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Soumplis, Alexandros, Eleni Koulocheri, Nektarios Kostaras, Nikos Karousos, and Michalis Xenos. "Learning Management Systems and Learning 2.0." International Journal of Web-Based Learning and Teaching Technologies 6, no. 4 (October 2011): 1–18. http://dx.doi.org/10.4018/jwltt.2011100101.
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The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.
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Alenezi, Abdullah. "Barriers to Participation in Learning Management Systems in Saudi Arabian Universities." Education Research International 2018 (2018): 1–8. http://dx.doi.org/10.1155/2018/9085914.
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This study was designed to identify various barriers that have hindered the adoption of LMSs in Saudi Arabian universities. Learning management systems (LMSs) have been adopted in many learning institutions because of their functionalities and applications to improve pedagogy. Universities have been encouraged to use LMSs to enhance the collaborative working environment among students and between the students and their instructors. This study was done by administering 150 questionnaires to students in three universities in Saudi Arabia. Findings from the study revealed that the main barriers to the use of LMSs were inadequate technical support by the universities, negative attitude toward technology, and inadequate training on the LMS platforms. Minor barriers identified include poor Internet access and networking, limited infrastructure to support the LMS, lack of hardware and software to run the LMS, and challenges in English language proficiency.
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Lal, Prerna. "Organizational learning management systems: time to move learning to the cloud!" Development and Learning in Organizations: An International Journal 29, no. 5 (August 3, 2015): 13–15. http://dx.doi.org/10.1108/dlo-12-2014-0093.
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Purpose – This paper aims to understand the need for organizations to make a shift from traditional to cloud-based organizational learning management systems (LMSs). Design/methodology/approach – In-depth interviews with people responsible for managing learning management systems. Findings – This study identifies six reasons why organizations should select cloud-based learning systems as against traditional LMS. Research limitations/implications – The six identified reasons to move to the cloud can further be validated with empirical study. Practical implications – LMSs adopted and managed properly provide actionable insights on a timely basis to better manage people – the critical assets of an organization – for HR personnel and business managers. Originality/value – Adopting cloud-based organizational learning solutions can help in making the management of LMS very easy for administrators as well as managers.
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Hu, Xiao, and Chun Lai. "Comparing factors that influence learning management systems use on computers and on mobile." Information and Learning Sciences 120, no. 7/8 (July 8, 2019): 468–88. http://dx.doi.org/10.1108/ils-12-2018-0127.
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Purpose Learning management systems (LMSs) have been embraced for their potential to create a ubiquitous learning that is free from time and space constraints. Mobile devices afford enhanced mobility that enables flexible learning with LMSs. Thus, understanding students’ use of mobile devices to interact with LMSs and the influencing factors is essential. This paper aims to examine the factors that influenced students’ behavioural intention in using Web-based LMSs via mobile phones and compared the factors with those that affect students’ general acceptance of Web-based LMSs. Design/methodology/approach This study surveyed 356 university students and interviewed 17 students on the various factors that might affect their LMS adoption. Structural equation modelling was used to analyse the survey data. Findings This study identified that perceived usefulness, perceived ease of use, social influence and facilitating conditions were significant determinants of students’ usage intention in both contexts. However, social factors exerted greater influence on students’ behavioural intentions of mobile access than the attitudinal factors. The results also pinpointed some sociocultural and tempo-spatial factors that might have minimized the influence of perceived usefulness in the mobile context. Originality/value The study calls for special attention to the potential influences of sociocultural norms and tempo-spatial circumstances of mobile use in shaping the nature of learners’ voluntary mobile use of LMSs.
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Graf, Sabine, and Kinshuk. "Dynamic Student Modelling of Learning Styles for Advanced Adaptivity in Learning Management Systems." International Journal of Information Systems and Social Change 4, no. 1 (January 2013): 85–100. http://dx.doi.org/10.4018/jissc.2013010106.
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Learning management systems (LMSs) are commonly used in e-learning; however, they typically do not consider the individual differences of students, including their different background knowledge, cognitive abilities, motivation, and learning styles. A basic requirement for enabling such systems to consider students’ individual characteristics is to know these characteristics first. This paper focuses on the consideration of learning styles and introduces a dynamic student modelling approach that monitors students’ behaviour over time and uses these data to build an accurate student model by frequently refining the information in the student model as well as by responding to changes in students’ learning styles over time. The proposed approach is especially useful for LMSs, which are commonly used by educational institutions for whole programs of study and therefore can monitor students’ behaviour over time, in different courses. The paper demonstrates how this approach can be integrated in an adaptive mechanism that enables LMSs to automatically generate courses that fit students’ learning styles and discusses how dynamic student modelling can help in identifying students’ learning styles more accurately, which enables the LMS to provide more accurate adaptivity and therefore support students’ learning processes more effectively.
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Ayouni, Sarra, Leila Jamel Menzli, Fahima Hajjej, Mohamed Madeh, and Shaha Al-Otaibi. "Fuzzy Vikor Application for Learning Management Systems Evaluation in Higher Education." International Journal of Information and Communication Technology Education 17, no. 2 (April 2021): 17–35. http://dx.doi.org/10.4018/ijicte.2021040102.
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Adopting learning management systems (LMS) in higher education has become a major focus of interest to implement e-learning. Evaluating the quality of LMS is important to improve learner outcomes and promote teaching strategy. Many LMSs are emerging and thus assisting higher institutions to choose the adequate LMS becomes crucial especially under fuzzy environment where uncertainties and subjectivities are considered. Because of this, the paper proposes a quality framework inspired from ISOLIEC 9126 to evaluate and rank proprietary, open source and cloud-based LMSs. Then a Fuzzy Vikor (VlseKriterijumska Optimizacija I Kompromisno Resenje) technique is applied for instantiating the proposed framework criteria and selecting alternatives from three LMSs adopted in Saudi Arabia universities. The obtained results show that the most important criteria for decision makers in these institutions are equally understandability and time behavior. In addition, the open source Moodle was set as the appropriate LMS to meet higher institutions standards.
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Obeidallah, Randa, and Aayat Shdaifat. "An Evaluation and Examination of Quiz Tool within Open-Source Learning Management Systems." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 191. http://dx.doi.org/10.3991/ijet.v15i10.11638.
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Most open-source learning management systems are equipped with a quiz tool, which plays an important role in measuring and evaluating the achievements of a student in a particular e-course. Currently, numerous open-source LMSs are available in the market. In this study, some analysis and comparisons were made between the most used open-source LMSs, including Moodle, ATutor, Eliademy, Sakai, Dokeos, ILIAS, OpenOLAT and Opigno. The study is mainly based on the functionality of the quiz tool that is available within the selected LMSs. This paper study and evaluate the availability of certain features that are divided into sub-categories: questions, result/feedback and quiz setting features.
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Bell, Brigitte. "Training academic library staff using an online learning management system (LMS)." Bottom Line 29, no. 4 (November 14, 2016): 237–40. http://dx.doi.org/10.1108/bl-02-2016-0008.
