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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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Riter, Dan. "Development of a learning management system for UCAR-COMET." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/DRiterPartI2006.pdf.
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Johannemann, Jonathan. "COAL : a continuous active learning system." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111453.
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Thesis: M. Fin., Massachusetts Institute of Technology, Sloan School of Management, Master of Finance Program, 2017.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 59-60).<br>In this thesis, our objective is to enable businesses looking to enhance their product by varying its attributes, where effectiveness of the new product is assessed by humans. To achieve this, we mapped the task to a machine learning problem. The solution is two fold: learn a non linear model that can map the attribute space to the human response, which can then be used to make predictions, and an active learning strategy that enables learning this model incrementally. We developed a system called Continuous active learning system (COAL).<br>by Jonathan Johannemann.<br>M. Fin.
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Tsang-Kosma, Winnie W. "University Staff Perspectives on Change Management Strategies in Student Information System Adoption." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/56.
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The process of information technology adoption and use is critical to deriving benefits of information technology. Thus, one of the most challenging issues in information systems research is to understand how people have experienced the adoption process that may lead to insights to why they accept or reject the information technology (Davis, Bagozzi, & Warshaw, 1989). There are many factors affecting the adoption process of information technology innovations within an organization. To ensure successful adoption of information technology innovations, organizations develop a planned approach to change and employ change management strategies such as communication, training, and functional users support groups to serve as leverage for the adoption. The purpose of this study informed by phenomenological perspectives was to better understand the lived experiences of university staff in the Student Information System (SIS) adoption process. By following Moustakas’ (1994) four primary steps in phenomenological research and his systematic approach, the inductive data analysis process assists in revealing the essence of Big University (Big U) (pseudonym) staff’s lived experiences of the change management strategies put in place for the SIS adopting process via long, in-depth interview sessions. The 24 participants were grouped by criteria profiles with the textural descriptions clustered by the ten emergent themes. Structural descriptions for each participant were developed based on the textural descriptions. The validated textural and structural descriptions were then used to develop the composite textural-structural descriptions. The composite textural-structural description for each criteria profile integrated the experiences of all the individual participants within the criteria profile. The validated composite textural-structural descriptions were then used to develop the synthesis textural-structural descriptions to reveal the universal experiences of all the participants. Thus, this study provided a detailed account of the Big U staff’s experiences which revealed how the change management strategies informed their decision in adopting and using the SIS. The universal experiences indicated that the success of the Big U SIS adoption and use after the initial SIS implementation was greatly enhanced by these planned change efforts. Thus, Big U upper administration declared the success of the SIS implementation when the project was completed on time and under budget. However, while the universal experiences reflected the success of the initial SIS adoption and use due to the planned changed efforts, a very different picture emerged for the SIS post-implementation for unit functions on-going support.
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Siddapureddy, Venu R. 1969. "Evolvable system architecture : design issues of learning systems." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/92076.
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Van, Wyk Gerrit Christian Burggraf. "Medicine and medical process as a learning system." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17214.
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Bibliography: pages 150-158.<br>Health care systems all over the world are in crisis. The presenting symptom is a cost spiral that is out of control. Money supply is finite, and if this problem continues the system will eventually collapse. There are a number of causes associated with the problem that are usually analysed by reduction, an approach based upon an assumption of simple linear causal relations. This study shows the problem to be the dialectic opposite, in other words these problems are all interrelated through complex causal interactions. Therefore, the health care system is a complex social system and solutions to its problems may be found in terms of the interactions in such a system. An investigation into the history of the health care system shows that the system started with a simple one on one interaction between patients and physicians. At the time of its initiation, very little empirical knowledge was available about illness. After the renaissance, this changed dramatically with a subsequent increase in the ability to diagnose, but also in the complexity to treat illness. However, modern beliefs about illness and illness processes do not reflect the complexity of this knowledge. Beliefs about both illness and knowledge contribute to the process of diagnosis (medical decision making, or problem solving). Furthermore, the expectations, wants, and needs of patients and physicians, as well as the decision environment, increases the complexity and difficulty of this decision making process. These decisions initiate treatment processes that are ultimately represented in the health care system as cost. Therefore, the patient-physician system as the simplest initial interaction is an event that ultimately affects cost. This system is not functioning efficiently at present and a system of inquiry that can improve it may make a contribution to an improved system, and therefore a saving in cost. Altering the diagnostic system from a linear into a circular process, in other words into a learning system, improves both decision making and the use of knowledge. However, an inquiring system is needed in addition that can enhance the rigour of this process. Charles West Churchman devoted a large part of his work to knowledge and the way we acquire knowledge, in other words inquiring systems. His belief is that problem solving ought to be approached in a comprehensive way in order to minimise the risk for making incorrect decisions. Furthermore, because decisions are made upon incomplete information, the solutions will be the cause of new problems. Therefore, problem solving is a never ending cycle of learning. In order to have as complete information as possible about the problem, we have to: know the history of the problem, take a broad view that includes the environment of the problem (use a systems approach), and consider all the alternative solutions to the problem. Virtually all of our knowledge is based upon underlying assumptions. In order to test the validity of the knowledge we use for inquiry and decision making, it is important to test the assumptions upon which the knowledge is based. This is valid in regard to empirical knowledge as well. Finally, according to Churchman, decision making has to be ethical. Therefore, we have to do all we can to ensure that the implementation of the decision will improve the situation, not only now, but also in the future. The application of Churchman's approach to the patient-physician interaction, assists in the synthesis of a more comprehensive world view of health care and illness. This study shows that this leads to important changes in the negative interactions identified as contributing to the health care crisis. In terms of Churchman's approach, the role of physicians can be seen as managers of illness. Their purpose is therefore to plan for the improvement of illness (the problem) in an ethical way. Such planning should include the values of patients in deciding upon appropriate treatment. It is the submission of this study that only a methodology that is able to address complex human systems, such as a systems approach, and a comprehensive philosophy of inquiry, such as that of C West Churchman is appropriate to address the current problems of the health care system.
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Wong, Yuet-wai. "Students' motivational factors in learning English grammar in a computer-supported learning management system." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039766.
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Wong, Yuet-wai, and 王悦惠. "Students' motivational factors in learning English grammar in a computer-supported learning management system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039766.
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Tredoux, Chantelle. "The potential of a learning management system to enhance self-directed learning / Chantelle Tredoux." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8290.
