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1
Sutiono, Vicky Samuel, Nunuk Rinukti, and Charista Jasmine Siahaya. "Digitalisasi Manajemen Pendidikan Teologi di Era 4.0 Menggunakan Learning Management System Moodle." KHARISMATA: Jurnal Teologi Pantekosta 4, no. 2 (2022): 368–76. http://dx.doi.org/10.47167/kharis.v4i2.134.
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In the world of education in the last two years has experienced a relatively significant impact due to the Covid 19 pandemic. Teaching and learning activities that are usually carried out face to face currently must be carried out online using various software to continue the teaching and learning process. Theological colleges are also required to think of relevant steps to deal with the current situation. Therefore, it is important to apply a moodle-based Learning Management System (LMS) with the aim of disciplining students, especially in making attendance and collecting assignments that have been set by educators. With the development of the world of education today, students and educators are forced to adapt to the development of the world of education in the field of technology. This writing method is an observation method by looking at the phenomenology of the world of education during the Covid-19 pandemic. The conclusion of this study is that the digitalization of education management in the 4.0 era is very much needed to facilitate the online learning process in universities. AbstrakDunia Pendidikan dalam dua tahun terakhir ini mengalami dampak yang yang relatif signifikan akibat adanya pandemic Covid 19. Kegiatan belajar mengajar yang biasanya dilakukan secara tatap muka saat ini harus dilakukan secara online dengan menggunakan berbagai software untuk tetap dapat melakukan proses belajar mengajar. Perguruan tinggi teologipun dituntut untuk memikirkan Langkah yang relevan untuk menghadapi situasi saat ini. Maka pentingnya diterapkan Learning Management System (LMS) berbasis moodle dengan tujuan untuk lebih mendisiplin peserta didik terutama dalam melakukan presensi, dan pengumpulan tugas yang telah ditetapkan oleh para pendidik. Dengan berkembangnya dunia pendidikan saat ini, peserta didik dan para pendidik dipaksa untuk beradaptasi dengan perkembangan dunia pendidikan di bidang teknologi. Metode penulisan ini adalah metode observasi dengan melihat fenomonologi dunia pendidikan di masa pandemi Covid-19. Kesimpulan dari penelitian ini adalah bahwa digitalisasi manajemen pendidikan di era 4.0 sangat diperlukan untuk mempermudah proses pembelajaran daring di perguruan tinggi.
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Muleya, Gistered, Francis Simui, Kasonde Mundeende, Fabian Kakana, Godfrey Mwewa, and Prof Boniface Namangala. "Exploring Learning Cultures of Digital Immigrants in Technologically mediated Postgraduate distance learning mode at the University of Zambia." Zambia ICT Journal 3, no. 2 (2019): 1–10. http://dx.doi.org/10.33260/zictjournal.v3i2.83.
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In this study, we interrogate the Learning Cultures of Peace Leadership and Conflict Resolution Postgraduate learners in their quest for higher education within the University of Zambia using the Learning Management System. The thrust of the study is on learning cultures of digital immigrants in technologically mediated postgraduate distance learning mode to inform the development of learner responsive services. The study rides on Hermeneutics Phenomenology approach to elicit lived experiences of seventeen (17) purposively selected year two students. The study approach is well suited as it empowers Digital immigrants to voice out their lived realities while following the digital mediated Masters of Science in Peace Leadership and Conflict Resolution Programme to forge best ways of harnessing their learning opportunities. The findings reveal that whereas learners have migrated to the Learning Management System, their learning culture is profoundly still in the print age as they keep on requesting for print based educational resources. Secondly, there is limited interactivity among learners and between learners and their learning facilitators, negating the very essence upon which the Learning Management System has been created. This state of affairs has had a bearing on their motivation to engage effectively in the actual learning process as informed by Moore’s theory of Interactivity and Siemens’ theory of Connectivism. To this end, the study recommends that learners are effectively oriented in the use of digital resources to empower them as they exploit the available educational opportunities. Additionally, there is need to strengthen capacity building mechanisms in order to bridge the gap between the learners and the learning facilitators.
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Baral, Bibhor, Henrik Hansson, and Ulf Larsson. "Evaluating E-Learning Acceptance in Nepal: A Case Study of a Tribhuvan University Affiliated College." Journal of Business and Social Sciences Research 9, no. 2 (2024): 139–56. https://doi.org/10.3126/jbssr.v9i2.72422.
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In Nepal, Tribhuvan University (TU) introduced a blended e-learning approach by implementing MOODLE, a learning management system. There is a concern of acceptance of e-learning among the students as well as among teachers due to barriers on technological up-to-date, scarcity of resource and technology know-how. The study analysed the perceptions of teachers and students on this change using qualitative methodology, especially empirical phenomenology. The results showed that both teachers and students at sampled one of the TU affiliated colleges, are positive about the e-learning system, but students are more likely to accept it than teachers. Senior teachers from non-ICT backgrounds and part-time teachers were less supportive. The e-learning system was recognised for its benefits, including providing extended learning opportunities, reducing additional burdens, facilitating effective sharing of ideas and knowledge, and enabling new forms of interaction. However, challenges in Nepal, such as inconsistent electricity supply, limited user resources, slow internet connectivity, and insufficient technical support, may hinder its acceptance. Addressing these challenges is crucial for the successful implementation of e-learning in Nepal.
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Latiada, Jan Emerson, and Gelsa Dragon. "Exploring the Lived Experiences of Private Senior High School Physical Education Teachers in Utilizing Learning Management System." Psychology and Education: A Multidisciplinary Journal 19, no. 9 (2024): 972–91. https://doi.org/10.5281/zenodo.11184256.
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This study explored the lived experiences of private senior high school physical education teachers in utilizing learning management system. The researcher employed a qualitative research particularly phenomenological design. These teachers were purposively chosen and interviewed using a validated interview guide in the conduct of In-Depth Interview and Focus Group Discussion. Thematic analysis was done to extract the themes from the responses of the participants. The emergent themes derived from the lived experiences of the physical education teachers included promotion of better teacher-student involvement or engagement, utilization of quality innovative and interactive tools for classroom learning, provision of pedagogical designs, learning resources and other deliverables to students, fully motivated with a user-friendly LMS, necessity of mastery of ICT skills and technology competence among teachers and facing limitations of online instruction. For the coping mechanisms of the participants, the themes emerged were demonstrating flexibility, becoming proactive teachers, upskilling in ICT, and being resilient in their pedagogical practices. As for the insights shared included the relevance of using technology in the teaching-learning process and a vision for quality education through LMS.
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Bucag, Rustan Jay, and Lovella Serrano. "Lived Experiences of MAPEH V Parents on Modular Learning: Challenges, Strategies, and Insights." Psychology and Education: A Multidisciplinary Journal 29, no. 9 (2024): 1414–27. https://doi.org/10.5281/zenodo.14576693.
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This phenomenological study aimed to determine parents' struggles, coping mechanisms, and insights in assisting their children using MAPEH modules. With modular learning, parents encountered technological, economical, and instructional difficulties. Due to restricted educational opportunities, unstable economic conditions, and family obligations, low-income parents have additional challenges in this changing educational environment. Additionally, the lack of sufficient educational resources, such as learning tools, further compounds these difficulties. As a result, these parents are often left at a disadvantage, struggling to adapt to the evolving educational system in a home-based learning support. Further, this study utilized a phenomenology approach and a purposive sampling technique; the (10) participants were parents of Grade 5 MAPEH students in Guinuyoran, Valencia City, who were identified for in-depth interviews and observation. Thematic analysis was used as a data analysis tool to interpret the data gathered. The results revealed that parents experienced everyday struggles such as time management concerns, limited knowledge of the MAPEH subject, doubts about their learning outcomes, and limited patience with their children's attitudes. To cope with these difficulties, the parents decided to find meaningful strategies such as seeking help from the teacher and family members, employing reward systems, relying on the Internet, and creating a supportive environment. Moreover, parents also shared various insights regarding modular learning, such as not effective for their children, disadvantaged to economically deprived families, and added baggage for intellectually challenged parents. In conclusion, since education is lifelong learning, educators, administrators, and stakeholders should work together to develop comprehensive instruction to obtain quality education despite the changes in the mode of instruction.
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Dongque, Leo John, and Francisco Espinosa. "Understanding the Experiences of the Quadragenarian Learners of Alternative Learning System (ALS) in Last-Mile Schools." Psychology and Education: A Multidisciplinary Journal 30, no. 4 (2025): 740–64. https://doi.org/10.5281/zenodo.14615037.
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This phenomenological research explored second-chance education during the pandemic. The study tackled the unique experiences of quadragenarian learners (those in their 40s) who participated in the Alternative Learning System (ALS) within last-mile schools in remote, underserved areas with limited access to formal education. The research used a qualitative approach and utilized focus group discussions and in-depth interviews in data collection. Purposive sampling was also employed, where participants were intentionally selected. Twenty (20) quadragenarian Alternative Learning System learners were involved in this research, with ten (10) respondents undergoing in-depth interviews (IDI) and another ten (10) participating in focus group discussions (FGD). Three overarching components—challenges, coping mechanisms, and insights—were formulated to capture the experiences of quadragenarian ALS learners comprehensively. In examining the difficulties faced by quadragenarian ALS learners in last-mile schools, several themes emerged, including learning difficulties, setting priorities, physical health conditions, emotional barriers, and age differences. Despite these challenges, many quadragenarian learners demonstrated remarkable determination and persistence, adaptive learning, time management, a positive mindset, confidence building, and entrusting God as coping mechanisms. Reflecting on the experiences of quadragenarian ALS learners in last-mile schools revealed insightful emergent themes. These encompassed recognizing the desire to graduate and support the family.