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Purpose This column aims to propose the idea of using learning management systems (LMSs) as a platform for online training and development within academic libraries. Design/methodology/approach A background and literature review are used as a basis for these recommendations. Findings The column argues that LMSs possess untapped potential as an effective online library training platform. Originality/value The column proposes further widespread use of LMSs for online training and development in academic libraries, despite a historical lack of use for this purpose.
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Gani, Faiza, and Geesje van den Berg. "Lecturers' Perceptions of the Use of Learning Management Systems." International Journal of Web-Based Learning and Teaching Technologies 14, no. 3 (July 2019): 15–27. http://dx.doi.org/10.4018/ijwltt.2019070102.
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Learning management systems (LMSs) provide possibilities to facilitate online teaching and learning; to create communities of inquiry, support dialogue and collaborative learning; and reduce students' sense of disconnectedness in distance learning. Nevertheless, studies show that LMSs are often under-utilized. This article reports on lecturers' perceptions of the use of an LMS in an open distance learning (ODL) institution in South Africa. The authors used a phenomenological case study and followed a qualitative approach. Interviews were conducted with ten lecturers from eight academic departments. The results reveal that participants used the LMS mainly for administration and to a lesser extent for teaching and learning, with a limited presence of a community of inquiry. The challenges reported by interviewees had poor access to the internet, a lack of skills, fear, and workload. The study suggests that if lecturers used the LMS for teaching and learning, it will yield many benefits for students.
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Qassim Qwaider, Walid. "A Cloud Computing Based Learning Management Systems (LMSs) Architecture." International Journal of Computing and Network Technology 05, no. 02 (May 1, 2017): 51–58. http://dx.doi.org/10.12785/ijcnt/050202.
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Fardinpour, Ali, Mir Mohsen Pedram, and Martha Burkle. "Intelligent Learning Management Systems." International Journal of Distance Education Technologies 12, no. 4 (October 2014): 19–31. http://dx.doi.org/10.4018/ijdet.2014100102.
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Virtual Learning Environments have been the center of attention in the last few decades and help educators tremendously with providing students with educational resources. Since artificial intelligence was used for educational proposes, learning management system developers showed much interest in making their products smarter and more intelligent. Nevertheless, the questions of what an intelligent learning management system (ILSM) is and which tools and features are needed to make such system intelligent, are not clearly answered, therefore educational institutes do not have a proper tool to decide upon the degree of intelligence they need for their LMSs. This paper proposes a prevalent, thorough definition of “Intelligent Learning Management Systems”, and the design of a fuzzy model to measure the intelligence of these systems. In order to devise a comprehensive definition of an Intelligent Learning Management System, experts from around the world were consulted. Following that, different proposed Intelligent Learning Management Systems were studied, and forty-one features and tools were found and analyzed. After the analysis, experts' opinions were taken into account to rank these features. The paper proposes thirteen most significant features and tools as criteria to be used in fuzzy analytic hierarchy process (AHP) as a fuzzy model to measure the intelligence of Learning Management System.
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Chaw, Lee Yen, and Chun Meng Tang. "What Makes Learning Management Systems Effective for Learning?" Journal of Educational Technology Systems 47, no. 2 (August 28, 2018): 152–69. http://dx.doi.org/10.1177/0047239518795828.
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Learning management systems (LMSs) may provide learners with resources in various formats, such as videos, quizzes, and forum discussions to support their learning, but having access to an LMS does not necessarily mean that learning has occurred effectively. Despite its apparent usefulness, whether the use of the LMS can indeed help learners learn more effectively remains an interesting matter for course providers, LMS vendors, and learners. Therefore, this study adopted the updated DeLone and McLean information system success model to examine whether LMS system quality, information quality, and service quality affect learners’ system use and user satisfaction, and ultimately their learning effectiveness. Through a questionnaire survey, responses collected from 123 university students who studied in a blended learning environment at a university were analyzed. Findings showed that system quality and service quality, but not information quality, had a significant relationship with system use. In turn, system use had a significant relationship with learning effectiveness.
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Balkaya, Selen, and Ulas Akkucuk. "Adoption and Use of Learning Management Systems in Education: The Role of Playfulness and Self-Management." Sustainability 13, no. 3 (January 22, 2021): 1127. http://dx.doi.org/10.3390/su13031127.
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This article investigates the factors affecting primary and secondary education teachers’ behavioral intention to adopt learning management systems (LMSs). Information technology (IT) innovations have the power to change the way we work, educate, learn, and basically the way we live. The effect of IT innovations on education makes it critical to understand the current usage situation of LMSs and the factors affecting their adoption by teachers. The unified theory of acceptance and use of technology (UTAUT) was extended with factors from education and game-based learning literature. In order to see the effect of individual- and organizational-level characteristics, multi-group structural equation modeling (SEM) analysis was conducted and discrepancies in relationships were reported. Evaluation of users and non-users and teachers of different fields were also compared to each other. The findings of this study not only contribute to theory through the development and testing of a thorough model relating technology features and individual characteristics to behavioral intention to use, but also offer strong implications for practitioners who would like to increase LMS usage and create a more effective learning environment.
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Ng, Jeremy, Leon Lei, Nathalie Iseli-Chan, Jinbao Li, Felix Siu, Sam Chu, and Xiao Hu. "Non-repository Uses of Learning Management System through Mobile Access." Journal of Educational Technology Development and Exchange 13, no. 1 (December 2020): 1–20. http://dx.doi.org/10.18785/jetde.1301.01.
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Learning Management Systems (LMSs) have been widely adopted in higher education worldwide, but predominately used as repositories of learning materials. Mobile access to LMSs enables greater mobility and flexible learning, and thus may help boosting non-repository uses of LMSs, maximizing their educational affordance. This study examined the extent to which mobile access to an LMS, Moodle, was used for various learning activities, with a focus on those beyond storing and retrieving learning materials, as well as the factors influencing students’ non-repository uses of LMS via mobile access. A mixed-method approach was applied, with survey responses collected from 316 students and interviews with 26 students and five instructors across nine courses in a comprehensive university in Hong Kong. The results showed that mobile access to non-repository uses of Moodle was significantly less frequent than that to repository uses across all courses, and students viewed mobile access to the Moodle platform largely as a backup to supplement computer access. Findings suggested four inter-related factors influencing mobile access to LMS for non-repository uses, including course LMS activity design, instructors’ attitudes towards LMS, the nature of tasks conducted with LMS, and situational contexts.
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van Aswegen, Kobus, Magda Huisman, and Estelle Taylor. "To use or not to use? SDM utilisation in the development of LMS in South Africa." Interactive Technology and Smart Education 11, no. 4 (November 11, 2014): 238–53. http://dx.doi.org/10.1108/itse-09-2014-0026.