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The use of Learning Management Systems (LMSs) in higher education institutions is not a new tendency. Although this is an innovative way of implementing e-learning in the educational process, there are a few problems concerning these systems. Educators tend to apply traditional classroom ideas and pedagogy in computer-supported e-learning environments, assuming that because these environments allow the interaction that we see in the classroom, traditional pedagogy can be used. Although most of the pedagogical principles that apply to the traditional classroom-delivery method also apply to e-learning, the e-environment supports such interactions in a different manner. Traditional pedagogical principles should be adapted to accommodate the e-learning environment and should form the very basis for inclusion of features in LMSs. These principles should be integrated into the LMS where every feature included is accompanied by explicit guidelines on how to use the feature in such a way that it will effect pedagogically sound instruction.
The aim of this study is to determine how an LMS could be used in order to enhance self-directed learning. In order to reach this aim a brief history of SDL was given and a number of SDL models were discussed. These models were analyzed in order to compile a list of guidelines to foster SDL. The first set of guidelines didn’t focus on any specific learning environment and it was necessary to refine these guidelines for an online environment. To be able to refine the guidelines for an online environment, LMSs in general were discussed and a few models for SDL in an online environment were reviewed. The SDL guidelines were further refined for implementation in eFundiTM. eFundiTM is the LMS used at the North-West University, Potchefstroom campus, South Africa. The nature of the AGLE 121 module (a literacy module for all first year students) and the specific functionalities of eFundiTM were discussed and taken in consideration when the final set of guidelines was compiled.
The researcher did an empirical study to gather valid and reliable data. A mixed methods inquiry approach was used to obtain reliable evidence. The population consisted of all the students that were enrolled for the AGLE modules over 2 years. These students were divided into 2 groups, the AGLE 121 in 2010 (237 students) and the AGLE 121 (287 students) in 2011. The questionnaire that was used for the quantitative research in this study was based on the Fisher, King and Taque (2001) SDL readiness scale for nursing education. Semi-structured interviews were conducted with seven participants from each group in order get a better understanding of the data collected from the quantitative research, and to elaborate further on the students’ development of SDL. Findings indicated that the students from the second year of the study did not necessarily improve their SDL-skills. Most of the results from the quantitative data showed small practical significant differences. However, the qualitative data indicated that the SDL skills of the students improved in two of the three factors after they used the newly developed eFundiTM site, in the second year of the study and therefore the researcher is of opinion that the intervention had a positive impact on the students’ SDL skills.<br>Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2012
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Kaykayoglu, Ediz Lutfu. "Cultural Intelligence and Student Activity in a Learning Management System." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent157284718604878.
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Jones, Karla Page. "Impacts on Faculty Workload During a Learning Management System Transition." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1384.
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Management professionals at many colleges are transitioning to new learning management systems (LMS), such as Moodle, for reasons such as lower costs, greater outreach, and student preference. Transitioning to a new LMS may result in faculty problems with learning a new technology platform in addition to teaching. The purpose of this study was to explore the impact that an LMS transition had on faculty attitudes, experiences, and workload. The conceptual framework of the study was the unified theory of acceptance and use of technology and the diffusion of innovation theory. A phenomenological design was employed with a purposeful sample of 13 faculty who had transitioned a course from Blackboard to Moodle during 2009-2013. Interview data were analyzed through open coding, resulting in 7 emergent themes: time, stability, usability of features, preparation, support, support staff, and benefits. These themes were substantiated by observation of member checking and use of an external auditor. Results indicated that when faculty were required to transition to a new LMS, there were impacts to their workload such as extra time requirements for course development, learning the new LMS, delivering instruction, and technology training. All 13 faculty expressed a need for additional support in the form of either a course release, compensation, or mentoring. Administrators who apply these findings may influence positive social change through a better understanding of the complexity of an LMS transition. This new knowledge may result in increased alignment between administration and faculty, improvement of the student's experience, and improved faculty job satisfaction.
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Li, Zhigang. "Management support and faculty's adoption of learning management system applying technology acceptance model 3." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4792.
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The purpose of this research study was to understand and identify the key factors that affect faculty's behavioral intention of using a learning management system. This research study adopted the Technology Acceptance Model 3 (TAM3) as the theoretical foundation and extended it by adding management support as an exogenous variable based on the recommendations from previous research studies. Technology Acceptance Model 3 is the latest iteration of Technology Acceptance Model – a widely adopted research framework for studying users' acceptance of technology. It provides a comprehensive network of determinants of technology adoption and use. A survey questionnaire with 54 measurement items was used to measure the 15 construct variables proposed in the research model. Path analysis was performed on the data collected from 105 faculty members, who were teaching at a metropolitan university located in Taipei City, Taiwan. The goodness of fit indices indicated that the initial research model did not fit the data, and adjustments were made based on the suggestions from the modification indices. The revised research model had a much improved and more acceptable model fit than the initial research model. The final results of this research study revealed a much more complex map of relationships among the construct variables than what was proposed in the initial research model. First, as evidenced by other researchers, perceived ease of use, perceived usefulness, subjective norm, and the interaction between subjective norm and voluntariness were significant determinants of behavioral intention. Second, subjective norm, image, job relevance, the interaction between job relevance and output quality, and computer playfulness were the significant determinants of perceived usefulness. Third, computer playfulness, perceived enjoyment, and image were the only three significant determinants of perceived ease of use. Lastly, management support along with a list of other variables jointly determined perceptions of external control, subjective norm, image, job relevance, result demonstrability, and the interaction between job relevance and output quality.<br>ID: 031001284; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed February 26, 2013).; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 139-150).<br>Ph.D.<br>Doctorate<br>Education and Human Performance<br>Education; Instructional Technology Track
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Mahadevan, Shankar. "A Learning Object Model For Electronic Learning." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/34060.
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Digital libraries are fast expanding into the role of independent educational entities that aspire not only to complementing traditional classroom teaching, but also allow open electronic learning for distance and continued education. These multifaceted roles can be realized only if the course content and the related content management system are versatile enough to be captured into any individual's learning needs. Many studies have defined a concept of "learning object" to address the issues and needs. But in attempting to solve the problem, the definitions have emphasized some aspects of the digital library while leaving the other issues to be solved later. Thus, the whole system dynamics is either weak or too cumbersome to navigate. As a part of this masters work, firstly the current model of pedagogical endowment was investigated. In order to accommodate the digital nature of education, a new modern profile of learning is proposed that allows modular yet efficient transfer of knowledge from the teacher to the pupil. The thesis then proposes a comprehensive learning object (LO) model, along with the associated system model, that will allow complete and flexible integration of content into the modern digital library profile. The process will be user-centric (both for knowledge developers and learners) as well as metadata-centric. It is scalable and interoperable with legacy and existing content databases and display systems. This thesis covers how the LO model is integrated into the core of the library's content development, discovery, and delivery process. The results of the experiment in terms of ease-of-use, flow-control, and feasibility of the model are documented. A beta-version of these concepts has been successfully tested with volunteers and implemented as a part of the Digital Library Network for Engineering and Technology (DLNET) project.<br>Master of Science
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Round, Kimberlee L. "Development and Evaluation of HawkLearn: A Next Generation Learning Management System." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/294.