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Salera, Ervin Jay, Orville Jr Evardo Jr., and Ivy Lyt S. Abina. "The plight of Modified Work and Study Program (MWSP) students in learning mathematics." Contemporary Educational Researches Journal 13, no. 4 (2023): 240–50. http://dx.doi.org/10.18844/cerj.v14i4.8972.
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The Philippine educational system established alternative delivery modes of education, such as the Modified Work and Study Program, to eradicate student dropout incidence. This phenomenological study aims to probe the challenges and explore the coping mechanism of MWSP students in studying mathematics. The study was conducted at a public high school offering the program. Six students were chosen to participate in the study. Focus group discussion was utilized for the data gathering of the study. Results showed that mediocrity of resources and conspicuous learning environment were the leading challenges that MWSP students encounter. Moreover, the coping mechanisms include good classroom management, utilization of concrete examples, time scheduling, steward support, motivational encouragement, and recreational and body relaxation. It is recommended that MWSP mathematics teachers integrate innovative strategies, provide more concrete contextualized examples, intensify the development of learning kits, and reinforce teaching and learning through supplementary materials. Keywords: Mathematics Learning; Modified Work and Study Program; Phenomenology
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Rosello, Jacques Axid A., Cherrelyn P. Campaña, and Mervin G. Gascon. "Students' Issues and Challenges in the Use of the Learning Management System in Davao City." Asian Journal of Education and Social Studies 49, no. 3 (2023): 529–39. http://dx.doi.org/10.9734/ajess/2023/v49i31177.
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Aims: To identify the different challenges in using learning management systems and online payment platforms in the “new normal.”
 Study Design: Qualitative-Phenomenology.
 Place and Duration of Study: Davao City, Davao del Sur, Philippines. During the Academic Year 2021-2022.
 Methodology: The study used purposive sampling in choosing the participants. The target participants were students from different private schools in Davao City. Twenty (20) students gave their consent to participate in this study. The information was obtained through validated semi-structured interview questionnaires.
 Results: Most of the participants were college students. Four (4) themes were identified in this study, and each theme also identified different subthemes, which will sum up the different challenges experienced by the participants. The themes were (1) thoughts about the online interview wherein participants said they had difficulties, were okay with the setup, and had no choice but to adapt to the “new normal” setup. (2) Experiences in online classes wherein they have issues with the teachers, issues with the enrollment process, overloaded submission, issues on the internet connection, online class effectiveness, and health issues. (3) Experiences in the use of learning management systems wherein the participants shared about the issues on matriculation, issues on using the systems, and the positive outcome of using the systems. (4) Challenges in using the learning management systems wherein they discussed the issues they experienced with the systems such as information communication, economic and financial stability, physical health, and mental health.
 Conclusion: The schools and the students must have always a mutual understanding, especially when facing the pandemic where schools and students faced a lot of challenges such as financial, physical, and mental health. It highlights more on the positive and negative on the abrupt adaptation and implementation of the use of learning management systems. Aside from that, information dissemination both in the school administration and the students must highly be prioritized so that they will be informed of the changes that must be implemented for their continuous learning. Crafting, drafting, communicating, planning, implementing, and evaluating are the keys to having a be more equipped on the adaptation to the use of technology.
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Celestino, Cherish Nymph. "Management Competence of School Heads in the Age of Industrial Revolution 4.0: A Phenomenology." Psychology and Education: A Multidisciplinary Journal 24, no. 2 (2024): 207–22. https://doi.org/10.5281/zenodo.13363854.
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The purpose of this study is to provide findings that would assist educators in better understanding the role of school administrators and how working together to meet Industry 4.0 demands can enhance their practice. Additionally, the findings should help educational institutions stay informed of these latest advancements and create innovative, adaptable strategies to enhance teaching and learning. The Fourth Industrial Revolution has sparked an impressive wave of technological advancements, significantly reshaping the educational landscape. This qualitative phenomenological study delves into the experiences, coping strategies, and insights of ten public school heads from secondary schools in the Lupon West and Banay-Banay District Division of Davao Oriental. Purposive sampling was employed to select participants for this study, and the data generated from the in- depth interviews were analyzed using thematic analysis. Participants' experiences unveiled four major themes: utilizing the new technology, equipping teachers with modern technology, leading to learn the new system, and struggling with technology integration in Education. Amidst their challenges, three coping strategies emerged: embracing change positively, advocating digitalization in education, and fostering collaboration with stakeholders. In insights, three themes emerged, offering valuable lessons for school heads: promoting digital literacy, tailoring teaching methods to the digital era, and nurturing a resilient culture. The study underscores the significance of visionary leadership and strategic planning among school leaders, facilitating a smooth transition into the digital age. Additionally, it highlights school leaders' pivotal role as guides, mentors, and catalysts for change, fostering an environment where teachers feel empowered to experiment and take risks. This research significantly impacts educational policy and practice. With increasing recognition among teachers of technology's transformative potential in the classroom, school leaders must utilize their management skills to ensure teachers are prepared to meet the evolving needs of modern education.
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Arifin, Zainal, and Budi Setiawan. "Utilising gamification for online evaluation through Quizizz: Teachers’ perspectives and experiences." World Journal on Educational Technology: Current Issues 14, no. 3 (2022): 781–96. http://dx.doi.org/10.18844/wjet.v14i3.7278.
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During the pandemic, the 2019 novel coronavirus disease (COVID-19) has had a tremendous and massive impact on the entire cross-level education system in Indonesia and the global realm. This study aimed to look at the reflections of gamification activities that are used as a formative assessment tool in learning environments based on academic accomplishment and teachers’ engagement. The existing resource presented in this study in the form of ‘Quizizz’ can effectively transform formal education patterns into online education patterns assisted by virtual classrooms and other online learning media for the evaluation process. The method used in this research is phenomenology to investigate the perspectives and experiences of Indonesian secondary school teachers about remote Quizizz evaluation during the COVID19 pandemic to determine the teacher’s perspectives and experiences for media utilisation strategies in the online evaluation. The results of this study indicate that in learning activities during the COVID-19 pandemic, training is needed for teachers to respond to and overcome problems related to changes in the online evaluation process in the education system. Identifying teachers’ perspectives and experiences for an online-based evaluation process during the pandemic will contribute positively to achieving maximum student-learning goals and outcomes. 
 
 Keywords: Perspectives; experiences; evaluation; online learning; covid-19;
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Julius, Ssegantebuka, and Nabiryo Nancy Rosemary. "English Language Teaching in Uganda: The Challenges Faced by the English Teacher During the Covid-19 Lockdown." Advances in Social Sciences Research Journal 10, no. 2 (2023): 1–20. http://dx.doi.org/10.14738/assrj.102.13843.
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English language is widely regarded as the lingua franca meaning that it is the most widely spoken language in the World. This article emerges from the desire to document English language teaching in teacher training institutions in Uganda during the COVID-19 pandemic lockdown. In particular, it documents the challenges faced and mitigation measures put in place by English language teacher trainees. The paper is underpinned by two objectives - namely: first to describe English language taught in Higher Education institutions in Uganda during the lockdown and secondly, to explain the challenges teacher trainees faced in learning English during the lockdown. The paper culminates from a study that followed a phenomenology design where data was collected through observation and interviews. Findings established that English language was mainly taught using WhatsApp, the university learning management system and e-mail. In this kind of teaching and learning, teacher trainees faced the challenges of limited interaction, lack of reliable Internet and poor technological knowledge. Therefore, the study recommended that higher education institutions continue using the blended mode of instruction in English language education so that English language teacher trainees can gain the technological pedagogical knowledge relevant to teach English
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Camariñas, Rhealen P., and Ruben Lagunero Tagare. "Private tertiary students’ unspoken thoughts in learning physical education amidst COVID-19 pandemic: Implications for intervention." Edu Sportivo: Indonesian Journal of Physical Education 3, no. 1 (2022): 41–55. http://dx.doi.org/10.25299/es:ijope.2022.vol3(1).8444.
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COVID-19 Pandemic has impacted Higher Education worldwide, resulting in school closures to enforce social distancing protocols. Educational Institutions face profound changes in planning, implementing, and assessing their system, particularly in the Philippines. There is meager research on how COVID-19 influenced the educational system in the academic profession. As a result, this study utilized a Qualitative Phenomenology Research Design to explore further the information concerning private tertiary students' experiences learning physical education in the context of the COVID-19 Pandemic. Specifically, this study investigated the Private Tertiary Students’ lived experiences, coping mechanisms, and generated sensible suggestions to better implement the Tertiary Physical Education amidst the COVID-19 crisis. Using purposive sampling technique, 35 participants from private tertiary schools in the Cotabato Province in the Philippines took part in this qualitative research. Using open-ended questions as main instrument for the interviews, the necessary data were gathered and analyzed using the framework developed by Miles and Huberman - data reduction; data display; and conclusion drawing and verification. The findings of this study conclude that the lived experiences of private tertiary students were influenced by resource availability, support, and management, teaching and learning strategy, and student-teacher engagement. Improvements to facilities and equipment must be another focus of the school to increase students' learning experiences and boost their interest in physical education, which is essential for obtaining the desired performance rate and level of physical competence in the curriculum. Thus, this study implies that teachers should work conducive to professional growth and must interact with the learners and utilize adequate and efficient teaching strategies for the online learning of physical education. The findings were then used to develop conclusions and recommendations that can be used to improve and design interventions in online learning of physical education in the Philippine Private Tertiary schools.