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Purpose – The purpose of this study was to determine if Systems Development Methodologies (SDMs) are being utilised effectively in the development of Learning Management Systems (LMSs) in South Africa. With e-learning being a critical component of modern educational systems, it has become essential to ensure that LMSs of a high standard are being developed. In the field of SDMs, much research has been done and the value of SDMs is proven and documented. To enhance the chances of developing LMSs of outstanding quality, it is crucial that SDMs are applied efficiently, as they can have a significant impact on the development process. Design/methodology/approach – A positivistic research approach was followed. By utilising a survey as the main research method, quantitative data were generated. By statistically analysing the dataset, meaningful results were obtained. Findings – This study shed some light on how LMS procurement and development is being done in South Africa and revealed that the use of open-source systems currently exceeds the use of proprietary systems. The results of the research showed that SDMs (e.g. Rapid Application Development) are being used effectively in the development of e-learning systems. Strong relationships exist between many of the SDM factors identified (e.g. performance expectancy and the perceived support of the methodology) and the quality and productivity of the development process. This, in turn, has a strong influence on the impact SDMs have on the quality of LMSs. Originality/value – The study made a contribution to the discipline of information systems and, more specifically, LMSs, by providing insights with regard to the factors affecting the use and effectiveness of SDMs in developing LMSs. As far as could be ascertained, this study generated the first empirical data on the procurement and development of LMSs in South Africa.
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Zainuddin, Zamzami. "Exploring the Potential of Blended Learning and Learning Management Systems (LMSs) for Higher Education in Aceh." Englisia Journal 2, no. 2 (May 1, 2015): 70. http://dx.doi.org/10.22373/ej.v2i2.287.
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The paper aims to explore the potential of the blended learning approach for higher education in Aceh. This is a conceptual paper that attempts to provide the concepts and theories associated with implementing the blended learning approach on college-level students and lecturers. Blended Learning is a learning model that is enriched with traditional learning methods and online education materials. In a typical blended learning environment, students may learn contents outside of the class through websites or Learning Management Systems (LMSs), but engage in practical, hands-on activities during class hours. The author believes the blended learning is a potentially effective approach if implemented for higher education in Aceh, especially Banda Aceh, which has adequate internet access in numerous areas. Integrating the blended learning approach will enhance students’ self-paced learning in Aceh, and in turn improve their critical thinking and collaborative learning. This study also encourages lecturers in Aceh to implement the blended learning approach in their teaching and learning practices, as well as urges the use of various LMSs or Web 2.0 tools as online learning platforms. Finally, the practice of blended learning will support Universities in Aceh in transforming teaching and learning activities from being traditional, to becoming technology-based learning environments.
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Iqbal, Shakeel. "Learning Management Systems (LMS): Inside Matters." Information Management and Business Review 3, no. 4 (October 15, 2011): 206–16. http://dx.doi.org/10.22610/imbr.v3i4.935.
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By the end of last millennium, many universities and colleges started using internet to meet their distance learning needs. Different course management systems (CMS) were developed to meet the needs of online and hybrid courses. These CMS later on transformed into Learning Management Systems (LMS). Many educational institutions have already started using LMS and there are still many who are considering adopting one. The big question before the late adopters of this online learning technology is which LMS they should opt for? This study will be useful for those who are in the process of selecting an LMS as well as those who are in the business of designing one. A survey was conducted to get feedback from the faculty of higher education institutions to find out the major barriers in adoption of e-learning and to find out what kind of functionalities and teaching methodologies should be supported by LMSs. Results indicate lack of training, lack of incentives to use e-learning, lack of technical support and lack of time to develop e-courses are the major barriers in adoption of e-learning by the faculty members. As far as the desired functionalities in an LMS are concerned ability to create student groups for group activities, availability of discussion board, announcement board and online quizzes, file sharing/transfer functionality were the most sought functionalities. The most desired method of teaching that need to be supported by LMS had been group problem solving, discussion based strategies, problem based learning and simulation. The results of survey will be helpful for the adopter as well as designers of LMS.
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KAROVSKA RISTOVSKA, Aleksandra, Olivera RASHIKJ-CANEVSKA, Alma TASEVSKA, Ruta BRUZIENE, Monika ORECHOVA, Gonçalo PAIVA DIAS, Elisabeth BRITO, and Henrik HAUBRO. "Accessible Learning Management Systems: Students’ Experiences and Insights." PRIZREN SOCIAL SCIENCE JOURNAL 5, no. 2 (August 31, 2021): 1–13. http://dx.doi.org/10.32936/pssj.v5i2.224.
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Learning Management System (LMS) is a type of an e-learning system is one of the main infrastructural requirements that improves access to higher education for persons with disabilities. The primary aim of the research study[1] was to explore perceptions of students with disabilities regarding the use and accessibility of learning management systems and benefits and/or barriers in e-learning. Students mainly have negative experiences while attempting to enter university web-sites/libraries/LMSs because of the inadequate adaptation to the specific needs of students with disabilities. In countries that do not have a developed LMS, the prevalent mean of communication with professors is via e-mail, in those where there is a LMS, there is not a fully accessibility of entire content and services for students with special needs. This research defined the need for creation of an accessible LMS or adjusted already existing LMS with accessibility solutions such as: a text-to-speech engine for blind students, a mode with sign language support for deaf students and a mode which supports dyslexic.
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Kerkiri, Tania Al, and Spyros Papadakis. "Learning Outcomes Design Authoring Tool." International Journal of e-Collaboration 8, no. 4 (October 2012): 22–34. http://dx.doi.org/10.4018/jec.2012100103.
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Creating a course is a demanding process that presupposes the scientific knowledge and various technical skills on effectively delivering content. Contemporary Learning Management Systems (LMSs) do not adequately support the structural appropriateness of content, despite being able to provide the lesson. Moreover, they are not readily capable of determining learning outcomes – the essential factor against which the effectiveness of a lesson is validated. The authors propose and describe the Learning Outcomes Design Authoring Tool (as of now LeODAT), which is a web-based tool conceived and constructed to support correct coding and authoring of a course by additionally creating descriptors for its learning outcomes. Furthermore, LeODAT comes along with a number of pedagogical theories, organized as Taxonomies of Learning Domains. LeODAT is designed to be used as a standalone application or as a service into worldwide popular LMSs, such as Moodle, LAMS etc.
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FIRAT, Mehmet. "Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective." Journal of Information Technology Education: Research 15 (2016): 075–87. http://dx.doi.org/10.28945/3405.
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Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this purpose, the participating students’ online learning behaviors in LMS were examined by using learning analytics for 14 weeks, and the relationship between students’ behaviors and their academic achievements was analyzed, followed by an analysis of their views about the influence of LMS on their academic achievement. The present study, in which quantitative and qualitative data were collected, was carried out with the explanatory mixed method. A total of 71 undergraduate students participated in the study. The results revealed that the students used LMSs as a support to face-to-face education more intensively on course days (at the beginning of the related lessons and at nights on course days) and that they activated the content elements the most. Lastly, almost all the students agreed that LMSs helped increase their academic achievement only when LMSs included such features as effectiveness, interaction, reinforcement, attractive design, social media support, and accessibility.