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Cloud-based computing in higher education has the potential to impact institutions on a myriad of fronts, including technology governance, flexibility, financial, and intellectual property. As the demand for blended and online education increases, institutions are considering expedient approaches to implementing learning management systems (LMSs). Cloud-based e-learning models, such as personal learning environments and open learning networks, are reported to be among the next generation of LMSs. Saint Anselm College launched a cloud enhanced LMS, HawkLearn, to support several blended courses. HawkLearn was flexible, low-cost, low-maintenance, and targeted to digital natives, accustomed to using web 2.0 based tools and social media. Reporting utilized a case study approach, tracking HawkLearn's evolution from concept to reality. Results yielded data for higher education institutions, evaluating LMS strategies.
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Thomas, Sabin M. (Sabin Mammen). "A system analysis of improvements in machine learning." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/100386.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, February 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 50-51).<br>Machine learning algorithms used for natural language processing (NLP) currently take too long to complete their learning function. This slow learning performance tends to make the model ineffective for an increasing requirement for real time applications such as voice transcription, language translation, text summarization topic extraction and sentiment analysis. Moreover, current implementations are run in an offline batch-mode operation and are unfit for real time needs. Newer machine learning algorithms are being designed that make better use of sampling and distributed methods to speed up the learning performance. In my thesis, I identify unmet market opportunities where machine learning is not employed in an optimum fashion. I will provide system level suggestions and analyses that could improve the performance, accuracy and relevance.<br>by Sabin M. Thomas.<br>S.M. in Engineering and Management
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Ye, Chen S. M. Massachusetts Institute of Technology. "A system approach to implementation of predictive maintenance with machine learning." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118502.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2018.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 87-91).<br>Digital technology is changing the industrial sector, yet how to make rational use of some technologies and create considerable value in a variety of industrial scenarios is an issue. Many digital industrial companies have stated that they have helped clients with their digital transformation, create much value, but the real effects have not been shown in public. Venture capitals firms have made huge investment in potential digital industrial startups. Numerous industrial IoT platforms are emerging in the market, but a number of them fade soon after. Many people have heard about industrial maintenance technology, but they have difficulty in differentiate concepts such as reactive maintenance, planned maintenance, proactive maintenance, and predictive maintenance. Many people know that big data and Al are essential in industrial sector, but they do not know how to process, analyze, and extract value from industrial data and how to use Al algorithms and tools to implement a research project. This thesis analyzes the entire digital industrial ecosystem in various dimensions such as initiatives, technologies in related domains, stakeholders, markets, and strategies. This work also analyzes of the predictive maintenance solution in various dimensions such as background, importance, suitable scenarios, market, business model, and technology. The author plans an experiment for the predictive maintenance solution, including goal, data source and description, methods and steps, and flow and tools. Then author uses a baseline approach and an optimal approach to implement the experiment, including data preparation, selection and evaluation of both regression and classification models, and deep learning practice through neural network building and optimization. Finally, contributions and expectations, and limitations and future research are discussed. This work uses a system approach, including system architecting, system engineering, and project management, to complete the process of analysis, design, and implementation.<br>by Chen Ye.<br>S.M. in Engineering and Management
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Xu, Hua S. M. Massachusetts Institute of Technology. "A system approach to augment clinical decision-making using machine learning." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121803.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2019<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 76-80).<br>This thesis helps find limits within which automated methods can support and surpass the capabilities of medical professionals and the limits beyond which these methods are not yet adequate. This will inform later exploration about (a) what improvements in data collection, interpretation, and visualization will enhance technology's capacity and (b) what changes clinicians can make to improve their decision making-augmented or not. This thesis includes (a) describing clinical decisions, informed by literature and clinical case studies and (b) reviewing current capabilities of machine methods. This led to (c) a test experiment-how to use data about a particular condition (e.g. in-hospital mortality rate prediction) from a particular source (the MIMIC III data base). The results will help define current limits on augmenting clinical decisions and establish direction for future work including more demanding experiments.<br>Artificial Intelligence (AI) includes Machine Learning (ML), Natural Language Processing (NLP), Computer Vision, Speech Recognition, and Robotics. As an important branch of Al, ML builds statistical models to learn from sample data, known as "training", identifies patterns, and makes predictions based on new data, known as "inference." In this way, ML is useful in rationalizing and predicting in uncertain environments, with minimum human interventions. Decision making is central to the healthcare practice, with many decisions made under conditions of uncertainty. Clinicians must integrate a huge variety of data while pressured to decrease diagnostic uncertainties and risks to patients. Deciding what information to gather, which test to order, how to interpret and integrate this information to draw diagnostic conclusions, and which treatments to give are essential.<br>In typical situations, clinicians evaluate patient symptoms and potential disease patterns, confirmed by a variety of tests, and they initiate treatments based on their experience and customary practice. This is complicated when multiple illnesses coexist, the illness may be rare, the information may be conflicting, or prior interventions may affect the presenting symptoms.<br>by Hua Xu.<br>S.M. in Engineering and Management<br>S.M.inEngineeringandManagement Massachusetts Institute of Technology, System Design and Management Program
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Bradley, Vaughn Malcolm. "Middle School Parents' Beliefs Regarding Learning Management System Use in Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5055.
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Middle school is a critical time in students' learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children's progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children's autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to select nine middle school parents from grades 6, 7, and 8 as participants. Data sources included structured interviews and follow-up questions, EdLine spreadsheets, and parent reflective journals. Data were analyzed through a priori codes based on the literature review. Themes that emerged from the analysis included reoccurring learner autonomy and parents benefiting from their ability to use EdLine to monitor grades, check progress, and provide strategies to support mathematical achievement. Parents indicated they could encourage their children, teach them, and expect them to use EdLine to monitor and manage their grades and achievement in mathematics. This research contributes to positive social change by explaining how administrators can help middle school parents use an LMS to become engaged with their children's mathematics studies and set expectations for their mathematics task completion and achievement.
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Kisanga, E., Ольга Василівна Алексенко, Ольга Васильевна Алексенко, and Olha Vasylivna Aleksenko. "Realisation of multiuser access to School Management System(SMS)." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/31685.