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Almerez, Queenie Lyn G., and Arnold M. Duping. "Challenges and Responses of Higher Education Institutions (HEIs) Towards Academic Resilience." International Journal of Research and Innovation in Social Science 06, no. 12 (2022): 464–72. http://dx.doi.org/10.47772/ijriss.2022.61225.
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This study aimed to explore the challenges, approaches, and outputs as experienced by educational leaders of Higher Education Institutions (HEIs) towards academic resilience. Participants of the study were 14 educational leaders represented by either President or Deans of HEIs in Region XI. This study was conducted last January to June of 2021 and it employed a phenomenology-qualitative research design. Virtual in-depth interviews and focus group discussions were utilized as data gathering tools in generating responses. Difficulty in sustaining the quality of education and instructional delivery, lack of faculty training in using technology in instruction delivery, poor internet connectivity and non-availability of teaching gadgets, and not-well managed institutional resources were the themes that emerged from the responses on the challenges faced by educational leaders in achieving academic resilience. Educational leaders employed the following approaches: adapt the new normal situation with a positive mindset; implement flexible learning; apply innovative leadership in handling resources and operations of HEIs; intensify faculty development; and collaborate with teachers, stakeholders, partner – institutions, and other agencies. The output of the approaches shows that educational leaders were able to build resilience amid the new normal situation and improved efficiency in delivering its services. The results implied that challenges make the educational leaders more innovative, positive, determined, and collaborative. The management of higher education institutions may assess the Learning Management System, evaluate the results of the approaches of educational leaders, and craft relevant policies to fully achieve academic resilience.
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Fernando, Christian Ray, and Adonis Besa. "Seasoned Public School Teachers’ Wishes and Wants (2 Ws) on Career Advancement." Psychology and Education: A Multidisciplinary Journal 38, no. 7 (2025): 800–841. https://doi.org/10.70838/pemj.380709.
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This study investigated the professional development aspirations of the seasoned public elementary school teachers in Tacurong City. From hermeneutic phenomenology, which focused on interpreting the lived experiences of participants, this study probed the lived experiences of ten (10) seasoned teachers who have served in the public school system for 20 years or more. We gathered information through a semi-structured interview and analyzed the data using theme analysis. Findings reveal that seasoned teachers wish to enhance structured career progression, professional growth, work-life balance, career development, and lifelong learning. However, they still have to grapple with evolving curricula, classroom management, adapting to new technologies, and institutional neglect, notwithstanding ample experience. Active participation, mentoring, and supported systems equipped the participants to tackle this. These teachers aim for the future in terms of family life, personal growth, and professional achievements. Recommendations are provided for the policy concerning retirement planning, professional development, and teacher career advancement. Improvements in the Human Resource Development programs of the Department of Education in response to the findings will enable better support for long-serving teachers.
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Noemi, F. Formaran EdD, Lucille B. Barbacena Safia, Zealu Ysabel V.Apolinar Hanna, et al. "From Educational Semblance to Medical Hodgepodge: Unraveling the Vectors of Virtual Education and Simulation-Based Technology to Filipino Medical Students." International Journal of Innovative Science and Research Technology 8, no. 3 (2023): 766–79. https://doi.org/10.5281/zenodo.7767526.
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: To better comprehend the perspectives of Filipino virtual medical students who deviated from the traditional method of learning medicine, this study focuses on their experiences. Methods: This study utilized the phenomenological research design. Conceptualizations of the respondents' articulations, which were obtained through a semistructured interview via Zoom, have been discovered using phenomenology as the research design. Transcribing the replies from emic to etic and then conducting a cold to warm analysis of the data helped uncover the emerging themes. The member-checking technique was used to ensure the validity of the data. Findings: The outcomes were the following variables: Personal Productivity, Educational Wellbeing, and Academic Challenge. Personal Productivity of Filipino Medical Students, which comprises the subthemes selfmotivation, self-evaluation, and self-imposition, is being affected by virtual learning through various aspirations and lack of patient interaction. Virtual learning also has an impact on the Educational Wellbeing of Filipino medical students, particularly in the areas of stress management, support system management, and mental health management. It was found that while students experienced the lack of social support, they also relied on physical fitness and other reflective activities to become more emotionally and mentally stable. Academic Challenges in virtual learning, such as self-adaptation, simulative immersion, and technical application, are faced by Filipino medical students. In overcoming difficulties with virtual learning, such as power shortages, students have shown innovation and adaptability. Students have also discovered other methods to complete medical simulation tasks. Pupils that use technology effectively have had success in a virtual environment. Conclusion: This research shows that the pandemic has had a big impact on medical students' lives. Many students were able to learn some coping skills and persisted in their pursuit of becoming doctors. The environment that virtual medical students are exposed to and how they adjust to sudden changes with the support of their lovedones, friends, and teachers form the basis of their success. Recommendations: This study is recommended to institutions because it highlights the real-world experiences of virtual medical students and enlightens them about what has to be modified or improved in their own curriculum
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Santiago, Carlzaine R. "Sustaining Work-Life Balance of Teachers During the New Normal." American Journal of Interdisciplinary Research and Innovation 2, no. 2 (2023): 1–17. http://dx.doi.org/10.54536/ajiri.v2i2.1257.
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This study explored the lived experiences of the public-school primary teachers and their ways in sustaining work-life balance during the COVID-19 pandemic. The research employed a qualitative research design of phenomenology. The responses were analyzed following the steps of Colaizzi’s descriptive phenomenological method. The researcher thoroughly reviewed the transcripts of interviews and used a coding sheet in organizing the codes. The process was repetitively conducted and was evaluated by the researcher’s rater and adviser prior to finalizing the main themes relevant to the phenomenon under study. The following were the findings of the study: (1) There had been changes in the workload of teachers during this pandemic; these are: (a) additional workloads due to; instructional planning and preparation; feedbacking and monitoring system, attending webinars, and online meetings, (b) irregular working hours, (c) ICT Capabilities and (d) Internet/Wifi Access (2) The pandemic impacted teachers’ constructive experiences because they had opportunity to grow and learn and also it impacted their adverse experiences because it compromised family time and it made them feel stress and anxious. (3) Teachers are significantly challenged by overlapping of activities, limited gadgets and technology, evaluating learning outcomes, fear of acquiring the virus, and engaging pupils into active learning. (4) Teachers coping techniques or interventions prior to the difficulties and challenges are time management and prioritization, embracing changes, flexibility and adaptability, and employing break time. (5) The values and faith strengthened during this pandemic are resiliency, self-appreciation, nurturing spiritually and creativity.
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Senin, Muhammad Adam, and Harliana Halim. "The administrator, teachers and parents involvement in preschool during Movement Control Order." Southeast Asia Early Childhood Journal 10, Special (2021): 10–24. http://dx.doi.org/10.37134/saecj.vol10.sp.2.2021.
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The Covid-19 pandemic is affecting the whole education system including the preschoolers in Malaysia in receiving a proper teaching and learning lesson especially in the classroom. Movement Control Order (MCO) implemented by the government has restricted the act for each person in the daily life. However, the action and role that has been played by the preschool administrators, teachers and parents in ensuring the smoothness of the teaching and learning process of the preschoolers should be recognized. This study focuses on the responses and roles that have been conducted and given by the preschool management and teacher as well as parents in assisting their preschoolers children during the MCO period. This study also determined the reaction played by the preschoolers in adapting the new norm act according to the Standard Operating Procedures (SOP) given by the government. A qualitative research design by using observation and interview based on the responses given by ten randomly chosen among preschool parents, teachers and administrators in a government preschool in Johor, Malaysia were used in this study. Phenomenology research was conducted to investigate the experience that has been gone through by the informants of the study during the MCO period. Narrative writing analysis were used to explain the outcome. This study indicated that the preschool administrators and teachers were able to collaborate and conduct an excellent code of practice according to the SOPs given by the government. Meanwhile, parents were able to establish a strong communication with the administrators and teachers by following the SOPs and assist the preschool management in ensuring their children are following the new norm acts according to the SOPs. A strong collaboration between all parties involved has shown a good example to the preschoolers during the pandemic MCO period.
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Santiago, Carlzaine R. "Sustaining Work-Life Balance of Teachers During the New Normal." American Journal of Interdisciplinary Research and Innovation 2, no. 1 (2023): 1–17. https://doi.org/10.54536/ajiri.v2i2.1257.
