Relevant bibliographies by topics / LMS (learning management system)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'LMS (learning management system)'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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Journal articles on the topic "LMS (learning management system)"

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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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Salama, Ramiz, Ahmed Qazi, and Mohamed Elsayed. "Online programming language—Learning management system." Global Journal of Information Technology: Emerging Technologies 8, no. 3 (2018): 114–23. http://dx.doi.org/10.18844/gjit.v8i3.4051.

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Today, college and university students find themselves with the need more than getting a degree. Work and social life commitments make equal demands on their time. The option of taking online classes and studying on their own is a must. However, many state institutions are unable to accommodate all those who want to take classes on campus, escalating the demand for online learning. The aim of this project is development of learning management system (LMS). You can be as a teacher and upload your course materials to all students in our LMS. With our LMS, you are online every time, you can get messages from all students and teacher, without e-mail, just by your username in our system. Also, you can compile your code and share the result with others by social media links using REPL IT online compiler. So, our LMS provide all facilities for taking online course. Keywords: LMS, compiler, cloud EC2, route 53, easy engine, learn press.
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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 (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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Bradley, Vaughn Malcolm. "Learning Management System (LMS) Use with Online Instruction." International Journal of Technology in Education 4, no. 1 (2020): 68. http://dx.doi.org/10.46328/ijte.36.

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Learning Management Systems (LMS) reinforce the learning process through online classroom environments. A standard LMS supports an inclusive learning environment for academic progress with interceding structures that promote online collaborative-groupings, professional training, discussions, and communication among other LMS users. Instructors should balance active learning with the use of LMS technological resources and the use of guidelines from the qualified curriculum. An LMS allows instructors to facilitate and model discussions, plan online activities, set learning expectations, provide learners with options, and assist in problem-solving with processes for decision making. An Instructor’s presence within an LMS creates an engaging learning environment. Students can retain their autonomy, enthusiasm, and motivation with LMS use. Stakeholders of the educational community must find scientific studies to support their contributions in LMS platforms to assist scholars in learning mathematics and other academic subjects.
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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 (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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Kamarga, Hansiswany. "CONSTRUCTING ONLINE BASED HISTORY LEARNING: COMPARISON OF LEARNING CONTENT MANAGEMENT SYSTEM (LCMS) TO LEARNING MANAGEMENT SYSTEM (LMS)." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 2 (2018): 255. http://dx.doi.org/10.17509/historia.v12i2.12105.

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The purpose of this paper is to find a comparison between the use of QuestGarden learning content management system and Edmodo learning management system in learning particularly for the teaching of history. Characteristics of history filled with facts mastery often make teacher forget the real purpose of history learning. The abundance of facts characteristics brought up in history teaching, so it often put history learning as facts mastery learning through rote learning activity. This writing attempt to lift other approach in history learning namely online based learning that was identified can improve the ability to think. The results show QuestGarden (LCMS) or Edmodo (LMS) can be implemented in the history teaching learning, though both have different characters and use. Teachers need to understand them so that they can implement it in a synergic position.
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Hadi, T. S., Z. Mastur, Wardono, and Khotimah. "Implementation of Learning Management System (LMS) in mathematics learning." Journal of Physics: Conference Series 1918, no. 4 (2021): 042106. http://dx.doi.org/10.1088/1742-6596/1918/4/042106.

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Jakchaikul, Vipa. "Application of Learning Management System for Online Learning Modules." Applied Mechanics and Materials 804 (October 2015): 347–50. http://dx.doi.org/10.4028/www.scientific.net/amm.804.347.