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The purpose of the research was to realize multiuser access to the School Management System which will provides authorization to available data in the system and those data will be only accessed to intended users.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/31685
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Svensson, Oskar, and Simon Thelin. "Indirect Tire Monitoring System - Machine Learning Approach." Thesis, Högskolan i Halmstad, Akademin för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34290.
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The heavy duty vehicle industry has today no requirement to providea tire pressure monitoring system by law. This has created issues sur-rounding unknown tire pressure and thread depth during active service.There is also no standardization for these kind of systems which meansthat different manufacturers and third party solutions work after theirown principles and it can be hard to know what works for a given vehicletype. National Highway Traffic Safety Administration (NHTSA) put out a new study that determined that underinflated tires of 25% or less are 3 times more likely to be involved in a crash related to tire issues versus vehicles with properly inflated tires. The objective for this thesis is to create an indirect tire monitoring system that can generalize a method that detect both incorrect tire pressure and thread depth for different type of vehicles within a fleet without the need for additional physical sensors or vehicle specific parameters. Drivec Bridge hardware interprets existing sensors from the vehicle. By using supervised machine learning a classifier was created for each axle where the main focus was the front axle which had the most issues.The classifier will classify the vehicles tires condition. The classifier will be implemented in Drivecs cloud service and use data to classify the tires condition. The resulting classifier of the project is a random forest implemented in Python. The result from the front axle with a dataset consisting of 9767 samples of buses with correct tire condition and 1909 samples of buses with incorrect tire condition it has an accuracy of90.54% (±0.96%). The data sets are created from 34 unique measurements from buses between January and May 2017. The developed solution is called Indirect Tire Monitoring System (ITMS) and is seen as a process. The project group has verified with high accuracy that a vehicle has been classified as bad and then been reclassified as good over a time span of 16 days. At the first day offboard measurements were performed and it showed that the tires of the front axle were underinflated. The classifier indicated that the vehicle had bad classifications until day 14. At this day an offboard measurement was performed and it was concluded that they were no longer underinflated and the classifier indicated this as well. To verify the result the workshop was contacted and verified that the vehicle had changed tires of the front axle at day 14. This has verified that the classifier is able to detect change and stay consistent in the results over a longer time period.
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Pietersma, Diederik. "Machine-learning assisted development of a knowledge-based system in dairy farming." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38257.
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The goal of this research was to explore the use of machine learning to assist in the development of knowledge-based systems (KBS) in dairy farming. A framework was first developed which described the various types of management and control activities in dairy farming and the types of information flows among these activities. This framework provided a basis for the creation of computerized information systems and helped to identify the analysis of group-average lactation curves as a promising area of application. A case-acquisition and decision-support system was developed to assist a domain specialist in generating example cases for machine learning. The specialist classified data from 33 herds enrolled with the Quebec dairy herd analysis service, resulting in 1428 lactations and 7684 tests of individual cows, classified as outlier or non-outlier, and 99 interpretations of group-average lactation curves. To enable the performance analysis of classifiers, generated with machine learning from these small data sets, a method was established involving cross-validation runs, relative operating characteristic curves, and analysis of variance. In experiments to filter lactations and tests, classification performance was significantly affected by preprocessing of examples, creation of additional attributes, choice of machine-learning algorithm, and algorithm configuration. For the filtering of individual tests, naive-Bayes classification showed significantly better performance than decision-tree induction. However, the specialist considered the decision trees as more transparent than the knowledge generated with naive Bayes. The creation of a series of three classifiers with increased sensitivity at the expense of reduced specificity per classification task, allows users of a final KBS to choose the desired tendency of classifying new cases as abnormal. For the main interpretation tasks, satisfactory performance was achieved. For the filtering tasks, performance was fai
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DI, PIETRO ANASTASIA. "Learning analytics, LMS e piattaforme digitali: soluzioni innovative per apprendimenti student-centered." Doctoral thesis, Università di Foggia, 2021. https://hdl.handle.net/11369/425211.
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Allo stato attuale, nonostante l’interconnessione tra i settori educativi ed informatici, assistiamo ad
un contesto in cui i sistemi per la didattica digitale e multimediale sono ancora principalmente
centrati sul docente o gli amministratori; i modelli culturali di riferimento risultano ancora
fortemente tecnocentrici tralasciando il valore e l’importanza delle metodologie didattiche
innovative.
Il progetto rivolge la sua attenzione al potenziamento degli ambienti digitali di apprendimento con
lo scopo di garantire un’offerta sempre più personalizzata, basata su metodologie attive e un
approccio user-centered.
Collocandosi a metà tra scienze pedagogiche e scienze informatiche, il progetto si pone come
obiettivi non solo quello di migliorare la user experience all'interno dei contesti digitali attraverso
pratiche orizzontali basate sul coinvolgimento attivo, ma anche una ristrutturazione dei modelli
tecnologici esistenti, definendo dunque una piattaforma prototipale per l'apprendimento centrato.<br>Currently, despite the interconnection between the educational and IT sectors, we are witnessing
that most of the time digital and multimedia teaching systems are mainly centered on the teacher or
administrators. The reference cultural models are still highly technocentric, without taking into
account the value and importance of innovative teaching methodologies.
The project focuses on enhancing the digital learning environments with the aim of ensuring an
increasingly personalized offer, based on active methodologies and on a user-centered approach.
Positioning itself halfway between pedagogical sciences and computer sciences, the project not
aims to improve the user experience within digital contexts through horizontal practices based on
active involvement, but also a restructuring of current technological models, thus defining a
prototype platform for user centered learning.
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Mabed, Metwaly, and Thomas Köhler. "The Impact of Learning Management System Usage on Cognitive and Affective Performance." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-101320.
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1 INTRODUCTION
Since learning management systems (LMSs) are offering a great variety of channels and workspaces to facilitate information sharing and communication among learners during learning process, many educational organizations have adopted a specific LMS into their educational context. A LMS is a software that handles learning tasks such as creating course catalogs, registering students, providing access to course components, tracking students within courses, recording data about students, and providing reports about usage and outcomes to teachers [1]. LMSs include several applications such as OLAT, WebCT, Moodle, ATutor, Ilias, and Claroline. However, LMSs can be utilized to integrate a wide range of multimedia materials, blogs, forums, quizzes, and wikis. Therefore, the researchers suggest that studying the influence of technology usage on end-users, especially students, is fundamental in learning and teaching environment. Despite educational organizations routinely make decisions regarding the best pedagogical approaches for supporting students’ performance, there is very little research on the impact of LMSs on learning outcomes [2]. Indeed, a considerable number of studies were conducted to examine the adoption of various LMSs, whereas little researches focused on understanding how educational institutes can enhance learning and teaching process through a particular LMS [3]. Consistent with this, the researchers found virtually no research on investigating the relationship between LMSs usage and attitude toward learning.