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This study explored the lived experiences of the public-school primary teachers and their ways in sustaining work-life balance during the COVID-19 pandemic. The research employed a qualitative research design of phenomenology. The responses were analyzed following the steps of Colaizzi’s descriptive phenomenological method. The researcher thoroughly reviewed the transcripts of interviews and used a coding sheet in organizing the codes. The process was repetitively conducted and was evaluated by the researcher’s rater and adviser prior to finalizing the main themes relevant to the phenomenon under study. The following were the findings of the study: (1) There had been changes in the workload of teachers during this pandemic; these are: (a) additional workloads due to; instructional planning and preparation; feedbacking and monitoring system, attending webinars, and online meetings, (b) irregular working hours, (c) ICT Capabilities and (d) Internet/Wifi Access (2) The pandemic impacted teachers’ constructive experiences because they had opportunity to grow and learn and also it impacted their adverse experiences because it compromised family time and it made them feel stress and anxious. (3) Teachers are significantly challenged by overlapping of activities, limited gadgets and technology, evaluating learning outcomes, fear of acquiring the virus, and engaging pupils into active learning. (4) Teachers coping techniques or interventions prior to the difficulties and challenges are time management and prioritization, embracing changes, flexibility and adaptability, and employing break time. (5) The values and faith strengthened during this pandemic are resiliency, self-appreciation, nurturing spiritually and creativity.
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Kailani, Ahmad, and Dina Rafidiyah. "OPPORTUNITIES AND CHALLENGES IN THE IMPLEMENTATION OF TEN REVITALIZATION STRATEGIES OF VOCATIONAL SCHOOLS IN INDONESIA: SCHOOL PRINCIPALS’ VOICES." International Journal of Educational Best Practices 4, no. 2 (2020): 60. http://dx.doi.org/10.31258/ijebp.v4n2.p60-77.
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The alumni of Vocational Schools (VS) have contributed to the increasing number of unemployment recently. At the onset, the main objective of vocational education is to produce ready to work alumni. However, the more the schools produce alumni, the higher the number of jobless people in this country. To tackle the issue, the government launch revitalization programs for VS’s across Indonesia. The implementation of the program is intended to cut down the number of unemployment and poverty. To explore the implementation of the program within a vocational context, this study was undertaken to look at the understanding of VS principals about the revitalization programs as well as the ten core strategies of the program. Besides, the study was also conducted to explore the problems faced the principals and their expectations of the revitalization program. A qualitative phenomenology study using in-depth interviews were conducted to garner the data from nine school principals of private and public VS’s in South Kalimantan Province, Indonesia. The findings indicate that the improvement of the competency of certified teachers is essential. Furthermore, the availability of business and industrial based (DUDI) facilities and learning resources, as well as the availability of professional development training through a link and match programs, are also important. On the other hand, the establishment of Management Information System (SIM) based on School Automation System (SAS), industry-based curriculum, teaching factory, tutorial video, local wisdom, and the role of VS as the triggers of the local economy needs more socialization by the government.
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Yin, Elijah Tukwariba, Peter Atudiwe Atupare, and Nelson Kofie. "Capacity Development for Effective Police Prosecution in Ghana: Promoting Due Process of Law." African Journal of Empirical Research 6, no. 1 (2025): 447–62. https://doi.org/10.51867/ajernet.6.1.38.
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This study aimed to document, describe, and examine the extent to which capacity development is utilized to ensure effective police prosecution in Ghana. It is argued that ineffective capacity development of police prosecutors undermines the due process of law and distorts prosecutorial activities within the justice system. The Social Learning Theory (SLT) was used as a lens to explain the capacity development of police prosecutors. This study used phenomenology as a research design. The qualitative approach of interview was used as a strategy for data gathering. Using convenient and purposive sampling techniques, 22 police prosecutors were interviewed. In addition to the interviewed data, the study made use of some news articles. The data was analysed based on themes. The analysed data revealed that the successful prosecution of cases by the police in Ghana relies heavily on robust capacity development. This entails the development of personal, interpersonal, professional, and organizational skills of police prosecutors. Prosecutors require a solid grounding in law, analytical abilities, critical thinking, time management, technological proficiency, and organizational values such as accountability and transparency. Capacity development initiatives greatly bolster prosecutors' confidence and skills, resulting in higher conviction rates, improved engagement with stakeholders, and a deeper comprehension of intricate legal principles. Neglecting capacity development carries serious repercussions, including compromised delivery of justice and diminished morale. Inadequate training undermines prosecutors' capacity to prepare cases, handle evidence, and navigate court procedures, eroding public trust in the criminal justice system. We conclude that Ghana can strengthen its criminal justice system, and promote fairness, efficiency, and public confidence through effective capacity development. Among the recommendations, authorities must prioritize capacity building by offering consistent training and resources to facilitate the professional development of police prosecutors.
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Muniroh, Jauharotul, and Muhyadi Muhyadi. "Manajemen pendidik dan tenaga kependidikan di Madrasah Aliyah Negeri Kota Yogyakarta." Jurnal Akuntabilitas Manajemen Pendidikan 5, no. 2 (2017): 161. http://dx.doi.org/10.21831/amp.v5i2.8050.
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Penelitian ini bertujuan untuk mendeskripsikan sistem manajemen sumber daya manusia terkait tentang perencanaan, perekrutan, penempatan dan pengembangan pendidik dan tenaga kependidikan di Madrasah Aliyah Negeri Kota Yogyakarta. Penelitian ini menggunakan pendekatan kualitatif dengan jenis fenomenologi. Hasil penelitian sebagai berikut (1) perencanaan pendidik dan tenaga kependidikan honorer dengan mengusulkan dari madrasah ke Kantor Wilayah Kementerian Agama, dengan menggunakan tiga analisis yaitu melalui analisis kebutuhan, analisis jabatan, analisis beban kerja, sehingga mampu melakukan analisis kelebihan dan kekurangan; (2) perekrutan pendidik dan tenaga kependidikan honorer dengan menentukan kualifikasi penerimaan sehingga diperoleh pendidik yang berkompeten sesuai dengan mata pelajaran yang diampu; sedangkan tenaga kependidikan honorer yang memiliki skill dan keahlian yang dibutuhkan; (3) penempatan pendidik mengacu pada prinsip the right man on the right place akan tetapi masih terdapat mismatch sebesar 10% antara latar belakang pendidikan dengan mata pelajaran yang diampu; (4) kegiatan pengembangan pendidik dan tenaga kependidikan meliputi pendidikan dan pelatihan berupa bimtek, spiritual quantum learning, studi lanjut, pengembangan diri melalui musyawarah guru mata pelajaran, kegiatan pengajian dan pembinaan. Kata kunci: manajemen, pendidik dan tenaga kependidikan. MANAGEMENT OF TEACHERS AND EDUCATION PERSONNEL IN MADRASAH ALIYAH NEGERI YOGYAKARTAAbstractThis study aims to determine the human resources management system in terms of planning, recruitment, placement and development of teachers and education personnel of madrasah aliyah negeri (MAN) in Yogyakarta. This study is using a qualitative approach with phenomenology type. The results of this study indicate that: (1) planning, honorary teachers and education personnel with the proposal from the bottom up, or from madrassas to the Regional Office of the Ministry of Religion Affairs using three kinds of analysis: needs analysis, job analysis, and workload analysis to be able to analyze the advantages and disadvantages; (2) recruiting honorary teachers and education personnel by determining the requirements for acceptance in order to obtain a competent educator in accordance with the subject matter and honorary education personnel who have the skills and expertise needed; (3) the placement of educators applying the principle of the right man on the right place, although there is a mismatch of 10%; (4) developing activities of teachers and education personnel including education and training in the form of technical assistance, spiritual quantum learning, further studies, self-development through Subject Matter Teacher Forum, pengajian activities, and coaching.Keywords: management, teachers and education personnel
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Hlongwane, Joseph, and Doris Chasokela. "Towards Greening the Higher Education Curricular for Sustainable Development: The Zimbabwe Context." Journal of Education for Sustainable Development Studies 2, no. 1 (2025): 31–52. https://doi.org/10.70232/jesds.v2i1.21.
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Planet Earth is grappling with the pangs of climate change and natural disasters across the globe. Humanity has to keep pace with the ever-changing socio-economic and natural challenges and plan for a sustainable future. Environment conservation is paramount for sustainability. It is against this backdrop that this study was carried out. The main thrust was to develop sustainable strategies to be employed by Higher Education Institutions (HEIs) in a bid to spearhead environment conservation and natural disaster risk management in communities for a more sustainable future. HEIs can leverage their academic muscles and modern technological tools like Artificial Intelligence (AI) and the Internet of Things (IoT) to green their curricula, pedagogies, and assessment mechanisms to produce conservation astute graduates who can generate practical knowledge-driven solutions to societal problems and generate socio-economic empowerment from the natural resources abound in Zimbabwe, leveraging on the Heritage based Education system anchored on Education 5.0 which emphasizes industrialization and innovation. The study employed the Hermeneutic Phenomenology design situated in the interpretivist paradigm and used systematic literature review, and document analysis to collect data which was thematically analysed to design a framework for greening the curricula across different learning disciplines, especially those not directly linked to environmental issues. The study also envisaged a holistic approach incorporating various stakeholders within and without education circles. Conclusions drawn include the prospect of making HEIs vehicles for change and awareness creation by effecting the curriculum development strategies suggested. Recommendations include explicitly including environmental issues in all curricula, and engaging in multi-sectoral collaboration among curriculum designers, policymakers, examination bodies, and community personnel. The second part of the research focussed on presenting a framework that STEM educators can use to green their modules. The researchers argue that if every module is green then the whole curriculum would be green.