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Shdaifat, Aayat Mahmoud, and Randa Obeidallah. "Quiz Tool Within Moodle and Blackboard Mobile Applications." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 08 (August 2, 2019): 32. http://dx.doi.org/10.3991/ijim.v13i08.10552.
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The development of a course is measured through Assessments. Tests and Quizzes measure performance and quality of course progress as well as student understanding of course contents. Most of Learning Management Systems (LMSs) provide a built in quiz tool to help instructor to design a quiz and obtain students records. Nowadays, LMSs companies provide versions (applications) that are compatible with mobile handheld devices. In this paper, we will investigate features available within quiz tool within the open source LMS Moodle and the proprietary LMS Blackboard.
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Little, Bob. "The purchasing – and practical benefits – of a learning management system." Industrial and Commercial Training 47, no. 7 (October 5, 2015): 380–85. http://dx.doi.org/10.1108/ict-03-2015-0023.
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Purpose – An exploration of the corporate market for learning management systems (LMSs), looking at key issues in the buying process, LMS features and characteristics. It illustrates this with two case studies of global organisations’ LMS usage. The paper aims to discuss these issues. Design/methodology/approach – Discussion paper making use of analyst and buyer interviews. Findings – Having taken time and trouble to find the right LMS for your organisation can bring tangible benefits – for the organisation (via improving efficiency and achieving business goals), learning and development professionals (in charge of the whole process) and individual workers/ learners. From the case studies, this is true for companies in two widely diverse industries. Research limitations/implications – The value of understanding the differences between the 800 or so LMSs currently on the market – and going through a thorough and professional system to acquire the appropriate one for the organisation. Practical implications – Implemented successfully, an LMS enhances the user’s knowledge and skills; enables the learning and development professional to be more efficient and effective while reducing time pressures, and enables the organisation to achieve its business targets band goals. Social implications – Individual workers find learning – and performance support – simpler and easier to achieve as and when they require it. Originality/value – An attempt to discern some current trends and explore them through two recent cases.
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Momani, Alaa M. "Using Multi-Attribute Decision-Making Approach to Evaluate Learning Management Systems." International Journal of Web-Based Learning and Teaching Technologies 16, no. 4 (July 2021): 117–31. http://dx.doi.org/10.4018/ijwltt.20210701.oa7.
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E-learning is one of the fastest growing areas of the high technology development, especially in the academic environments. However, the instructor is a very important factor in the learning process, but the advantages of e-learning change the role which the instructor plays in this process. E-learning gives an opportunity to anyone to learn in a rapid and customised way. Nowadays, many learning management systems (LMSs) available in the marketplace offer electronic teaching and learning tools. Choosing the most appropriate LMS that fits the needs and requirements of instructor and the learner is one of the most confusing and difficult decisions to any educational institution. Accordingly, the need to a computer-based tool for getting help in taking such a decision is rising on. This paper offers a solution to this problem. It provides a description about a web-based decision support system named Easy Way to Evaluate LMS (EW-LMS). It has been developed by adopting multi-attribute decision-making algorithm in order to select the best LMS depending on the user needs.
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Nakamura, Walter Takashi, Leonardo Carneiro Marques, Luis Rivero, Elaine H. T. De Oliveira, and Tayana Conte. "Are scale-based techniques enough for learners to convey their UX when using a Learning Management System?" Revista Brasileira de Informática na Educação 27, no. 01 (January 1, 2019): 104. http://dx.doi.org/10.5753/rbie.2019.27.01.104.
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As technology evolves, learning institutions have sought to invest in new learning technologies. Many universities have been adopting platforms designed to support the learning process, called Learning Management Systems (LMSs), to complement face-to-face learning, as well as to support distance learning. This widespread adoption of LMSs raises the need for evaluating them regarding aspects related to quality in use, such as User eXperience (UX). UX is very important in e-learning context, given that it may influence learner’s attitude towards the use of the LMS. Despite its importance, few studies evaluated the UX of LMSs. Moreover, researchers have been using generic techniques to evaluate them. In this context, there is no evidence of studies conducted to identify whether these techniques can fully capture the experience conveyed by these platforms. This paper presents an analysis of two UX evaluation techniques (User Experience Questionnaire, and Integrated Experience Acceptance Model) applied to an LMS called Edmodo. We carried out a study with 34 students, divided into two groups, to evaluate the UX of Edmodo and obtain their perceptions about the technique they used. We also gathered the difficulties faced by the students during the execution of the tasks on the platform, while correlating those difficulties with learning issues. In addition, we performed a qualitative analysis in order to better understand the results. Regarding Edmodo, the results showed that the students perceived its UX as positive. Regarding the techniques, both groups considered them easy to use and useful. However, around 41% of the students in both groups reported that they were not able to fully evaluate their UX using the techniques. The qualitative results allowed the identification of positive and negative aspects that researchers may consider during the improvement or development of new UX evaluation techniques.
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Ghosh, Anusua, Andrew Nafalski, Zorica Nedic, and Aji Prasetya Wibawa. "Learning management systems with emphasis on the Moodle at UniSA." Bulletin of Social Informatics Theory and Application 3, no. 1 (May 29, 2019): 13–21. http://dx.doi.org/10.31763/businta.v3i1.160.
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With recent advances in technology and the Internet, the concept of teaching and learning have evolved significantly. Conventional face-to-face teaching is becoming a thing of the past as knowledge is everywhere and accessible from anywhere. Thus, a shift to e-learning is gaining momentum. Educational institute, companies, individuals and training organizations are embracing new technology and creating a shared online platform to facilitate learning, referred to as the Learning Management Systems (LMS). LMS are software that provide an online portal to collaborate in teaching and learning seamlessly, making it more productive and engaging. This paper aims to review the top ten LMSs both cloud based and open source with regards to their compatibility, usefulness, security, accessibility, scalability, stability/reliability and de-sign in general with emphasis on the recent development of the Moodle and NetLab at University of South Australia (UniSA). The open source online learning platform Moodle is adopted by UniSA to provide educators a space for collaborative learning using the optimized tools to create activities. Moreover, the Netlab online remote laboratory developed at UniSA, provides a platform for academic staff for teaching and demonstrations during lectures and for students to conduct practical experiments remotely on real laboratory equipment.
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Abu-Snoubar, Tamador. "Factors Affecting Students’ Participation in Learning Management Systems (LMS): A Mixed Research Method." Journal of Educational Research and Reviews 9, no. 4 (June 5, 2021): 84–92. http://dx.doi.org/10.33495/jerr_v9i4.21.102.
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The objective of the current research is to shed light on the factors effecting students’ participation in using Learning Management System (LMS) at Al-Balqa Applied University (BAU). Moreover, the study also revealed the attitudes of University students towards LMS and its usefulness. The study recruited 450 students of Al-Balqa Applied University and employed mixed research methods; a survey and semi-structured interviews to collect the data. The results of the study highlighted that the students are not satisfied with the current state of LMS due to its limited functionality, poor usability, and lack of tech-support. The research showed that University students need better learning tools that would satisfy their academic needs. Universities have to finally embrace technological innovations and refine LMSs by increasing its usability and accessibility.
