Library Association, 2012.

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Book chapters on the topic "Learning management system phenomenology"

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Ifenthaler, Dirk. "Learning Management System." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_187.

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Rennie, Frank, and Keith Smyth. "Learning management system (LMS)." In Digital Learning: The Key Concepts, 2nd ed. Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-118.

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Mehta, Phalit, and Kriti Saroha. "Recommendation System for Learning Management System." In Information and Communication Technology for Sustainable Development. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3920-1_38.

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Halder, Santoshi, and Sanju Saha. "Learning Management System (LMS) and Learning Content Management System (LCMS) in Education." In The Routledge Handbook of Education Technology. Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-24.

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Gephart, Martha A., and Victoria J. Marsick. "Leveraging System Dynamics for Strategic Learning." In Management for Professionals. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48642-9_9.

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Kadwal, Mohit, Govinda Patil, Sakshi Dubey, and Himanshu Kaushal. "Application of machine learning techniques in modern hybrid power systems." In Power System Management. CRC Press, 2025. https://doi.org/10.1201/9781003516156-4.

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Liimatainen, Sanna, and Teemupekka Virtanen. "Distributed learning and management system for university courses." In TelE-Learning. Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35615-0_42.

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Gnoni, Maria Grazia, and Fabiana Tornese. "Designing a Near-Miss Management System." In Learning from Near Misses. CRC Press, 2025. https://doi.org/10.1201/9781003428947-16.

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Jahnavi, Somavarapu, G. Prasanth, D. Priyanka, A. Sneheth, and M. Navya. "Intelligent Traffic Light Management System." In Learning and Analytics in Intelligent Systems. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9293-5_45.

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Karnati, Yashaswi, Dhruv Mahajan, Tania Banerjee, et al. "Integrated Corridor Management System." In Data Analytics and Machine Learning for Integrated Corridor Management. CRC Press, 2024. http://dx.doi.org/10.1201/9781003460305-3.

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Conference papers on the topic "Learning management system phenomenology"

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Chaniyara, Dhruvit, and Rahul Sharma. "SATCOM Based Learning Management System." In 2024 IEEE Space, Aerospace and Defence Conference (SPACE). IEEE, 2024. http://dx.doi.org/10.1109/space63117.2024.10667985.

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Mageshvaran, G., and V. J. Sowmya. "A Machine Learning-Based Attendance Management System." In 2024 IEEE International Conference on Information Technology, Electronics and Intelligent Communication Systems (ICITEICS). IEEE, 2024. http://dx.doi.org/10.1109/iciteics61368.2024.10625116.

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Muthukumar, D. Surendiran, Thonta Ramasai, R. M. S. K. Teja, M. Lokesh, and C. Praveen Kumar Reddy. "Smart Waste Management System Using Deep Learning." In 2024 4th International Conference on Ubiquitous Computing and Intelligent Information Systems (ICUIS). IEEE, 2024. https://doi.org/10.1109/icuis64676.2024.10866678.

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Cuartero, Jade G. "Smart Parking Management System for University." In 2025 International Conference on Machine Learning and Autonomous Systems (ICMLAS). IEEE, 2025. https://doi.org/10.1109/icmlas64557.2025.10968731.

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Nishane, Om, and Vinod Ajankar. "Pharmacy Management System using Artificial Intelligence." In 2025 International Conference on Machine Learning and Autonomous Systems (ICMLAS). IEEE, 2025. https://doi.org/10.1109/icmlas64557.2025.10968850.

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Bissessar, Charmaine. "Promoting Equity, Inclusion and Building Resiliency in the Caribbean Education System." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7269.

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This paper contains a review of three published articles by the author on various coping mechanisms implemented by Trinidadian (37), Grenadian (44), and Guyanese (12) educators during the pandemic. The two studies reflect the issues of absenteeism, digital divide, accessibility, parental involvement, student motivation and ways in which teachers in rural Guyana were alleviating learning loss. The sampling method used was purposive. The two studies are qualitative in nature with descriptive phenomenology capturing the participants’ lived experiences. Semantic and latent coding determined the major themes of the studies. The findings in these studies expand the extant literature on emergency remote education.
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Zheng, Ninghan, Shuzhen Tian, and Yongqiang Chen. "Online Learning Management System." In 2015 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2015. http://dx.doi.org/10.1109/csci.2015.160.

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ME, Lavanya, Shiyamala Devi G, Shuba S, Sneha K, and Sofiya S. "Adaptive Learning Management System." In International Conference on Recent Trends in Computing & Communication Technologies (ICRCCT’2K24). International Journal of Advanced Trends in Engineering and Management, 2024. http://dx.doi.org/10.59544/pqyl6304/icrcct24p39.