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Güçlü, Nezahat, Nagihan Tepe, and Şayma Duman. "Collective trust as a social indicator of the instructional capacity: A qualitative researchÖğretim kapasitesinin sosyal bir göstergesi olarak kolektif güven: Nitel bir araştırma." Journal of Human Sciences 14, no. 2 (2017): 1284. http://dx.doi.org/10.14687/jhs.v14i2.4492.
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Instructional capacity at school has two interconnected basic characteristics. These are: resources which enable increase of teaching efficiency at schools and social processes which would enable occupational learning through forming information (Curt, 2012). Collective trust which is in the social step of instructional capacity is the characteristics of a stable group which has rooted perceptions and effected by the reliability of another group or individual (Forsyth, Adams, and Hoy, 2011). It is based on openness, honesty, cooperativeness and competency (Hoy and Tschannen-Moran, 1999). Collective trust is a social process which increases instructional capacity at school. Schools with high learning capacity aim to learn together. Leadership for everyone, learning for everyone and increasing success for everyone are the basic aims. More permanent and joyful learning is enabled by forming cooperative learning environment at these schools. All the individuals share vision and knows what to do to reach the aim and how to contribute. Communication at school reflects the quality of school. Student makes contribution to the system with his success in the process (Lambert, 2005). The aim of this study in which learning capacity and collective trust terms are discussed is to determine the views of school principals about collective trust. Moreover, within this aim it was determined as sub-aims to analyze factors such as reliability, openness, honesty, helpfulness and competency in the process of school management. The study was carried out within the scope of “phenomenology” pattern which is one of the qualitative research patterns. The study group is composed of 10 school principals who were chosen with simple random sampling method. Data collected were analyzed with content analysis. Suggestions are presented in the light of findings and results. ÖzetOkullarda öğretim kapasitesinin birbirine bağlı iki temel özelliği vardır. Bunlar: okulda öğretim etkinliğini artırmayı sağlayan kaynaklar ve bilgi oluşturma ile mesleki öğrenmeyi sağlayacak olan sosyal süreçlerdir (Curt, 2012). Öğretim kapasitesinin sosyal basamağında yer alan kolektif güven; köklü algıları olan ve başka bir grup ya da bireyin güvenilirliğinden etkilenen durağan bir grup özelliğidir (Forsyth, Adams, and Hoy, 2011). Açıklık, dürüstlük, yardımseverlik, güvenirlik ve yetkinlik temeline dayanmaktadır (Hoy and Tschannen-Moran, 1999). Kolektif güven okullarda öğrenme kapasitesini artıran bir sosyal süreçtir. Öğrenme kapasitesi yüksek olan okullar birlikte öğrenmeyi amaçlar. Herkes için liderlik, herkes için öğrenme ve herkes için başarıyı yükseltmek temel hedeftir. Bu okullarda birlikte öğrenme ortamları oluşturarak daha kalıcı ve neşeli öğrenmeler oluşmaktadır. Müdür okullardaki liderlerden sadece biridir ve dinleme, işbirliği, uyum konusunda rol model olur. Tüm bireyler vizyonu paylaşır, amaçlara ulaşmak için ne yapmak gerektiğini ve nasıl katkı sağlayacağını bilir. Okuldaki iletişim okulun kalitesini yansıtır. Öğrenci süreçteki başarısı ile sisteme katkıda bulunur (Lambert, 2005).Öğrenme kapasitesi ve kolektif güven kavramlarının tartışıldığı bu çalışmada amaç, okul yöneticilerinin kolektif güvenlerine ilişkin görüşlerini belirlemektir. Araştırma, nitel araştırma desenlerinden biri olan “olgu bilim” deseni kapsamında yürütülmüştür. Veri toplamak amacıyla kolektif güven kavramına ilişkin “okul yönetiminde açıklık, dürüstlük, yardımseverlik, sorumluluk ve yetkinlik” gibi faktörlerin incelendiği 10 açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formu hazırlanmıştır. Bu görüşme formundaki sorular on okul yöneticisine yöneltilmiş, veriler içerik analizi tekniği kullanılarak analiz edilerek yorumlanmıştır. Bulgular ve sonuçlar ışığında öneriler sunulmuştur.
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Cherry, May Q. Bibat. "Behavior Management in Special Education Settings: A Phenomenology." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1 (May 26, 2024): 406–10. https://doi.org/10.5281/zenodo.11307671.
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Abstract Effective behavior management is crucial for fostering inclusive and supportive learning environments in special education settings. This qualitative phenomenological study explores the experiences of educators in managing behavior within the Sisters of the Sacred Hearts of Jesus and Mary (SSHJM) institution during the 2023-2024 school year. The research aims to identify key challenges, strategies, and best practices in classroom behavior management. Guided by an atheoretical stance and various philosophical assumptions, the study employs a descriptive qualitative approach to investigate the essence of educators’ experiences. Seven special education teachers from SSHJM participated in open-ended interviews, sharing their insights on behavior management. The data were analyzed using content analysis, revealing six main themes: behavior management experience, SSHJM behavior management, specific behavioral challenges, behavior management strategies, barriers and facilitators at SSHJM, and practices for behavior management enhancement. The findings highlight the importance of flexibility, intensive training, classroom inclusivity, collaboration, and evidence-based strategies in addressing the complex needs of students with special needs. The study culminates in a compendium of best practices for behavior management, offering practical guidance for educators and administrators. Recommendations for future research and practice emphasize the need for tailored support plans, continuous professional development, collaborative approaches, optimal resource allocation, and inclusive learning environments. This study contributes to the growing body of knowledge on behavior management in special education, ultimately aiming to enhance student outcomes and support for learners with diverse needs. Keywords: Behavior Management, Special Education, Inclusive Learning Environments, Educator Strategies
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Krieckhaus, E. E. "Papez dreams: Mechanism and phenomenology of dreaming." Behavioral and Brain Sciences 23, no. 6 (2000): 961–62. http://dx.doi.org/10.1017/s0140525x00564024.
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I agree with Revonsuo that dreaming, particularly about risky scenes, has a great selective advantage. Although the paleoamygdala system generally facilitates stress and alarm, the system which inhibits stress and alarm, initiates bold actions, and mediates learning in risky scenes is the arche, hippocampal system (Papez circuit). Because all thalamic nuclei are inhibited during sleep except arche, Papez probably also dreams in risky scenes.[Revonsuo]
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Mohr, Lynn D., and Margaret (Peg) Checchi. "Learning Management System." Clinical Nurse Specialist 38, no. 5 (2024): 247–49. http://dx.doi.org/10.1097/nur.0000000000000843.
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Adisel, Adisel. "Learning Management System." Journal Of Administration and Educational Management (ALIGNMENT) 5, no. 2 (2022): 266–77. http://dx.doi.org/10.31539/alignment.v5i2.4878.
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Pembelajaran berbasis e-learning merupakan metode yang sangat potensial untuk kepentingan pendidikan. Dalam lingkungan pembelajaran ini, yang dapat terjadi adalah pengelolaan manajemen yang tersistem dan tidak tersistem. Pengelolaan yang tersistem adalah sistem manajemen pembelajaran berbasis e-learning yang terencana, terarah dan terukur, yang salah satunya adalah melalui LMS (learning management system). LMS merupakan sistem untuk mengelola catatan pelatihan dan pendidikan melalui internet dengan fitur untuk kolaborasi secara online. Dalam analisis jurnal ini, akan dijelaskan bagaimana LMS diterapkan di berbagai lembaga pendidikan, efektivitas dan implikasinya serta hasil-hasil riset yang dilakukan sehubungan dengan penggunaan LMS ini. Studi kasus mengenai efektivitas dari LMS dilakukan di Universitas terbuka di Malaysia (OUM), kampus Kota Bharu dan pengaplikasian LMS untuk pembelajaran yang dipersonalisasi untuk murid-murid sekolah dasar. Dalam jurnal yang lain, dikemukakan penemuan mengenai penelitian yang dilaksanakan di enam universitas yang berbeda di Amerika tentang kemampuan analisa pembelajaran (LA) dalam LMS. Ditelaah juga mengenai penguatan pembelajaran antar disiplin ilmu dengan menggunakan LMS. Disamping itu terdapat pula penjelasan mengenai penggunaan LMS sebagai jaringan virtual untuk beasiswa dalam pengajaran dan pembelajaran (SoTL) pada departemen akademis. Ada pula penelitian mengenai perluasan model penerimaan teknologi (TAM) untuk menguji penggunaan LMS pada institusi pendidikan tinggi. Hasil-hasil riset yang dilakukan menunjukkan penemuan-penemuan mengenai adanya koneksi antara pembelajaran yang dipersonalisasi dengan LMS dan pembelajaran di kelas. Data-data juga menunjukkan efektivitas LMS pada berbagai institusi pendidikan dan adanya pergerakan menuju analisa akademik. Semua penelitian ini juga mengacu pada implikasi-implikasi dari penemuan-penemuan ini untuk para peneliti dan praktisi lain, serta untuk keperluan penelitian lebih lanjut.
 
 Keywords: LMS, jaringan forum online, institusi pendidikan, analisa pembelajaran, personalisasi pembelajaran, model penerimaan teknologi (TAM), pembelajaran jarak jauh.