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Alshehri, Ahmed, M. J. Rutter, and Sally Smith. "An Implementation of the UTAUT Model for Understanding Students' Perceptions of Learning Management Systems." International Journal of Distance Education Technologies 17, no. 3 (July 2019): 1–24. http://dx.doi.org/10.4018/ijdet.2019070101.
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The rapid growth of e-learning around the globe is inspiring various academic institutions to adopt it. Uptake is motivated by convincing benefits such as flexibility, accessibility and the management of course delivery. In fact, academic institutions place great emphasis on e-learning and are investing significantly in information technology infrastructures. However, in spite of this effort and investment, it seems that instructors and students do not always fully benefit from the learning technology and more often learning management systems (LMSs) remain underutilized. Thus, this study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) to study how people accept and use the Blackboard system. The data were analysed using Structural Equation Modelling (SEM) techniques to test the hypothesized research model. The empirical results found that technical support is fundamental in determining the acceptance and use of e-learning systems. The findings of the study may help to provide insights into a better approach to promote e-learning acceptance.
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Avgousti, Maria Iosifina, and Stella K. Hadjistassou. "ReDesign: Redesigning learning through a new Learning Management System." EuroCALL Review 27, no. 1 (March 30, 2019): 48. http://dx.doi.org/10.4995/eurocall.2019.11202.
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<p>In a world which abounds with digitally-driven changes, an orthodoxy of technology adoption and utilisation in higher education is emerging, and it is deemed critical for steering the discussions of experts for planning and implementing a digitally-enabled ecology where students and faculty members alike will benefit. Although several types of software that host educational or training content for students have been used in previous studies, the aim of this EU-funded project was to design a digitally-enabled platform that would afford culturally-driven exchanges between university students and collaboration among faculty members of the same disciplines across Europe. The platform is based on, but extends beyond, principles of standard Learning Management Systems (LMSs) and Facebook, by affording Web 2.0 tools, Augmented Reality (AR) applications, and QR codes. Further, the platform has been designed based on multiple pilot testing phases, students’ individual needs, instructors’ constructive feedback, and the tailored needs of each academic discipline. This EU-funded project is a joint effort to guide instructors and students in experiencing the curricula in different academic institutions, to guide instructors and students in understanding the affordances and contradictions of intercultural telecollaboration, and to guide students in developing a conceptual understanding of complex constructs in their discipline.</p>
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Rodrigues, Rodrigo Lins, Jorge Luis Cavalcanti Ramos, João Carlos Sedraz Silva, Raphael A. Dourado, and Alex Sandro Gomes. "Forecasting Students' Performance Through Self-Regulated Learning Behavioral Analysis." International Journal of Distance Education Technologies 17, no. 3 (July 2019): 52–74. http://dx.doi.org/10.4018/ijdet.2019070104.
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The increasing use of the Learning Management Systems (LMSs) is making available an ever-growing, volume of data from interactions between teachers and students. This study aimed to develop a model capable of predicting students' academic performance based on indicators of their self-regulated behavior in LMSs. To accomplish this goal, the authors analyzed behavioral data from an LMS platform used in a public University for distance learning courses, collected during a period of seven years. With this data, they developed, evaluated, and compared predictive models using four algorithms: Decision Tree (CART), Logistic Regression, SVM, and Naïve Bayes. The Logistic Regression model yielded the best results in predicting students' academic performance, being able to do so with an accuracy rate of 0.893 and an area under the ROC curve of 0.9574. Finally, they conceived and implemented a dashboard-like interface intended to present the predictions in a user-friendly way to tutors and teachers, so they could use it as a tool to help monitor their students' learning process.
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A. Rabaa'i, Ahmad, Shareef Abu ALmaati, and Xiaodi Zhu. "Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach." Interdisciplinary Journal of Information, Knowledge, and Management 16 (2021): 397–434. http://dx.doi.org/10.28945/4842.
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Aim/Purpose: This study aims at investigating the factors that influence students’ continuous intention to use Moodle, as an exemplar of learning management systems (LMSs), in the post-adoption phase. Background: Higher education institutions (HEIs) have invested heavily in learning management systems (LMSs), such as Moodle and BlackBoard, as these systems enhance students’ learning and improve their interactions with the educational systems. While most studies on LMSs have focused on the pre-adoption or acceptance phases of this technology, the determinant factors that influence students’ continuance intention to use LMSs have received less attention in the information systems (IS) literature. Methodology: The theoretical model for this study was primarily drawn from the expectation-confirmation model (ECM). A total of 387 Kuwaiti students, from a private American University in the State of Kuwait, participated in this study. Partial least squares (PLS) was employed to analyze the data. Contribution: This study contributes to the existing scientific knowledge in different ways. First, this study extends the expectation confirmation model (ECM) by integrating factors that are important to students’ continuous intention to use LMSs, including system interactivity, effort expectancy, attitude, computer anxiety, self-efficacy, subjective norms, and facilitating conditions. Second, this study adds on a Kuwaiti literature context by focusing on the continuous intention to use LMSs, which is, to the best of our knowledge, the first study that extends and empirically assesses the applicability of the ECM in the LMSs context in a developing country – Kuwait. Third, this study conceptually and empirically differentiates between satisfaction and attitude, as two separate affect constructs, which were taken as interchangeable factors in ECM, and were disregarded by a large number of prior ECM studies concerned with continuous use intention. Finally, this study aims to assist HEIs, faculty members, and systems’ developers in understanding the main factors that influence students’ continuance use intention of LMSs. Findings: While subjective norms were not significant, the results mainly showed that students’ continuous intention to use Moodle is significantly influenced by performance expectancy, effort expectancy, attitude, satisfaction, self-efficacy and facilitating conditions. The study’s results also confirmed that satisfaction and attitude are two conceptually and empirically different constructs, conflicting with the views that these constructs can be taken as interchangeable factors in the ECM. Recommendations for Practitioners: This study offers several useful practical implications. First, given the significant influence of system interactivity on performance expectancy and satisfaction, faculty members should modify their teaching approach by enabling communication and interaction among instructors, students, and peers using the LMS. Second, given the significant influence of performance expectancy, satisfaction, and attitude on continuous intention to use the LMS, HEIs should conduct training programs for students on the effective use of the LMS. This would increase students’ awareness regarding the usefulness of the LMS, enhance their attitude towards the LMS, and improve their satisfaction with the system. Third, given the significant role of effort expectancy in influencing performance expectancy, attitude, and students’ continuous intention to use Moodle, developers and system programmers should design the LMS with easy to use, high quality, and customizable user interface. This, in turn, will not only motivate students’ performance expectancy, but will also influence their attitude and continuous intention to use the system. Recommendation for Researchers: This study conceptually and empirically differentiates between satisfaction and attitude, as two separate affect constructs, which were taken as interchangeable factors in ECM and were disregarded by a large number of prior ECM studies concerned with continuous use intention. Hence, it is recommended that researchers include these two constructs in their research models when investigating continuous intention to use a technology. Impact on Society: This study could be used in other countries to compare and verify the results. Additionally, the research model of this study could also be used to investigate other LMSs, such as Blackboard. Future Research: This study focused on how different factors affected students’ continuous intention to use Moodle but did not consider all determinants of successful system, such as system quality, information quality, and instructional as well as course content quality. Thus, future research should devote attention to the effects of these quality characteristics of LMS.