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In the present decade, education is entering to the world of online learning and focusing to a learner as the center of education. To manage learning system successfully, the education courses: Learning management system (LMS) based on the online learning has been developed. In this study, LMS was developed for Programming Language course for the students of Rajamangala University of Technology Phra Nakhon by using the principle of software development life cycle (SDLC) process. Additionally, the development of the program was done via important major phases of planning analysis, design, implement and evaluated by experts in this field. From 60 randomly selected students of the Faculty of Science and Technology, online Programming Language course providing modules based on LMS model via the Internet showed higher efficiency of 85% than the control in the standard usual instruction procedure. All these aspects of system performance evaluated by the students were also at high level and satisfied with the developed lesson described on the web. Therefore, this online learning system is helpful for all learners in the present information technology world. This system would be further applied for other courses with other additional interactive systems.
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Yousaf, Farzana, Kiran Shehzadi, and Areeba Haider Aali. "Learning Management System (LMS): The Perspectives of Teachers." Global Social Sciences Review VI, no. I (2021): 183–96. http://dx.doi.org/10.31703/gssr.2021(vi-i).18.

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The emerging trend of the use of LMS (Learning Management System) in higher educational institutes is improving the teaching-learning process. The purpose of this research was to find out the perspectives of teachers towards the use of LMS. The phenomenological case study approach was the focus of this study. All the teachers who were involved in course, section, and teachers allocations in LMS were taken as the participants of the study. The sample was selected by purposeful and convenient sampling techniques. Six teachers gave interviews, while 12 teachers filled the open-ended questionnaire from three campuses of the University of Education, Lahore. Thematic analysis of data indicated that there were four main categories of faculty perceptions towards using the Learning Management System. These were advantages, disadvantages, features, and problems faced by teachers in LMS. The researchers recommended intensive training of university faculty and students in the employment of the LMS.
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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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Dissertations / Theses on the topic "LMS (learning management system)"

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Tserendorj, Navchaa, Uranchimeg Tudevdagva, and Ariane Heller. "Integration of Learning Management System into University-level Teaching and Learning." Universitätsbibliothek Chemnitz, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-103595.

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With rapid development of science and technology, introduction of the ICT different methodologies into the learning environment today becomes one of the most important factors. Application of IT tools in classroom learning in and methodology for teaching and learning processes creates number of issues, which could be solved with the help of online Learning Management System (LMS). This paper presents experiment results using of Moodle, at the course of Linear algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-2012 study year. The paper presents quantitative and qualitative rationale interdependence analysis and experiment conclusion based on midterm and final exam results of the freshman students of the National University of Mongolia.
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Maximiano, Catarina Isabel Silva. "Disponibilização de conteúdos LMS em dispositivos móveis." Master's thesis, Instituto Politécnico de Leiria, 2010. http://hdl.handle.net/10400.8/1328.

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Dissertação apresentado à Escola Superior de Tecnologia e Gestão do IPL para obtenção do grau de Mestre em Engenharia Informática - Computação Móvel, orientada pelo Doutor Vítor Manuel Basto Fernandes.<br>Actualmente, os dispositivos móveis estão cada vez mais presentes nas tarefas diárias das nossas vidas. Devido ao rápido desenvolvimento das tecnologias de comunicações móveis e das redes sem fio, elevando exponencialmente o número de pessoas que usam os dispositivos móveis. Neste contexto, aparece o m-learning que estende o conceito de elearning, onde alarga o conceito de mobilidade, especialmente com o uso de recursos tecnológicos. Portanto, a computação móvel concentra o paradigma do "anytime, anywhere access", oferecendo recursos para a educação à distância através dos dispositivos móveis. Este paradigma permite que a informação seja disponibilizada aos utilizadores com maior flexibilidade e diversidade. Fazendo com que a aprendizagem surja em locais e horários não convencionais. A necessidade de aprendizagem ao longo da vida, formação, mobilidade e flexibilidade do ensino e da penetração das tecnologias móveis possibilita aos dispositivos móveis, devido à sua principal característica - a mobilidade - o apoio e desenvolvimento de novas abordagens no contexto educacional como instrumentos de apoio à aprendizagem. Este estudo apresenta o trabalho realizado no âmbito da criação de uma aplicação de suporte ao ensino à distância no ensino superior. O objectivo principal consiste na utilização dos dispositivos móveis como ferramentas de apoio, com a finalidade de exibirem as informações sobre as disciplinas/conteúdos disponíveis no LMS. De forma a poder validar o estudo efectuado, foram realizados testes com os alunos do Instituto Politécnico de Leiria e sendo o Moodle a plataforma LMS escolhida para os testes.
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Skårner, Niklas, and Mustafa Medan. "Lärplattform : En undersökning om lärarens krav och vad som bör övervägas inför implementation." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12876.