[...]
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Björkman, Oscar. "Meaning-making knowledge sharing : Learning aspects of a Sandvik knowledge management system." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-142647.
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The focus of this thesis is the KMS at a Sandvik design department. Purposed to deal with information overload using user-generated content, it is also intended to enable the employees to share knowledge. Previous research has studied what motivates employees to use technology for knowledge sharing. This study seeks beyond what is motivating and instead asks what it is that creates meaning for the employees in using and contributing to the KMS. Based on what is found to be meaning-making the thesis discusses and highlights design considerations for the KMS. Qualitative methods as well as theories on learning, motivation and meaning-making is used. Six employees were interviewed and the analysis suggests using thematization that what is meaning-making for the employee is linked with the approach towards work tasks. Meaning-making aspects is seen as either instrumental or social. The use of communicative and social features should be considered.<br>I uppsatsens fokus står en kunskapsdelningsplattform på en av Sandvikskonstruktionsavdelningar. Plattformen ska med användargenererat innehåll underlätta informationssökning samt tillåta användarna att dela kunskap. Tidigare forskning har studerat vad som motiverar anställda att använda datorsystem till att dela kunskap. Denna uppsats söker bortom vad som motiverar och frågar istället vad det är som skapar mening för de anställda i att använda sig av och bidra till denna plattform. Utifrån detta diskuterar och föreslår uppsatsen designförslag till plattformen. Kvalitativa metoder samt teorier om lärande, motivation och meningsskapande används. Sex anställda intervjuades och i den efterföljande analysen som bestod av tematisering framkom det att vad som skapar mening för den anställde går hand i hand med hur denne ser sina arbetsuppgifter. De meningsskapande aspekterna betraktas som antingen instrumentella eller sociala. Användning av kommunikativa och sociala funktioner föreslås till utformningen av plattformen.
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Tsung-Hsien, Li, and 李宗憲. "Adaptive Learning Management System Based On Learning Styles." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/05974028527347742395.
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碩士<br>南台科技大學<br>資訊管理系<br>98<br>Abstract
The adaptive learning management system based on learning style is developed in this thesis to assist teachers for teaching. The design concept is to build a learning platform with the social environment by applying E-learning 2.0. The system has the following features: all users play the roles of information providers and receivers and join the creation and sharing of information; the learning style and fondness of a learner could be analyzed by his E-Portfolio; the analysis results is displayed with graphics and can help teachers to do the adaptive classification for the learners; the teachers arrange adaptive courses and activities for the learners by the analyzed results. The testing and questionnaire are carried out in the classroom after the system is finished to evaluate the learning effectiveness for learners and the feasibility of the system. The questionnaire includes the result of adaptive classification and the system assessment, where the system assessment contains the following three dimensions: system operating interface, system function satisfaction and the overall structure of system.
The experimental results are illustrated: the average score are higher than the average score of the class for the learners using the system frequently; the users satisfy in the part of the result of adaptive classification; in the system assessment, the questionnaire is reliability after the confidence analysis and the system indeed helps the learners for learning.
keyword：Social environment, E-Portfolio, Learning Style, Adaptive Classification, Adaptive Learning
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Chiu, Wen-Yang, and 邱文揚. "To Improve Active Learning Attitude on Learning Management System." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/th9jx3.
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碩士<br>國立中正大學<br>資訊工程研究所<br>102<br>With the general of the Internet and the enhancement of network speed, the transmission of high-quality teaching videos is no longer difficult. Multimedia materials arouse students’ willingness to learn, and make easier for students to study at home than traditional static materials. Therefore, the rise of e-Learning has changed the traditional way of learning in the past, and it also means that Learning Management System (LMS) plays an important role. According to Dewey's theory “Doing by learning”, Learning is made of Experience and Reflect. Thus, the function of a good LMS must involve the experience and feedback of students for courses.
Moodle is a LMS which is an open and free software. Since Moodle provides a simple and good development mechanism of plugin, it allows developers to easily extend new feature on Moodle by developing plugins. Moodle provides complete support of Web Service API such that it allows developers to easily design their own APPs to communicate with Moodle. So, we chose using Moodle system and develop APP to let students who can learn by themselves self-regulated. In addition, it is not only the learning attitude of students on e-Learning which can be improved, but also teachers know how to analyze the behavior of the students with our design APP.
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Phahlane, Mampilo Magdeline. "Ubiquitous learning support in a learning management system environment." Thesis, 2012. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000521.
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M. Tech. Business Information Systems Tshwane University of Technology 2012.<br>The challenge of providing ubiquitous personalized learning support, sensitive to the learner's background is still prevalent in South African higher education environments. Thus the research argument driving this dissertation is that learning resources and support sensitive to the learner's context should follow the learners, regardless of location and time. In this context, resources include knowledgeable peers who could provide on-demand academic support regardless of time and space. In the study, a learning management system was suggested as a learning environment that could leverage the challenge of providing ubiquitous learning support. The purpose of the research was to understand learning activities and how ubiquitous learning can be supported using learning management systems, in a higher education environment. Subsequently, the goal of the study was to conceptualize a framework for ubiquitous learning support through learning management systems.
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Chen, Hsuan-Hung, and 陳宣宏. "Design of a Knowledge Management Learning System for Collaborative Learning." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/31612048390241283866.
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碩士<br>國立中正大學<br>電機工程所<br>94<br>In recent years, e-Learning has changed the traditional teaching and learning styles. Due to development of Internet and learning technology, e-learning has changed the learning styles from teacher-centered to learner-centered learning. The e-Learning provides learning can be performed without limits of time and space. But, the generic learning systems lack the concept of pedagogy theories. Consequently, the e-Learning potential is not fully exploited. In this thesis, we are from viewpoint of education start to make up an effective learning, where we considered three topics to enhance the learning process. That is knowledge management, constructivism and collaborative learning.
Therefore, we propose a framework of Knowledge Management Learning System (KMLS) for learners based on learning process (workflow) and concept of Service-Oriented Architecture (SOA). The system not only provides diversity of learning contents by SOA but also enhances the learning functions by presentation of voice and vision interface.