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Laroiya,, Sheetal. "LEARNING MANAGEMENT SYSTEM." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 04 (2024): 1–5. http://dx.doi.org/10.55041/ijsrem31611.
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In order to revolutionize education, our research paper explores the development and implementation of a revolutionary Learning Management System (LMS). LMS platforms play a key role in contemporary education by acting as virtual centers of instruction. In this article, we examine the essential features of our learning management system (LMS), including content management and user authentication, which improve resource accessibility and expedite instructional procedures. By employing an agile development methodology, we made sure that stakeholders were included at every stage of the project's development. We also talk about the concrete advantages that our LMS provides, such better teaching results and an improved user experience. Our study highlights the transformative potential of our learning management system (LMS) in creating inclusive and stimulating learning environments for all students by highlighting the significance of technology in education. Keywords— Digital Education, Education Technology, Progress Tracking, Accessibility in Education, User Authentication
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Syed Shah Akber Uddin Sohaib, Mohammed Nawaz Khan, Syed Hussain Quadri, and Mrs. Heena Yasmin. "Learning Management System." International Journal of Information Technology and Computer Engineering 13, no. 2s (2025): 139–45. https://doi.org/10.62647/ijitce2025v13i2spp139-145.
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The rapid advancement of digital technologies has significantly transformed the educational landscape, giving rise to the need for flexible, scalable, and efficient learning environments. In response to these evolving needs, this paper presents a robust and feature-rich Learning Management System (LMS) designed to facilitate modern education and training through digital means. The platform is the result of extensive research, analysis, and iterative development, with the primary objective of creating a centralized, user-friendly, and interactive learning space for both instructors and learners. The proposed LMS platform offers a comprehensive suite of tools aimed at streamlining the process of content delivery, learner engagement, performance tracking, and communication. It supports seamless integration of multimedia resources such as videos, presentations, documents, and external links, enabling a dynamic and enriched learning experience. Additionally, the system includes built-in modules for interactive quizzes, assignments, feedback, and assessments, allowing for continuous evaluation and improvement of learner performance. These tools enable real-time interaction and foster a sense of community among users, making the learning process more engaging and connected. The system also incorporates personalized dashboards and analytics to help instructors monitor learner progress and optimize teaching strategies accordingly. Designed with scalability and adaptability in mind, the LMS is suitable for a wide range of learning environments—from schools and universities to corporate training programs. It supports various modes of learning, including self-paced, instructor- led, blended, and hybrid models. The architecture ensures compatibility across multiple devices and platforms, ensuring that learning can take place anytime, anywhere.
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Ullah, Adnan, and Muhammad Usman. "Role of Libraries in Ensuring Quality Education at Higher Education Institutions: A Perspective of Pakistan." Inverge Journal of Social Sciences 2, no. 4 (2023): 13–22. https://doi.org/10.63544/ijss.v2i4.57.
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This study deals with the role of libraries ensuring quality education in higher education institutions (HEIs). Quality education is an all-encompassing and accessible system that equips students with the necessary knowledge and skills for success. Libraries play a crucial role in quality education by serving as vital resources that grant access to knowledge, facilitate research, encourage literacy, create a favourable learning atmosphere, and advocate for continuous learning among both students and educators. The role of libraries in higher education is multi-faceted and essential in shaping the academic journey of students and faculty. Libraries serve as repositories of knowledge, offering access to a vast array of resources. They provide books, journals, databases, and digital materials that support research, teaching, and learning. By curating relevant information, libraries empower students and educators alike. Libraries are hubs for research. They offer access to scholarly journals, databases, and specialized collections. Students and faculty can explore cutting-edge research, stay updated on developments in their fields, and engage in critical inquiry. Libraries foster literacy by promoting reading habits and information literacy skills. They organize workshops, book clubs, and literacy programs, encouraging lifelong learning and intellectual growth. A well-equipped library creates a conducive learning environment. It provides quiet spaces for study, collaborative areas for group work, and access to technology. Libraries enhance the overall educational experience. New knowledge is typically unearthed by referring to up-to-date and established literature. The researchers opted for subject-specific databases like Google, Google Scholar, Web of Science, and Science Direct. They employed the undermentioned keywords to gather the data: “Role of Libraries” or “Quality Education” or “Libraries” or “Role of Librarians” or “Education”. This study may enable the librarian and information professionals in university libraries of Pakistan to step up to the roles and responsibilities, knowledge and skills using required resources and service and strengthen quality education. References A, Kumar, D., Majumder, A. J., & Bose, S. (2010). Role of Library in Higher Education in India. International Journal of Librarianship and Administration, 1(1), 1-12. http://www.ripublication.com/Volume/ijla1n1-2.htm Ahmad, I., Ali, A., Khan, I., & Khan, F. A. (2014). Critical Analysis of the Problems of Education in Pakistan: Possible Solutions. International Journal of Evaluation and Research in Education, 3(2), 79-84. Ahmad, I., Rauf, M., Rashid, A., ur Rehman, S., & Salam, M. (2013). Analysis of the problems of primary education system in Pakistan: Critical review of literature. Academic Research International, 4(2), 324. Ashiq, M., Rehman, S. U., & Mujtaba, G. (2021). Future challenges and emerging role of academic libraries in Pakistan: A phenomenology approach. Information Development, 37(1), 158-173. Boeren, E. (2019). Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives. International review of education, 65, 277-294. Cyr, C., & Connaway, L. S. (2020). Libraries and the UN Sustainable Development Goals: The past, present, and future. Proceedings of the Association for Information Science and Technology, 57(1), e237. Darhmingliana, H. (2018, January). Role of Libraries in Education. Journal of Advances and Scholarly Researches in Allied Education, 14(2), 1804-1806. Retrieved July 27, 2023, from http://ignited.in/I/a/252560 Dei, D. G. J., & Asante, F. Y. (2022). Role of academic libraries in the achievement of quality education as a sustainable development goal. Library management, (ahead-of-print). Exploring the school library impact studies. Retrieved February 25, 2019, from https://vimeo.com/album/1480129 Helgren, J., & Lance, K. C. (2010). The impact of school libraries on student achievement: Journal of Emerging Technologies and Innovative Research. https://www.jetir.org/ Kaur, G. (2015). The future and changing roles of academic libraries in the digital age. Khan, A., & Ahmed, S. (2013). The impact of digital library resources on scholarly communication: challenges and opportunities for university libraries in Pakistan. Library Hi Tech News, 30(8), 12-29. Komalla. R. (2014). A Vital Role of Academic Library in Higher Education in the Digital Age. Mahwasane, N. P. (2017). The roles of libraries in sustaining quality education in secondary schools: A concept paper. Journal of Social Sciences, 51(1-3), 42-46. Muhammad, M. (2002). Decentralization of education system in Sind A critical review. Ministry of Education, Islamabad, Pakistan, 10-18. Murtaza, K. G., & Hui, L. (2021). Higher education in Pakistan: challenges, opportunities, suggestions. Education Quarterly Reviews, 4(2). Ndabi, D.M. (1985): "The Relationship between Selected Student Background School Characteristics and Academic Achievement in Standard Seven Primary School Students in Tanzania." Ph.D. Dissertation submitted to the University of Columbia. Nworie, J. C., Obinyan, O. M., Nworie, H. O., & Irunegbo, G. C. (2018). Exploring the roles of libraries in using digital platforms to achieve quality education for sustainable development in Nigeria. Information Impact: Journal of Information and Knowledge Management, 9(1), 89-99. Ogbebor, S. (2011). Library Resources and their Role in Education. Retrieved from https://osarome.blogspot.com/2011/12/library-resources-and-their-role-in.html Rodrigues, Z. B. (2021, 1). Education: A study based on the UNESCO report on the four pillars of. Retrieved July 5, 2023, from https://www.nucleodoconhecimento.com.br/education/four-pillars Sabaya, W. (2011). "Quality Education in Tanzania." from http://sabayawilliam.blogspot.com/. Saeed, M., Ahmad, I., Salam, M., Badshah, R., Ali, S., & Haq, S. (2013). Critical analysis of problems of school teachers in Pakistan: Challenges and possible solutions. Journal of education and practice, 4(4), 169-175. Samantaray, M. (2017). Role of libraries in quality education for achieving SDG. Journal of Advances in Library and Information Science, 6(1), 31-35. What is quality education? (2022, July 14). Leverage Edu. Retrieved August 10, 2023, from https://leverageedu.com/blog/quality-education/ Yang, L. (2011). Orientation and Functions of Library in Quality Education of College. International Education Studies, 4(2), 195-197.
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Kupers, Wendelin. "Embodied “inter‐learning” – an integral phenomenology of learning in and by organizations." Learning Organization 15, no. 5 (2008): 388–408. http://dx.doi.org/10.1108/09696470810898375.
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Coffey, Fiona, and Simon Cavicchia. "Gestalt in an Information Technology Organisation: A Case Study." British Gestalt Journal 14, no. 1 (2005): 15–25. http://dx.doi.org/10.53667/fzep1296.