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Många lärosäten använder idag fler än en lärplattform, ibland inom en och samma institution, program eller kurs. Uppsatsens syfte var därför att ta fram riktlinjer för vad som bör beaktas vid val av lärplattform för att fylla organisationens behov och passa dess förutsättningar. Undersökningen genomfördes med en kvalitativ datainsamlingsmetod där vi genom intervjuer med fem lärare vid Linnéuniversitetet samlade in deras krav. Resultatet blev en checklista som listar lärarnas krav och genom att kritiskt granskat litteratur kan vi rekommendera organisationer vad de bör överväga inför implementationen av en lärplattform.<br>Today, many institutions use more than one learning management system, sometimes within the same department, education program or course. The purpose of the essay was therefore to create guidelines for what should be considered when selecting a learning management system to meet the organizations needs and best suit their circumstances. The survey was conducted by a qualitative data collection method in which we collected the requirements of five teachers at Linnaeus University through interviews. The result was a checklist that lists teachers’ demands. By critical reviews of the literature we can recommend to organizations what they should consider before implementation of a learning management system.
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Mason, Robert T. "Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/231.

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An interoperability gap exists between Learning Management Systems (LMSs) and Learning Object Repositories (LORs). Learning Objects (LOs) and the associated Learning Object Metadata (LOM) that is stored within LORs adhere to a variety of LOM standards. A common LOM standard found in LORs is the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addressed three important issues related to the interoperability gap: (a) a lack of a metadata standard that defined the format of how student assessment data should be communicated from LMSs to LORs, (b) a lack of an architectural standard for the movement of data from LMSs to LORs, and (c) a lack of middleware that facilitated the movement of the student assessment data from the LMSs to LORs. This research achieved the following objectives: (a) the SCORM CAM LOM standard was extended to facilitate the storage of student assessment data, (b) Service Oriented Architecture (SOA) was identified as the best architecture to resolve the interoperability gap between LMSs and LORs, (c) a panel of Computer Information Systems (CIS) experts participated in a five-stage, web-based, anonymous Delphi process that approved and ranked 28 functional requirements for a proposed middleware application, and (d) the functional requirements were verified via the development of a prototype that transferred student assessment data from a LMSs into the LOM of LOs that are stored within a LOR. In conclusion, the research demonstrated that there are three acceptable approaches to extending the SCORM LOM standard: (a) new metadata elements, (b) new vocabulary values, and (c) the reference of an internal or external XML file using a location element. The main accomplishments of the research were the gathering of SOA functional requirements and the development of a prototype that provided an approach for the resolution of the interoperability gap that exists between LMSs and LORs.
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Hermansson, Andreas, and Johannes Thornfält. ""Man behöver ju kommunicera på andra sätt, och då är det väldigt smidigt att kunna göra det centralt på en lärplattform" : Komvuxlärares upplevelse av digitala lärplattformar." Thesis, Högskolan Väst, Avd för informatik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-15267.