Finally, we consider the subject of life education to describe the possible learning course running in the system. It can help learning of learners more effective and flexible through this system.
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Liu, Su-Ming, and 劉曙銘. "The Implementation of Learning History Management System." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/20285533355094925078.
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碩士<br>國立清華大學<br>資訊系統與應用研究所<br>91<br>Internet has changed our life drastically. Nowadays, the technique of using internet for educational activities has been matured and become a popular issue. There has been much difference in the ways of learning between the traditional education and the internet education. A teacher’s role changes from teaching to guiding. Peer group, whether familiar or unfamiliar, becomes students’ encouragement and power in the will to learn gladly.
The purpose of this research is to develop an E-Satchel system providing a good interactive learning environment and linking teachers, students, and parents through discuss forum, calendar, and liaison book. Teachers can offer guidance during students’ learning process letting students build up, arrange, and maintain their own experience with purpose. Making online study groups discuss and evaluate personal opinions or works. As peers frequently discuss and good interactions accumulate, it helps to increase their will to learn and form positive learning effect. Thus, students can record their learning process and have good memory. Additionally, evidence of students’ involvement in learning activities can be shown by this system, so that teachers can evaluate the teaching effect and make proper adjustments.
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Santos, Lara Cristina de Paiva Lourenço dos Santos. "Adaptability support in a learning management system." Master's thesis, 2008. http://hdl.handle.net/10451/14037.
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Tese de mestrado em Informática, apresentada à Universidade de Lisboa, através da Faculdade de Ciências, 2009<br>Adaptability in Learning Management Systems (LMS) is an important research topic, in
particular, in e-learning systems. Its relevance is due to the fact that these systems are widely
used. Its users have different goals, learning styles, preferences, knowledge and background.
Additionally, a user’s profile may evolve as he interacts with the system. Therefore, LMS
design faces the challenge of creating a usage experience adapted to individual needs,
allowing personalized interaction, instead of always presenting the same information to all the
system’s users. Currently, there are several LMS’s frequently used in e-learning contexts and
very popular amongst educational communities. Their popularity is mainly due to the fact that
they are not commercial systems and that they provide the appropriate standard functionality
set. Nevertheless, and despite the adequacy of the provided functionalities, the majority of
these systems do not support adequate adaptability features, when compared to existing
adaptive systems used in e-learning contexts. In turn, some of these adaptive systems provide
extensive support for adaptability, but they lack the appropriate functionality set to make them
useful in e-learning scenarios.
Currently, Moodle (modular object oriented developmental learning environment) is
one of the most used LMS. It is a non commercial system that provides learning management
support. Although its conception considers pedagogical principles and learning theories, it
does not include adaptability features, with the exception of the lesson module that provides a
limited form of adaptability.
This document presents a discussion of the need of adaptive features in learning
management systems, along with the existing challenges. A model for Moodle adaptive
support is also presented, enabling the combination of its functionality set with the capability
to adapt to individual user’s characteristics and needs. Another contribution is an
implementation of the proposed model supporting adaptive navigation, in particular, adaptive
hiding – a method based on the idea that the system may hide or disable paths to information
that it considers not relevant for a particular user. Experimental results demonstrate the
model’s applicability.<br>A adaptabilidade em sistemas de gestão de aprendizagem (LMS - Learning Management Systems) tem sido um importante tópico de investigação, nomeadamente em sistemas de elearning. A sua relevância prende-se particularmente com o facto destes sistemas serem utilizados por um vasto número de utilizadores com diferentes objectivos, estilos de aprendizagem, preferências, conhecimentos e percursos. Para além disto, o perfil de um utilizador pode evoluir durante a sua interacção com o sistema. Desta forma os LMS’s enfrentam o desafio de, ao invés de apresentarem a informação do mesmo modo a todos os seus utilizadores, suportarem adaptação às necessidades individuais, permitindo interacção personalizada. Existem actualmente vários LMS’s frequentemente utilizados em e-learning e muito populares junto das comunidades educativas. A sua popularidade prende-se essencialmente com o facto de serem não comerciais e oferecerem um conjunto de funcionalidades padrão que são as esperadas e as necessárias em sistemas desta natureza. No entanto, apesar da vasta oferta de funcionalidades, a maioria destes sistemas suportam pouca ou nenhuma adaptabilidade quando comparados com conhecidos sistemas adaptativos utilizados em e-learning. Por sua vez, alguns sistemas adaptativos oferecem um extenso suporte à adaptabilidade, mas não oferecem muitas das funcionalidades padrão essenciais para que possam ser utilizados em cenários de e-learning. Actualmente um dos LMS’s mais utilizados é o Moodle (modular object oriented developmental learning environment), um sistema de gestão de aprendizagem não comercial. Este sistema foi concebido tendo em consideração princípios pedagógicos e teorias de aprendizagem, mas não apresenta suporte à adaptabilidade, com excepção do módulo de lição que permite alguma adaptação, mas muito limitada. Nesta dissertação discute-se a necessidade dos sistemas de gestão de aprendizagem fornecerem suporte à adaptabilidade bem como os desafios a enfrentar. Apresenta-se um modelo de suporte à adaptabilidade para o Moodle, permitindo a este LMS combinar o vasto conjunto de funcionalidades padrão que oferece, com a capacidade de se adaptar às características individuais de cada utilizador. É também proposta uma concretização do modelo, suportando navegação adaptativa, em particular adaptive hiding, um método que se baseia na noção de que o sistema poderá esconder ou desactivar caminhos para a informação caso considere que a mesma não é relevante ou que distrai o utilizador. Resultados experimentais demonstram a aplicabilidade do modelo.
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Huang, Yi-ming, and 黃亦銘. "Mobile Blogging System for Learning Content Management." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/25798471401357974779.
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碩士<br>國立成功大學<br>工程科學系碩博士班<br>95<br>Over the years, due to the rapid developing in science and technology, many advances have been made in the area of multimedia learning contents development. In this paper, we employ a multi-agent technique to develop an M-learning system based on 3G Network, wireless and MANET. Following that, the proposed M-learning platform provides the efficient mobile learning environment via the application of Zone_Net which is based on Zone-based, Mobile Blog, information retrieval (IR) and RSS Aggregation. Moreover, by utilizing the Zone-Based scheme, the system offers properly learning contents to learners without bandwidth squandering.
This paper offers a solution by designing a mobile blogging system combining web services to enable mobile blogging users to appreciate what you think is what you write. Further, we can receive different learners’ blog articles by the RSS aggration or the RSS reader. Also, IR techniques are applied to design the Mobile IR so that users can find the dependency between terms and articles exactly.