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Alfalah, Tasneem F., Salsabeel F. Alfalah, Jannat F. Falah, Walaa Qutaishat, Wa’ed Ishretih, and Maram Al-Zu’bi. "Learning Management System versus Social Networking Sites." International Business Research 10, no. 6 (May 18, 2017): 123. http://dx.doi.org/10.5539/ibr.v10n6p123.
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Purpose - The motive of this study was the notice of the constant movement of the students in The University of Jordan (UJ) from official communities to creating groups on SNSs. The purpose of this paper is to illustrate an analysis about students’ usage of E-learning and Facebook, and identifies the major functions that are missing in the e-learning system. This paper firstly, compared students’ usage for Learning Management Systems (LMSs) vs. Social Networking Sites (SNSs), and secondly, investigated the students’ perceptions towards educational value of integrating social networking features in the LMS through Mobile Learning (m-learning).Design/methodology/approach – Data were collected from students from multiple sources: observation, interviews, and survey. The obtained results formed students perceptions toward currently used LMS in the university and SNSs, which lead to extracting their requirements to enhance the LMS used.Findings – The results of this research emphasize the importance of SNSs as a communication tool and the development of e-learning systems to move beyond LMS and engage students in an active use of the system as a resource of their information and collaborative activities.Originality/value –This study contributes to examining UJ students’ perceptions toward embedding the characteristics of the smart learning and the social network services into an e-learning system. In contrast to previous studies in enhancing LMS by just integrating features of SNSs into LMS without utilizing smart learning.
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Sousa-Vieira, María-Estrella, José-Carlos López-Ardao, Manuel Fernández-Veiga, Miguel Rodríguez-Pérez, and Cándido López-García. "Using Social Learning Methodologies in Higher Education." International Journal of Engineering Pedagogy (iJEP) 5, no. 2 (May 7, 2015): 64. http://dx.doi.org/10.3991/ijep.v5i2.4645.
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It is commonly accepted that contemporary cohorts of students witness and experience the benefits of information technologies in their learning processes. The so-called ``digital natives'' acquire, as a consequence of their early exposure to these technologies, different patterns of work, distinct attention conducts, new learning preferences and, generally, better skills for learning and working within rich online social contexts. So, it seems reasonable that the traditional education systems evolve and shape their practice to leverage those new patterns. Despite the fact that online social networks (OSNs) are widely recognized as a powerful tool for adding a new social dimension to the learning management systems (LMSs), OSNs do not fully integrate the specific features of the learning process yet and LMSs do not exploit the advantages of an active social environment for reinforcing the learning experience. We report in this paper the design, development and use of a software platform which enlarges and adapts the basic features of an OSN in order to be useful for very general learning environments. The software allows the creation, assessment and reporting of a range of collaborative activities based on social interactions among the students, and offers a reward mechanism by means of ranking and reputation. We argue that this approach is helpful in increasing the students' motivation, besides improving the learning experience and performance. The software has been tested in an undergraduate course about computer networks. Different tests confirm that the impact on learning success is statistically significant and positive.
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Shayan, P., and E. Iscioglu. "An Assessment of Students’ Satisfaction Level from Learning Management Systems: Case Study of Payamnoor and Farhangian Universities." Engineering, Technology & Applied Science Research 7, no. 4 (August 9, 2017): 1874–78. http://dx.doi.org/10.48084/etasr.1041.
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Learning Management Systems (LMS) have played a significant role in education. The purpose of this study is to investigate the acceptance level of LMS amongst students of two Universities in Tehran, Payamnoor and Farhangian. The total number of participants was 200. This study was directed based on a quantitative research method and data collection from a questionnaire which was then interpreted according to accurate statistical procedures through SPSS software. Results show that most students, regardless their gender, age, and department were satisfied with the usage of Payamnoor and Farhangian LMSs. However, a student’s grades seem to play a significant role regarding his or hers level of satisfaction from the LMS.
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Aldiab, Abdulaziz, Harun Chowdhury, Alex Kootsookos, Firoz Alam, and Hamed Allhibi. "Utilization of Learning Management Systems (LMSs) in higher education system: A case review for Saudi Arabia." Energy Procedia 160 (February 2019): 731–37. http://dx.doi.org/10.1016/j.egypro.2019.02.186.
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Asabere, Nana Yaw, Joseph Agyiri, Richard Tenkorang, and Anita Darkwah. "Learning Management System (LMS) Development for Higher Technical Education in Ghana." International Journal of Virtual and Personal Learning Environments 11, no. 2 (July 2021): 87–109. http://dx.doi.org/10.4018/ijvple.2021070106.
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In developing nations such as Ghana, traditional face-to-face (F2F) mode of education is challenged when physical classroom (academic) resources are not available for all students in a particular tertiary institution. Globally, education modes have improved through learning management systems (LMSs) as a result of technological advancements. Accra Technical University (ATU) in Ghana is currently facing the problem of turning away qualified applicants due to the fact that the academic resources in ATU are not enough to accommodate all qualified applicants. Using a quantitative research instrument (questionnaire) in accordance to the five-point Likert scale and components of the technology acceptance model (TAM) framework, this paper tackled the problem above by proposing and developing an LMS to support the education of students in ATU. Analytical results of data responses from 200 lecturers and 16 students in ATU, showed that majority of these stakeholders are willing to embrace technology and the developed LMS in ATU.
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Juárez Santiago, Brenda, Juan Manuel Olivares Ramírez, Juvenal Rodríguez-Reséndiz, Andrés Dector, Raúl García García, José Eli Eduardo González-Durán, and Fermín Ferriol Sánchez. "Learning Management System-Based Evaluation to Determine Academic Efficiency Performance." Sustainability 12, no. 10 (May 22, 2020): 4256. http://dx.doi.org/10.3390/su12104256.
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At present, supporting e-learning with interactive virtual campuses is a future goal in education. Models that measure the levels of acceptance, performance, and academic efficiency have been recently developed. In light of the above, we carried out a study to evaluate a model for which architecture design, configuration, metadata, and statistical coefficients were obtained using four Learning Management Systems (LMSs). That allowed us to determine reliability, accuracy, and correlation, using and integrating the factors that other researchers have previously used, only using isolated models, such as Anxiety–Innovation (AI), Utility and Use (UU), Tools Learning (TL), System Factors (SF), Access Strategies (AS), Virtual Library (VL), and Mobile Use (MU). The research was conducted over one year in nine groups. The results from an LMS Classroom, architecturally and configuration-wise, had the highest level of performance, with an average of 73% when evaluated using statistical coefficients. The LMS Classroom had a good acceptance and a greater impact: SF, 82%, AI, 80%, and VL, 43%, while out of the seven factors, those with the most significant impact on academic efficiency were TL, 80%, VL, 82%, and MU, 85%.