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"Abstract: This is a story about Gestalt-informed consulting in a modern business setting. We describe what happened as we attempted to introduce emergent, relational ways of working, in a corporate culture preoccupied with individual task performance. Our experience illuminated the dynamics of feedback, learning and shame at work. We suggest that feedback processes at work appear ripe for being animated and refreshed by the application of Gestalt thinking based in phenomenology, field theory and dialogue. Key words: feedback, relational, consulting, phenomenology, field, dialogue, shame, learning, performance, system, contact boundary corporate culture."
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Hendrik, Hendrik, and Fathul Wahid. "Pengembangan Learning Management System." Media Informatika 3, no. 1 (2005): 69–82. http://dx.doi.org/10.20885/informatika.vol3.iss1.art7.
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Ngafeeson, Madison N., and Yuba Gautam. "Learning Management System Adoption." International Journal of Web-Based Learning and Teaching Technologies 16, no. 1 (2021): 27–42. http://dx.doi.org/10.4018/ijwltt.2021010104.
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The growing popularity of online learning has put learning management systems (LMS) at the forefront of learning technologies. The adoption of LMS by students has therefore been a major driving force for online education. However, true adoption must transcend initial use for significant success. This study utilizes the theory of planned behavior (TPB) to gain new insights on students' short-term versus long-term adoption of LMS. Specifically, it examines the determinants of initial use and continuance use through the lens of the TPB. Results obtained from a sample of 248 undergraduate students suggest that difference in continuing use and initial use decision depends on differences in the influences of personal control perceptions about technology and subjective norms. Protagonists of online education will find these results interesting in that it provides insights for developing intervention strategies that can help in increasing online education adoption regardless of whether the focus is long-term or short-term.
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Popova, Yu B. "Learning Management System CATS." Science & Technique 18, no. 4 (2019): 339–49. http://dx.doi.org/10.21122/2227-1031-2019-18-4-339-349.
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The use of information technologies and, in particular, information training systems increases capacity of both a teacher and a student to achieve their goals in an educational process, taking into account individual characteristics of each and providing opportunities for continuing education. The paper proposes and considers a new automated learning management system, called CATS (Care About the Students). The proposed system covers all components of the educational process, allows to conduct an electronic journal of visiting and defending laboratory works, distribute topics and monitor progress of course and diploma projects (creating automatically task sheets with subsequent export to MS Word editor). The CATS LMS makes it possible to test students’ knowledge in control and self-education modes, to form electronic educational and methodical complexes, to inform students about topics of lecture and practical classes with the possibility of downloading relevant materials, to provide educational content in SCORM format, developed by teachers around the world. Working in the CATS system, it is possible to exchange messages with students and teachers, to monitor progress and process of studying in respect of the proposed material by students, to check accomplished assignments of students for plagiarism. The system under consideration also takes into account specificity of training at a technical higher education institution, providing for work with an integrated project management system and ability to submit bugs. The CATS LMS has been implemented as a web application using modern technologies and it is available in the local network within the whole university at [172.16.11.72:2020].
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Axmedova, Zulxumor Ikromovna. "LEARNING MANAGEMENT SYSTEM IMKONYATLARI." GOLDEN BRAIN 2, no. 1 (2024): 541–50. https://doi.org/10.5281/zenodo.10465647.
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Jahon tajribasida oliy ta’limning muhim maqsadlaridan biri - bu talabalarni kasbiy rivojlantirish, ularning bilish mahoratlarini shakllantirish va olingan bilimi, ko‘nikma, malaka va kompetentsiyalarini hayotga amaliy qo‘llash texnologiyalari tatbiq etilgan. O‘zbekiston Respublikasi vazirlar mahkamasining 2020-yil 2-martdagi PF-5953-son farmonida “2020/2021 o‘quv yilidan boshlab respublika oliy ta’lim muassasalarida o‘quv jarayonini bosqichma-bosqich kredit-modul tizimiga o‘tkazish tartibi joriy etilsin” deyilgan. Bu tizimda talabalarning mustaqil ishlashiga ajratilgan soatlar ulushi oshirilgan.
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Axmedova, Zulxumor Ikromovna. "LEARNING MANAGEMENT SYSTEM IMKONIYATLARI." GOLDEN BRAIN 2, no. 1 (2024): 509–16. https://doi.org/10.5281/zenodo.10466598.
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Jahon tajribasida oliy ta’limning muhim maqsadlaridan biri - bu talabalarni kasbiy rivojlantirish, ularning bilish mahoratlarini shakllantirish va olingan bilimi, ko‘nikma, malaka va kompetentsiyalarini hayotga amaliy qo‘llash texnologiyalari tatbiq etilgan. O‘zbekiston Respublikasi vazirlar mahkamasining 2020-yil 2-martdagi PF-5953-son farmonida “2020/2021 o‘quv yilidan boshlab respublika oliy ta’lim muassasalarida o‘quv jarayonini bosqichma-bosqich kredit-modul tizimiga o‘tkazish tartibi joriy etilsin” deyilgan. Bu tizimda talabalarning mustaqil ishlashiga ajratilgan soatlar ulushi oshirilgan.
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Qazdar, Aimad, Chihab Cherkaoui, Brahim Er-Raha, and Driss Mammass. "AeLF: Mixing Adaptive Learning System with Learning Management System." International Journal of Computer Applications 119, no. 15 (2015): 1–8. http://dx.doi.org/10.5120/21140-4171.
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Rayray, Princess Stephanie, Cassandra Alexa Bagarra, Sandra Camille Bermudez, Markko Enzo Galvez, Ma. Ydane Javier, and Joseph Villarama. "Phenomenological Study on the Impact of Resumption of In-person Classes on the Learning Attitudes of Laboratory School Learners." Psychology and Education: A Multidisciplinary Journal 21, no. 8 (2024): 927–37. https://doi.org/10.5281/zenodo.12699126.
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Due to pandemic, Philippine education system experienced shifts in learning modalities. Reimplementation of full in-person classes received varying views and attitudes from students. Anchored on Nora and Crisp’s Mentoring Theory, which involves importance of psychological and academic support in student learning and development, this study evaluated learning attitudes of laboratory high school students in terms of their learning challenges and coping mechanisms. A combination of Husserl’s descriptive phenomenology and Heidegger’s interpretive phenomenology described and interpreted the lived experiences of 12 laboratory school learners from Central Luzon State University, Philippines by which data were gathered through semi-structured interview and analyzed following Collaizi’s Method. Results revealed that students are generally favorable towards in-person classes, while some are reluctant due to adjustments they had to undergo. Moreover, as in-person classes were normalized, students were found to have difficulty meeting the demands of face-to-face classes and experienced exhaustion. As response, students developed adaptive and maladaptive coping mechanisms. Findings serve as guide for educational institutions to reform the current education system taking into account the learning attitudes of students in developing effective teaching approaches and strategies.
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Sudiapermana, Elih, and Muslikhah Muslikhah. "The Transformation of Sustainable Community Empowerment Based on Islamic Boarding Schools System." Journal of Nonformal Education 6, no. 1 (2020): 36–43. http://dx.doi.org/10.15294/jne.v6i1.23429.
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Community empowerment and education are closely related to advancing society. The purpose of this study was to analyze the implementation and transformation of sustainable community empowerment based on Islamic boarding school system. This is due to the assumption that Islamic boarding school, as a sharia economic developer, gives several impacts on training entrepreneurship, independence of santri, and prosperity of the society. This research used a qualitative method with the phenomenological approach from Edmund Husserl. Phenomenology or transcendental phenomenology aims to find the existence of consciousness essence (intentionality) which consists of four awareness activities. The results of this study indicate that the community empowerment in Al-Ittifaw Islamic boarding school refers to environmental use. The school also adopts an experiential learning and learning by doing system. These systems accustomed the students to learn, maintain, and preserve nature. The agribusiness development of Al-Ittifaq Islamic Boarding School is based on INPEKBI (Divine, Domestic, Personal, Economic, Family, Passion, Ilmihi) principle. The conclusion of this paper is, several stages are needed in terms of raising awareness, habituation, and reinforcement to build the entrepreneurial spirit during the transformation of sustainable community empowerment based on Islamic boarding school system.
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Yasaroh, Sabila, Jumadi Jumadi, and Hestiana Hestiana. "Constraints to Learning Science with an Online Learning System in the Era of the Covid-19 Pandemic." JURNAL PENDIDIKAN SAINS (JPS) 10, no. 1 (2022): 15. http://dx.doi.org/10.26714/jps.10.1.2022.15-21.
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This study explored the constraints of learning science with an online learning system (on the network) in the era of the Covid-19 pandemic. This research design was descriptive qualitative with a phenomenological approach. Phenomenology is an effort that aims to explain something that occurs according to reality. Data was collected through questionnaires open to SMP/MTs students and semi-structured interviews with student parents. The data analysis technique in this study used data Qualitative data that were presented without numerical calculations. The study results showed that learning science with the online method encountered many obstacles. The barriers to learning science with online methods referred to three important aspects, namely differences in student learning style, technological literacy, and parental support.
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Mahmood, Ayesha, Tatheer Yawar Ali, and Erum Fatima. "SUSTAINABILITY IN LIFELONG LEARNING: MANAGEMENT PERSPECTIVE FROM PAKISTAN." Global Journal for Management and Administrative Sciences 3, no. 1 (2022): 1–20. http://dx.doi.org/10.46568/gjmas.v3i1.94.