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Lin, Je-min, and 林哲民. "Computer-Supported Collaborative Learning Content Management System." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/39198743280688292466.
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碩士<br>大同大學<br>資訊工程學系(所)<br>100<br>In past decade, people spend more and more time on internet learning new knowledge. E-Learning has become one of the popular ways of learning. User can break the restriction on time and place and gain their knowledge free.
（Computer-Supported Collaborative Learning, CSCL）is an interaction of messages technology among users to improve the knowledge sharing and distribution.
Social network is also a tool to support the web service more collaborative in specific area. However, most of social network system put their key point on the web sight and management and they might be lack of supporting on detail contents. Due to the used mark language HTML which is focus on composing. The social network service provides reliable articles not automation processing for program. Machine can also use the information to calculate theory.
This research builds a learning group management platform on Drupal. Tutor can design a management CSCL script. Users can learn collaboratively. Through this system, tutor can figure out the situation and estimate the effect on learning. By the semantic technology, the information not only presents the web pages but provides more complex calculation to implement theory.
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HUANG, GUO-BING, and 黃國斌. "A Study on Learning Effect of Closed Learning Management System with Social Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/38881251888741733650.
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碩士<br>中原大學<br>資訊管理研究所<br>102<br>This investigation is talking about closed learning management system into Facebook Groups, in order to help the curriculums in University, learn outcomes is evaluated by their learning scores after thy join this investigation, and to discuss will Facebook Groups have any Positive impact to learning or not. The investigation will first collect theories about social learning and digital learning, to describe the basic structure of social learning. Followed by "quasi-experimental design", using both Facebook "Groups" for the learning platform assistance and "i-learning", for a period of eight weeks of the assisted teaching-learning experiment. After the experiment, learning data will be collected for the variance analysis, in order to understand the impact on learning effect due to the integration of closed learning management system and Facebook Groups. And choose both Facebook Groups satisfaction questionnaires and interviews to understand how the learners feel.
This investigation discovered that：
1. Positive impact on learning effect is observed by integrating closed learning management system and Facebook Groups.
2. In the Facebook Groups satisfaction survey, its average result is between 3.99 and 4.15 in each phase, satisfaction survey from high to low is issue tracking, collaboration, resource sharing, communication, community identity, Overall, all aspects of the Facebook Groups functions satisfy the learners
3. After summing up the interview data, grounded theory summed Facebook Groups has five learning phases, which are：(1)Learning interaction, (2) Learning convenience, (3)Learning participation, (4) Learning continuity (5)Learning effectiveness.
After integrating closed learning management system into Facebook Groups, due to the use of Facebook Groups is close to our daily life, making teaching and learning more diverse and convenient, is one of the assist teaching tool options.
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Huang, Kuo-Feng, and 黃國峰. "Construct a Learning Management System with Dynamical Delivery of Learning Content." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/93180339410954622088.
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碩士<br>國立成功大學<br>資訊工程學系碩博士班<br>94<br>To promote the interchangeability of the learning contents between the different learning management systems (LMSs), Advanced Distributed Learning (ADL) proposed Sharable Content Object Reference Model (SCORM) standard that facilitates the reusability of the learning contents. In SCORM version 1.3, Sequencing & Navigation (SN) is added to which the learning content can be delivered according to course structure, sequencing rules and learner’s learning status. That is, SCORM SN improves the interaction between the learner and LMS.
However, the LMS of SCORM 1.3 can not dynamically deliver the different learning contents according to the different learning styles of learners. In this situation, if there are four types of learners, an instructor needs to pack four adaptable course packages individually that are with the same course structure. And then, a learner needs to select statically one course that meets his learning style to achieve the adaptive learning.
Hence, this study proposes a SCORM-compatible LMS that can dynamically deliver different learning contents according to the different types of learners. Furthermore, the LMS proposed in this study can provide the different teaching strategies according to the learning status of learners in the last learning time. Since SCORM-compatible LMS version 1.3 needs to be modified to dynamically deliver learning contents, the LMS needs to be understood completely. Hence, this study first presents the whole structure of SCORM and function process of LMS, and then SCORM-compatible LMS version 1.3 is modified to support dynamical delivery of the learning contents.
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Peng, Ying-Hao, and 彭英豪. "A SCORM-compliant Heterogeneous Learning Management System for e-Learning Grid." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/35153024336583518318.
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碩士<br>中原大學<br>資訊管理研究所<br>94<br>Currently, most of the e-Learning contents were Sharable Content Object Reference Model (SCORM)-compliant. It still lacked of an efficient solution to integrate with sharable and collaboration contents of each heterogeneous e-Learning platform, so that an integration solution was proposed to solve the problem for across the e-Learning platforms by using grid service technology and grid architecture.
In this study, a SCORM-compliant Heterogeneous Learning Management System for e-Learning Grid (SCLG) was proposed to solve the problem in learning resources integration on each heterogeneous learning management system. Users could send an e-Learning request via a unified Web interface, create a service dynamically, learning content presentation, and a safety run-time environment was provided.
SCORM-compliant authoring tools were used to generate and access the learning objects of LMSs. Grid services were used to integrate the learning objects among the heterogeneous systems and manage the available resources in the grid environment. When users proposed a request, system can delegate distributed resources to build a safe e-Learning grid environment. In addition, grid services were open protocols and standards based, so that the distributed heterogeneous resources could be integrated efficiently.
For the system implementation, GT4 was used as the grid engine for registration, publishing, and deployment of the learning objects. The same resource could be accessed by different grid services at the same time, so that the distributed e-Learning resources integration and dynamically access can be implemented to achieve the content sharable and synchronization cooperation in learning platform. Eight sets of grid environment architecture based on Linux were established, and setting up LMSs with three different systems, Windows, FreeBSD, and Linux. The purpose was to prove the feasibility of proposed prototype by the characteristics of grid services. Experimental results show that the learning objects could be deployed on the nodes by using grid services and supporting binding to reach heterogeneous learning management systems integration. In the future, semantic aspects can be attached to SCLG to achieve human-centered and ubiquitous learning.
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-Geng, Chao, and 蕭兆耕. "SCORM E-Learning Course & learning management system application and probe." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/d54679.
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碩士<br>國立虎尾科技大學<br>工業工程與管理研究所<br>94<br>Technology develop promotes the application of computer in recent year. Learning is no longer restricted in classroom and textbooks. Learning through computer network becomes more and more popular. Computer network offers efficient and flexible environment for anyone to reach different kinds of information that gives a feasible tool for students to get the required knowledge anytime and anywhere the computer network is available.