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Adaptive Management Systems (ALMS) are an evolving class of educational technology designed to deliver personalized, data driven learning experiences. Traditional Learning Management Systems (LMS) typically provide static content, offering limited flexibility to adapt to individual learner needs. In contrast, ALMS utilize artificial intelligence (AI) and machine learning algorithms to analyse student data and dynamically adjust instructional materials, pacing, and assessments to better match each student’s unique strengths, weaknesses, and learning preferences. This paper explores the structure and function of ALMS, focusing on key components such as adaptive content delivery, real time feedback, and predictive analytics. By analysing a range of student behaviours including response times, quiz scores, and engagement patterns ALMS can create a tailored learning path that maximizes retention and understanding. This approach aligns with principles of personalized learning, where educational materials and activities are continuously adapted based on individual progress, fostering a more efficient and supportive learning environment. Further, this paper investigates the pedagogical theories and cognitive models that drive adaptive learning, such as constructivist learning theory, zone of proximal development, and scaffolding.
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Glushkova, R. V. "Distance Learning Information System “1C: E-Learning”." In Scientific dialogue: Economics and Management. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-08-05-2020-08.

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Rahman, Mohd Jasmy Abd, Mohd Hanafi Mohd Yasin, Mohd Isa Hamzah, Zolkepeli Haron, Md Yusoff Daud, and Nur Kamariah Ensimau. "Teaching and Learning-Assisted Learning Management System." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.124.

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Reports on the topic "Learning management system phenomenology"

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Smith, Trevor. The Creation and Implementation of Courses in a Learning Management System. Iowa State University, 2020. http://dx.doi.org/10.31274/cc-20240624-1408.

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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Miller, Craig, and Robert Larmouth. Energy Sector Security through a System for Intelligent, Learning Network Configuration Monitoring and Management (“Essence”). Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1360111.

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Carroll, Colin, Ruth Smith, Oksana Elkhamri, Linda Hansen, and James McCarthy. Learning Management System User Requirements for the National Nuclear Security Administration's International Nuclear Safeguards Engagement Program. Office of Scientific and Technical Information (OSTI), 2021. http://dx.doi.org/10.2172/1764584.

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Setiawati, Santi. The Financial and Institutional Mechanism of the Sanitation and Wastewater Management System: Learning from the Japanese Experience. Asian Development Bank Institute, 2022. http://dx.doi.org/10.56506/sdmv4349.

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Kaffenberger, Michelle, and Marla Spivack. System Coherence for Learning: Applications of the RISE Education Systems Framework. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/086.

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In recent decades, education systems in most low- and middle-income countries (LMICs) have rapidly expanded access to schooling, but learning has lagged behind. There are many reasons for low learning in LMICs. Proximate determinants (such as insufficient financing or poor school management) receive much attention, but focus on these often ignores underlying system drivers. In this chapter we use a systems approach to describe underlying system dynamics that drive learning outcomes. To do so, we first describe the RISE education systems framework and then apply it to two cases. In the case of Sobral, Brazil, the systems framework illustrates how a coherent package of reforms, improving upon multiple system components, produced positive outcomes. In the case of Indonesia, a reform that increased teacher pay, but did not change underlying system dynamics, had no impact on learning. The chapter shows how a systems approach can help to understand success, diagnose failure, and inform action to bring about improvements to children’s learning.
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Simmons, Hannah. Building a better Learning Management System for teachers: How Agile methods are being used to support education reform in Tanzania. Undefined, 2024. http://dx.doi.org/10.53832/edtechhub.1064.

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Chapelet, Pierre. Analysis of the Education Management and Information System of Jamaica: Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004619.

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This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions. A survey methodology was used for the analysis of the six key management processes - (i) Physical infrastructure and equipment; (ii) Schools1; (iii) Human resources, budget and finance; (iv) Students and learning; (v) Digital content for teacher training and students learning; and (vi) Tools for strategic management - and the two structural conditions - (i) Technological infrastructure and (ii) Governance and institutional arrangements. There are several main findings. In terms of strengths, the analysis shows that the processes of human, financial and budgetary resources present the highest percentage of subprocesses in the Established level and that technological infrastructure pre-requisites are in place to sustain the improvement of the EMIS. However, EMIS sub-systems are dispersed and poorly integrated and are not covering all the needs of management processes related to the EMIS. The Ministry of Education and Youth and Information (MOEYI) also has an urgent need to develop a comprehensive and realistic strategic plan for the implementation of its EMIS and to ensure the initial and recurrent funding associated with it. Nor is there a change management plan at the MOEYI to support the evolution of the EMIS at all levels. Overall, the MOEYI is at a critical stage of its EMIS transition from a census based EMIS to a transactional information system able to track real-time information about each student, teaching and non-teaching workforce, school infrastructure and assets. This paper outlines a strengthening proposal.
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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Ronoh, Lilian, Ayub Shirandula, and Hillan Ronoh. Blended Learning Course Experience at Kaimosi Friends University. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5475.

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In 2019, the Commonwealth of Learning (COL) supported Kaimosi Friends University (KAFU), previously known as Kaimosi Friends University College (KAFUCO), in adopting a technology-enabled learning (TEL) policy, with the main aim of improving the quality of learning outcomes and fostering innovations. In the 2020/2021 academic year, nine Moodle-based blended courses from three different departments were developed and implemented on the Moodle learning management system. This report presents the findings of a survey amongst students enrolled in those courses. The outcome of this study is intended to assist the university with improving students’ satisfaction with blended courses and their appreciation of information and communication technologies’ significance in teaching. The results make clear that KAFU students had no trouble with using the relevant technologies. In addition, students found the courses relevant, they were satisfied with their course experiences, and they were confident about doing well when using a blended delivery mode.
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