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Stuart, Jones, Richards Andrew, and Youngsang Cho. "Perceptions of English Teachers at Korean Universities Towards using Learning Management Systems During COVID-19." Korean Association of General Education 15, no. 3 (June 30, 2021): 267–88. http://dx.doi.org/10.46392/kjge.2021.15.3.267.
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The purpose of this study is to examine the feelings and perceptions of English teachers at Korean universities towards using an LMS to teach English classes during the global COVID-19 pandemic of 2020. Data were collected from 22 teachers working at 9 different universities in the greater Seoul area. A survey questionnaire consisting of a combination of multiple choice, Likert scale and opened ended questions was used as the primary data collection method. In addition, if consent was given, survey participants were contacted via e-mail or Zoom to discuss responses in greater detail. Data analysis was done using general qualitative analysis and discussed using descriptive statistics. The findings of the study show despite the confusion caused by the pandemic, English teachers at Korean universities were able to adapt quickly to using an LMS as their main teaching interface and were generally satisfied with the LMS they used. In addition, any training received on how to operate the LMS was found to be helpful although more training in specific areas appears to be desired. Specific functions provided by LMSs for language teaching were also deemed to be important. Administrational and educational implications of these findings as well as limitations are also discussed.
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Sanchez-Santillan, Miguel, MPuerto Paule-Ruiz, Rebeca Cerezo, and Víctor Alvarez-Garcia. "MeL: Modelo de adaptación dinámica del proceso de aprendizaje en eLearning." Anales de Psicología 32, no. 1 (December 25, 2015): 106. http://dx.doi.org/10.6018/analesps.32.1.195071.
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The use of the Internet has been progressively integrated into our daily lives. This has also been true for all levels of education, where virtual learning environments have been the means by which teachers, students and educational institutions managed and distributed educational experiences. However, the present design of these systems make students have difficulties in deploying their meta-cognitive skills, in addition to producing a cognitive overload due to an inadequate content organization and navigation. Thus, it is necessary to provide learning platforms with a process that allows for the adaptation of these systems to students’ characteristics, needs and context in order to enhance the teaching-learning process. This paper describes an adaptive model for Learning Management Systems (LMSs) that using variables central to the learning process allows for the application of adaptive rules to the different types of contents and knowledge to be transferred and acquired. In practice, the resulting model allows to develop adaptive courses that support and promote learning and self-regulation in virtual learning environments
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de Porto Alegre Muniz, Maria Isabella, and Anamaria de Moraes. "Usability issues in Learning Management Systems (LMS)." Work 41 (2012): 832–37. http://dx.doi.org/10.3233/wor-2012-0250-832.
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Marinosyan, A. Kh, and O. V. Andryushkova. "Multi-criteria methodology for LMS quality assessment within the framework of emergent learning system." Informatics and education, no. 5 (July 16, 2021): 4–11. http://dx.doi.org/10.32517/0234-0453-2021-36-5-4-11.
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In the article, using the case of Learning Management System (LMS), we consider a methodology for assessing the quality of education, taking into account the requests of experts, lecturers, and students. There is a growing relevance of such research due to the digitalization of education, the transition to distance learning as the main or auxiliary form of organizing the educational process. The applied methodology relies on the earlier developed concept of emergent learning and the system for the assessment of the quality of education, using the conception of negentropy. By adapting this methodology to the LMS assessment task, we show the importance of creating a hierarchical scheme of modules and functional elements necessary for an effective organization of the learning process. In order to provide an integral assessment, it is necessary, according to our position, to determine the weighting factor of each module and of each criterion by which this module is assessed and then to determine the values of each criterion for a specific LMS. A proposed flexible assessment system that takes into account the requests of all aspects of the educational process, allows, by modifying the weighting factors, to adapt the equation in accordance with the specificity of the subject area and educational institution within which the LMS is used. As an advantage of this methodology, it makes it possible not only to compare different LMSs in terms of quality but also to identify areas in which it is possible to improve and refine existing LMSs. We analyze the risks associated with the transformation of assessment systems from an auxiliary tool into an end in itself. In this regard, we propose an algorithm for separating qualitative and quantitative factors accounting, which helps to avoid the negative effect of the absolutization of assessment systems. In the conclusion, we outline the ways of developing the design of such a system of the management of educational process in which quality requirements prevail over circumstantial ones.
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Lee, Ju-Sung, and Seok-Ju Chun. "Using Learning Management Systems for Self-directed Learning of Elementary School Students." Journal of The Korean Association of Information Education 23, no. 2 (April 30, 2019): 159–67. http://dx.doi.org/10.14352/jkaie.2019.23.2.159.
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Ochoa-Orihuel, Javier, Raúl Marticorena-Sánchez, and María Consuelo Sáiz-Manzanares. "Moodle LMS Integration with Amazon Alexa: A Practical Experience." Applied Sciences 10, no. 19 (September 29, 2020): 6859. http://dx.doi.org/10.3390/app10196859.
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The frequency of interaction between teachers and students through Learning Management Systems (LMSs) is continuously rising. However, recent studies highlight the challenges presented in current LMSs to meet the specific needs of the student, regarding usability and learnability. With the motivation to support the research of effectiveness when using a Voice User Interface (VUI) for education, this paper presents the work done (RQ1) to build the basic architecture for an Alexa skill for educational purposes, including its integration with Moodle, and (RQ2) to establish whether Moodle currently provides the necessary tools for voice-content creation for develop voice-first applications, aiming to provide new scientific insight to help researchers on future works of similar characteristics. As a result of this work, we provide guidelines for the architecture of an Alexa skill application integrated with Moodle through safe protocols, such as Alexa’s Account Linking Web Service, while our findings ratify the need for additional tooling within Moodle platform for voice-content creation in order to create an appealing voice experience, with the capabilities to process Moodle data structures and produce sensible sentences that can be understood by users when spoken by a voice device.
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Al Amoush, Abdeleh Bassam, and Kamaljeet Sandhu. "Jordan Learning Analytics Management Systems Innovation (Jordanian Universities)." International Journal of Innovation in the Digital Economy 11, no. 1 (January 2020): 44–59. http://dx.doi.org/10.4018/ijide.2020010103.
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Learning management systems (LMS's) are a necessary tool and well suited as earning tools and activities in higher education. However, each institute has a different LMS tool that allows to users (management, instructors and students) to use it for a daily activity. This article investigates the main factors for the acceptance of LMS at Jordanian universities. Is also presents a new LMS model for Jordanian context called Learning Management System Model (JLMS). This approach is used to identify important factors that could or do affect the acceptance of using an LMS at Jordanian universities.
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Andergassen, Monika, Felix Mödritscher, and Gustaf Neumann. "Practice and Repetition during Exam Preparation in Blended Learning Courses: Correlations with Learning Results." Journal of Learning Analytics 1, no. 1 (May 1, 2014): 48–74. http://dx.doi.org/10.18608/jla.2014.11.4.