The essence of this study is to set up an E-learning system whose cost is comparable lower than the existed systems. This system offers an easy and flexible platform for teachers to build this learning manager system in accordance to the SCORM standard. That also gives the students a more friendly learning environment.
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Chien, Tzu-Chao, and 簡子超. "The Design of Load-Balancing Learning Management System." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/40796447296409158587.
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碩士<br>大葉大學<br>資訊工程學系碩士班<br>93<br>This study brings up a learning management system with load-balancing function that allows for the integration of learning resources and balance of network traffic. The system consists of the Learning Management System (LMS) for processing basic data, learning data and learning records of learners, and the Learning Content Management System (LCMS) for managing and storing course resources. The Web Service cross-platform distribution configuration of this study provides common communications between systems and enhances the capability of integrating learning resources. The architecture of the system ensures a load-balancing functionality for LCMS of different domains. The connection program embedded in the PC of the learner via LMS connects to the LCMS broker server for access to required teaching materials from each LCMS. The LCMS with the minimum load is then selected from suitable LCMS as the source of the teaching materials. Since the SCORM (Sharable Course Object Reference Model) standard integrates teaching materials and platforms using JAVA Script, cross-domain scripting issues may occur when the learning system and course resources are stored in subsystems of two different domains. This study proposes a SCORM learning environment by creating a cross-domain server with URL Rewrite technology to provide a solution for this issue.
Key Words : SCORM, Web Service, LMS, LCMS, Load balance, Cross-Domain Scripting Issue
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WU, SHENG-CHIANG, and 吳聖強. "Item Selection Management System for Improving Learning Ability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/qt6d7x.
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碩士<br>國立中正大學<br>資訊工程研究所<br>104<br>We propose the item selection management system which can help users to select test in a planned way. Our system specifies the tree structure of teaching material to build the relation of parent node and child node such that it can describe students learning course and learning experience.
We divide the item bank by ability competence in contrast to other item database divided by chapter and section. With this system, the teacher is able to choose the questions and set their partitions for the examination by the ability competence of each question. The student also can choose the test in the system database. When the student finish the test, the system can show the result and remind the student which competence needs to be reviewed. Students also can use the tree structure including all the competence in each chapter to practice their lessons.
External environment connects with our system through Web-API in which can add or acquire the resources of item bank in different surroundings. It is beneficial to help to expand development and application of the nowadays learning system. Teachers can teach in more plentiful way with item bank, with students learning in more ample way with learning resources.
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Bien, Cheng-Kou, and 邊建國. "A Supervised Learning System for Software Project Management." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/83410055304680990727.
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碩士<br>逢甲大學<br>資訊工程所<br>94<br>Efficiency has gained tremendous attention since technology started to develop. With the continuously increased costs on manpower, effective control of development costs has become an essential lesson that all enterprises have to learn, and software development is not excluded. In early times, software development projects were mostly carried out by individuals, if not by organized software companies; that is, those projects were not managed and estimated properly so that they could not follow the schedules planned. Nowadays there are diverse methods to preset schedules for projects, but they do not always appropriately meet the enterprises’ needs due to different focuses of companies. Estimating projects with one single approach will lead to marked inaccuracy and consequent increase of costs. Therefore, a supervised learning system for software project management is proposed in the study. Based on previous experiences on learning and developments, the system could provide practical suggestions and valid estimation for new projects so as to precisely secure the progress and accomplishment. In general, the system aims to foster more precise estimation and efficient management for software projects by means of accumulating experiences and analyzing collected results.
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Lin, Dong-Sheng, and 林東昇. "SCORM-Compliant Learning Management System on P2P Infrastructure." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/97017560280525097183.
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碩士<br>國立成功大學<br>資訊工程學系碩博士班<br>94<br>To reduce the effort of developing learning contents, many organizations pay a great deal of effort for e-learning standards to facilitate sharing, reusing, interoperating of the learning contents. Among these own, Sharable Content Object Reference Model (SCORM), which is proposed by Advanced Distributed Learning (ADL), is currently the most popular standard. The Run-Time Environment of SCORM is based on Server/Client architecture. The learning management system (LMS) usually may need to support a large number of the learners’ access concurrently. In this situation, if the server can not balance the load, the learning quality is dropped and learner’s learning desire is affected. Therefore, this study aims at building the SCORM-compatible LMS based on the Peer to Peer (P2P) architecture. This P2P system can enhance the scalability and the quality of service, achieve efficiently the learning resources sharing, and effectively balance the loading of server to reduce the cost and development of the large-scale server.
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Hsu, Chia-Jung, and 許嘉容. "Collaboratively Learning Network Management System Using Mobile Agent." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/88438279714401853176.
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碩士<br>國立交通大學<br>資訊工程系<br>89<br>The main functionality of Network Management System (NMS) is to help network managers monitor and control the whole network for providing fast and efficient services to ensure the quality of information communication. From the perspective of network managers, we propose following four metrics to evaluate the performance of a NMS: Automation, Real-Time, Robustness and Management System Complexity. ‘Automation’ means the percentage of a NMS that can deal with the network-related tasks automatically without intervention from managers. ‘Real-Time’ means NMS can handle the tasks as soon as possible, especially for fault correction. ‘Robustness’ means any component crashes in the network, NMS can still work as usual. ‘Management System Complexity’ means the quantity of management system resource consumed by each node in NMS.
Although the fast development of network has pushed NMS to evolve from centralized paradigm to hierarchy paradigm, it’s still with high system complexity and lack of real-time and robustness. Therefore, the most mature software agent, mobile agent, was proposed for NMS. Most researches think that mobile agents can promote the efficiency of management. But researches so far put the emphasis on the mobility and omit the other characteristics of mobile agents, such as automation, learning skill and cooperation. So the efficiency of using mobile agent in NMS is not so good as expectation.
To improve the ‘Automation’ capability of NMS, mobile agents should learn and share knowledge automatically to enrich their own knowledge repository. To improve the ‘Real-Time’ capability of NMS, mobile agents should help each other to balance the workload and correlate the complex fault alarms by cooperation. To improve the ‘Robustness’ capability of NMS, there should be a backup mechanism with each important node in the system. To improve the ‘Management System Complexity’ capability of NMS, the knowledge repository should be simplified and distributed among all nodes.
Based on these capability requirements, a collaboratively learning NMS is proposed that all the mobile agents in this system can learn experience mutually by help each other. The system architecture, detail design of the configuration/fault management-related modules and the principles of distribution and building of management knowledge of the NMS are described in this thesis.