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The United Nations 2030 Agenda for Sustainable Development places education and lifelong learning opportunities for all at the forefront of Sustainable Development Goal 4, thereby increasing the role of higher education institutions across the world. Higher education institutions have also significantly been impacted by technological advancements of the 21st century, necessitating the need to build resilience and respond with a sustainable approach. Conversely, studies on lifelong learning in the context of higher education institutions remain limited in Pakistan. Recognizing this fact, this study intends to examine sustainability in lifelong learning in terms of the courses offered, strategies used, challenges faced, and the sustainable leadership approach applied in Pakistan. This qualitative study employs the phenomenology approach to explore the perspective of lifelong learning center managers and uses a purposive sampling technique to select respondents from eight renowned universities in Pakistan. Thus, eight respondents who possessed a minimum one year of experience managing lifelong learning centers were asked questions in semi-structured interviews. Subsequently, the content analysis method was used to extract themes and analyze data. Finally, practical recommendations on how to improve the process and quality of lifelong learning have been made using the results of this study.
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Tejaswi, P. Hari. "ELMS E-Learning Management System." International Journal of Computer Sciences and Engineering 6, no. 7 (2018): 1025–32. http://dx.doi.org/10.26438/ijcse/v6i7.10251032.
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Dwi Pamungkas, Noor Aini, and Nita Novianti. "Learning Management System dalam Pendidikan." Buletin Edukasi Indonesia 1, no. 01 (2022): 19–23. http://dx.doi.org/10.56741/bei.v1i01.22.
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Dalam pembelajaran online, learning management system merupakan sistem yang penting. Namun demikian, dalam pelaksanaan pembelajaran, tidak semua guru telah memanfaatkan dengan baik. Penelitian ini bertujuan untuk menjelaskan bagaimana pemanfaatan sistem ini agar siswa dapat aktif dalam pembelajaran. Kajian ini membahas tentang penggunaan Google Classroom dalam pembelajaran. Ada berbagai fitur dalam aplikasi ini yang dapat digunakan untuk mengembangkan aktivitas yang beragam. Aktivitas yang beragam ini dapat mendorong pada minat belajar siswa. Konsep multirepresentasi dapat digunakan sehingga siswa dapat belajar sesuai dengan kemampuan yang dimiliki. Penerapan dengan cara ini memerlukan keterampilan guru dan dukungan kebijakan sekolah.
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Taufiq, Reny Medikawati. "ARSITEKTUR MOBILE LEARNING MANAGEMENT SYSTEM." JURNAL FASILKOM 8, no. 1 (2019): 342–48. http://dx.doi.org/10.37859/jf.v8i1.1199.
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ABSTRAK
 Pada tesis ini dihasilkan usulan Arsitektur Mobile Learning Management System (MLMS) Berorientasi Servis sebagai model untuk membangun Mobile Learning Application yang lintas platform. Arsitektur MLMS Berorientasi Servis dirancang sebagai solusi mengenai permasalahan keberagaman platform dan keterbatasan (bandwith, memori, processor, konektivitas, keamanan, display) pada perangkat mobile. Adanya beberapa platform perangkat mobile (Blackberry, Symbian, Windows Mobile, Apple’s iOS, Android, dll) menyulitkan ketika ingin membuat sebuah aplikasi yang dapat bekerja secara lintas platform. Untuk platform yang berbeda, aplikasi harus dibuat ulang, yang tentunya memakan waktu, biaya, serta usaha dan sumber daya yang tidak sedikit.
 Arsitektur MLMS Berorientasi Servis dihasilkan dengan melakukan analisis terhadap solusi multiplatform yang sudah ada, analisis Service Oriented Architecture (SOA) sebagai solusi multiplatform, analisis keterbatasan perangkat mobile. Analisis pemanfaatan Learning Management System (LMS) pada sisi server. Dari hasil analisis, metode SOA dengan thin native client merupakan solusi yang dapat mengatasi masalah multiplatform. LMS yang sudah ada dapat digunakan sebagai back-end. Dengan diimplementasikannya konsep SOA, maka dibangun servis-servis sebagai perantara logika bisnis dan logika aplikasi. Servis membungkus fitur-fitur LMS untuk menyediakan layanan bagi logika bisnis. Analisis dan perancangan servis dilakukan dengan metode Mainstream SOA Methodology (MSOAM) yang menghasilkan 15 servis.
 Pengujian dan evaluasi terhadap arsitektur yang telah dirancang dilakukan dengan mengimplementasikannya menjadi sebuah aplikasi MLMS berbasis Android yang memanfaatkan Moodle di sisi server. 15 servis yang ada melayani fungsionalitas MLMS antara lain (1) otentikasi peserta, (2) pendaftaran kursus, (3) mengikuti kursus, (4) melihat informasi nilai, (5) melihat informasi tugas. Hasil pengujian menunjukkan bahwa arsitektur yang diusulkan dapat diimplementasikan dengan baik.
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Rani, Monika, Kumar Vaibhav Srivastava, and Om Prakash Vyas. "An ontological learning management system." Computer Applications in Engineering Education 24, no. 5 (2016): 706–22. http://dx.doi.org/10.1002/cae.21742.
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Bakhisheva, Svetlana M., and Zinur G. Mukhtar. "Unified blended learning management system." Alma mater. Vestnik Vysshey Shkoly, no. 9 (September 2023): 49–56. http://dx.doi.org/10.20339/am.09-23.049.
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The article is devoted to the managerial aspects of blended learning, and considers the possibilities of integrating digital educational resources and tools to build a unified system for organizing and managing the process of blended learning. It has been revealed that today many different educational platforms have been developed and used, the functions and roles of learning activity management systems, learning management, content management, and other resources, which have different formats of organizational solutions, have been analyzed, and ways of their integration have been identified. An adaptive model for the integration of learning management and support systems in a mixed format, allowing students to interact with the learning environment in digital ways and self-regulate learning, was proposed. Scientific novelty is the theoretical justification and definition of the role of digital technology integration in academic, institutional and technological support of blended learning, development of structural and content model based on the integration of digital educational technologies and value-target, didactic, communicative and technological, institutional, evaluative-results and system-forming components of blended learning management system. The practical significance is the development of the platform as a unified adaptive environment, outlining the functions of management managers, teachers and students in the process of implementing blended learning in higher education. The main functions of blended learning technology, modern methods and tools for online learning are described, the features of mixing online and offline, synchronous and asynchronous learning are revealed. During the study, a survey of students, undergraduates and faculty was carried out, the educational platforms of higher education, the possibility of integrating digital learning resources in the implementation of blended learning. The results of the experiment are summarised and processed.
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Gaikwad, Kanchan, Romil Deshmukh, Ajinkya Devkar, and Prof Ganesh Wayal. "Implementation of “Learning Management System." International Journal of Research Publication and Reviews 6, no. 5 (2025): 1072–82. https://doi.org/10.55248/gengpi.6.0525.1624.
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Jilson, Correia, Suryawanshi Sonali, Foss Lisa, Lopes Magnus, and Rodrigues Tanya. "SmartSetGo: A Learning Management System." International Journal of Innovative Science and Research Technology 7, no. 4 (2022): 1231–35. https://doi.org/10.5281/zenodo.6569922.
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E-learning is being used nowadays in many institutes and universities and is also gaining popularity, which provides a learning platform by using information with electronic medium and technologies for communication. We can use E- learning as another alternative, such as computer-based training, online education or technology-enhanced learning and others. The purpose of creating an E-Learning Web Application is to provide an interactive self-learning online platform for everyone.Considering COVID-19 situation there is no doubt how importantthe online education system is, being a part of the educationsystems, we realized that there is a need for a platform wherethe students after us and also our fellow peers can find mostof the schooling content in the same place. We bring an idea for building a web-based application that includes features like face recognition for login, Real time text editor for coding assignment and different sections for posting lecture videos, notes,assignments and a questionand-answer section, with a simple easy to understand user interface so that students can use this service
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Ambar Sri Lestari, Jumarddin La Fua, and Imelda Wahyuni. "Children's Environmental Identity Development with Descriptive Phenomenology Approach." JPI (Jurnal Pendidikan Indonesia) 13, no. 2 (2024): 258–68. https://doi.org/10.23887/jpiundiksha.v13i2.64770.
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Students often have low environmental awareness. This can be seen from daily behavior that does not pay attention to the importance of maintaining and caring for the environment. One way to improve students' ability to develop environmental identity is through Environmental Education (PLH). This research aims to explore the development of environmental identity of students in grades four to six of Champion Elementary School in the city of Bandung through outdoor learning experiences. The type of research used is qualitative with a phenomenological approach. Data were collected through semi-structured interviews with 12 participating students, using open-ended questions and analyzed by Colaizzi's descriptive phenomenological methods. This research aims to explore the development of environmental identity of students in grades four to six of Champion Elementary School in the city of Bandung through outdoor learning experiences. The type of research used is qualitative with a phenomenological approach. Data were collected through semi-structured interviews with 12 participating students, using open-ended questions and analyzed by Colaizzi's descriptive phenomenological methods. The findings of this study reveal that children develop their environmental identity through outdoor learning experiences that include four aspects: Environmental Love Movement, Clean and Neat Champion (Jurasik), Waste Management, and Eco-Friendly Activities. These aspects are integrated into the overall pro-environment attitude of students. This research has implications for increasing students' awareness of attitudes and literacy towards the environment.