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Learner-centric research on factors influencing learning results has focused, among other things, on student characteristics, demographic data, and usage patterns in learning management systems (LMSs). This paper complements the existing research by investigating potential correlations between learning results and LMS usage during exam preparation, focusing on practice and repetition. Based on 250 million log-file entries used to analyze student interactions within specific courses and overall in the LMS, results show positive, albeit modest, correlations between usage variables and final exam grades. Regarding practice, the number of learning days and the number of days between the first and the last learning sessions correlate better than the coverage of different learning materials. The findings for repetition indicate that it is more beneficial to transfer learning to new tasks than to repeat the same items many times. The study not only looks at single usage variables but also examines the distribution of the descriptive and dependent variables and uses visualization techniques and quantiles to deal with outliers. This paper describes the largest empirical study of learner interactions in blended learning courses conducted so far (at least according to the authors’ knowledge) and including techniques for processing and analyzing large datasets about LMS usage.
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Gonçalves, Teresa María. "LMS: estratégia complementar de aprendizagem de línguas no âmbito dos EILCs?" Education in the Knowledge Society (EKS) 10, no. 1 (March 30, 2009): 243–71. http://dx.doi.org/10.14201/eks.15730.
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O presente artigo assenta no pressuposto de que a utilização de uma Plataforma de Gestão da Aprendizagem (LMSs – Learning Management Systems) num dos módulos de um curso intensivo de Português Língua Estrangeira (PLE), de nível intermédio, para alunos em mobilidade pela Europa, ao abrigo do Programa ERASMUS, pode ser uma estratégia adequada para responder às necessidades diversificadas e às motivações díspares dos alunos que frequentam EILCs (ERASMUS Intensive Language Course), quer os promovidos e financiados pelas Agências Nacionais do Programa Aprendizagem ao Longo da Vida quer os não financiados, oferecidos por instituições de ensino superior e por centros de línguas por essa Europa fora. Consequentemente, apresentamos uma proposta de organização da plataforma para implementar um módulo de um EILC.
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Kaewsaiha, Pongrapee. "LMS VS SOCIAL NETWORK: CONTENT ANALYSIS WITH THE SOCIAL PRESENCE THEORY APPROACH." EUrASEANs: journal on global socio-economic dynamics, no. 5(24) (September 30, 2020): 28–37. http://dx.doi.org/10.35678/2539-5645.5(24).2020.28-37.
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The purpose of this research is to study how educators and learners use social networks as part of their teaching and learning, instead of Learning Management Systems (LMSs) that are specifically designed for education. The author uses content analysis with multiple studies to find the influence that leads to the acceptance of social networks as a teaching tool, and what is seen as a disadvantage of LMS that reduces potential benefits. With the social presence theory approach, it is possible to visualize the decisions of educators/learners by defining relationships and positioning within social groups. Other studies show that most students use social networks for discussion, collaboration, sharing resources and finding support (including mental support), while LMS is useful for managing communication between teachers and students (including assessments). The emergence of mobile technologies also helps to increase communication efficiency through social networks. On the other hand, studies have shown that social networks sometimes distract students from the learning process.
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Oliveira, Paulo Cristiano de, Cristiano José C. de A. Cunha, and Marina Keiko Nakayama. "Learning Management Systems (LMS) and e-learning management: an integrative review and research agenda." Journal of Information Systems and Technology Management 13, no. 2 (August 30, 2016): 157–80. http://dx.doi.org/10.4301/s1807-17752016000200001.
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Bouquet, Paolo, and Andrea Molinari. "A New Approach to the Use of Semantic Technologies in E-Learning Platforms." International Journal of Advanced Corporate Learning (iJAC) 9, no. 2 (August 30, 2016): 5. http://dx.doi.org/10.3991/ijac.v9i2.5979.
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Semantic technologies have been studied and used in different areas of computer science. E-learning has been one of this, but the most frequent use of semantic technologies in this discipline has been in the extraction and indexing of contents, like forums, blogs, learning objects etc. The research presented in this paper aims at taking advantage of semantic technologies in a different way respect to the mainstream use that has been done in the past. This new approach refers to the use of semantic technologies in the management of the persistence layer of Learning Management Systems (LMS), i.e., where all the contents are stored. Our research follows the idea of using semantics technologies as a support, if not an entire replacement, of the backend and persistence mechanisms of LMSs. As a testbed, we will present the design and early results of the application of this approach to the persistence layer of a Virtual Communities System, where these technologies will enriched the platform to address two fundamental issues: a) entities disambiguation and identification inside the persisted objects b) adding new features to the platform without refactoring it.
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Bezerra, Luis Naito Mendes, and Márcia Terra Silva. "Educational Data Mining Applied to a Massive Course." International Journal of Distance Education Technologies 18, no. 4 (October 2020): 17–30. http://dx.doi.org/10.4018/ijdet.2020100102.
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In the current context of distance learning, learning management systems (LMSs) make it possible to store large volumes of data on web browsing and completed assignments. To understand student behavior patterns in this type of environment, educators and managers must rethink conventional approaches to the analysis of these data and use appropriate computational solutions, such as educational data mining (EDM). Previous studies have tested the application of EDM on small datasets. The main contribution of the present study is the application of EDM algorithms and the analysis of the results in a massive course delivered by a Brazilian University to 181,677 undergraduate students enrolled in different fields. The use of key algorithms in educational contexts, such as decision trees and clustering, can reveal relevant knowledge, including the attribute type that most significantly contributes to passing a course and the behavior patterns of groups of students who fail.
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Gargula, T. I. "Features of distance learning in medical universities in a pandemic condition." PROBLEMS OF UNINTERRUPTED MEDICAL TRAINING AND SCIENCE 41, no. 1 (April 2021): 5–9. http://dx.doi.org/10.31071/promedosvity2021.01.005.
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The COVID-19 pandemic has changed all aspects of life and learning in the world and in Ukraine. Quarantine restrictions made it impossible to conduct the educational process in medical universities by traditional methods (oral and written questioning, testing, attending lectures, participation in clinical trials and operations), which led to the restructuring of the educational process and the transition to distance learning. The aim of the work was to highlight the features of the organization of distance learning in higher medical institutions of Ukraine during the pandemic on the example of I. Horbachevsky Ternopil National Medical University. Learning management systems (LMSs) use the online learning platform Moodle to effectively conduct distance learning. Due to the dynamism, modularity, flexibility of this platform, students have continuous access to educational materials, undergo current and final test control of the level of knowledge acquisition and preparation for the exam Step-1, Step-2. The online service Microsoft Teams allows teachers and students to communicate in real time, conduct video lectures, discussions, surveys, control of students’ self-preparation, increase the motivational component of training by creating creative questions in Forms, running marathons and others. A high-quality distance learning process requires its digitization and informatization, teamwork of teachers and students, changing the role of the teacher as a mentor and coordinator, increasing the motivational component by introducing creative approaches to learning.