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As a result of the ongoing worldwide pandemic of coronavirus disease the Swedish colleges, adult schools and high schools closed and switched to distance education. Beside the pandemic a report from the Teachers' Union was published in which it was found that many teachers are dissatisfied with the learning management systems used. The digitization of the school thus became a highly relevant area during this time. The purpose of this essay is to investigate the municipal adult education teacher's experience and use of learning management systems and thereby highlight what they see for challenges and opportunities with the learning management systems and if it has an impact on the actual usage. This paper is expected to respond to how teachers in Swedish municipal adult education feel that it is to work with learning management systems. To answer the question, a qualitative starting point is used, where semi-structured interviews have been used. In this study, the theoretical model UTAUT is used to analyze the result. The four constructs from UTAUT are used to categorize and identify the teachers' experiences, to better answer our research question. Ten municipal adult education teachers from four different schools in Västra Götaland, Sweden participated in the study. In the study, we could see that the most common area of use for the learning management system seems to be to communicate and to make materials accessible to students between classes. In addition, we could see that the teachers felt that their level of technical experience were somewhere between medium and high, all had some type of education and training in how to use learning platforms, however, more teachers described that there was a need for more education among colleagues. Advantages of learning management systems that most teachers described were increased efficiency, communication and accessibility, disadvantages that teachers described were legal security, integration, compliance with law and feedback. In general, the teachers seem more positively attuned to the platforms than negative. From the UTAUT model, we could see that all factors affect the teacher's intention and the actual use of the platform positively, however, some parts of the effort expectancy can negatively affect the teacher's intention to use.<br>I takt med coronautbrottet som startade i Kina och spred sig till stora delar av världen blev resultatet att svenska högskolor, vuxenskolor och gymnasium stängdes ner och gick över till ren distansutbildning. Parallellt med coronautbrottet publicerades en rapport från Lärarförbundet där det hade visat sig att många lärare är missnöjda med de digitala lärplattformar som används. Digitaliseringen av skolan blev därmed ett högt aktuellt område under denna tid. Syftet med denna studie är att undersöka komvuxlärarens upplevelse av digitala lärplattformar och därmed lyfta fram vad de tycker finns för olika för- och nackdelar samt vad som påverkar den faktiska användningen. Denna studie förväntas svara på hur lärare i svensk kommunal vuxenutbildning upplever att det är att arbeta med digitala lärplattformar. För att besvara frågeställning används en kvalitativ utgångspunkt, där semistrukturerade intervjuer genomfördes. I studien används den teoretiska modellen UTAUT för att analysera resultatet. Kärnfaktorerna från UTAUT används för att kategorisera och identifiera lärarnas upplevelser, för att bättre besvara frågeställningen. I studien deltog tio komvuxlärare från fyra olika skolor i Västra Götaland. I studien kunde vi se att det vanligaste användningsområdet för en digital lärplattform verkar vara att kommunicera och för att göra material tillgängligt för eleverna mellan lektionstillfällen. Utöver detta kunde vi se att lärarna ansåg att de befann sig någonstans mellan medel och hög nivå gällande teknisk kunskap, samtliga hade haft någon typ av utbildning och fortbildning i hur de kan använda digitala lärplattformar, dock beskrev flera lärare att det fanns ett behov av mer utbildning bland kollegorna. Fördelar med digitala lärplattformar som de flesta lärare beskrev var ökad effektivitet, kommunikation och tillgänglighet, nackdelar som lärarna beskrev var rättssäkerhet, integration, förenlighet med lag, och feedback. Överlag verkar lärarna mer positivt inställda till plattformarna än negativt. Utifrån UTAUT-modellen kunde vi se att samtliga faktorer påverkar lärarens intention till och den faktiska användningen av plattformen positivt, dock kan vissa delar i förväntad ansträngning kan påverka lärarens intention till användning negativt.
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Khaled, Mélissa. "Learning styles, Personalization, and Learning Management Systems : Towards a Student-Centred LMS Approach." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447989.

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This study investigates existing learning management systems practices, in this case Canvas and Moodle in relation to user personalization and students’ learning styles as both factors are closely contribute to the design of a meaningful learning experience for learners. With the expansion of these teaching tools and methods, it seems crucial to determine to what extent they actually serve the learner and what role is really given to the student using these online platforms. Factors such as instructors’ feedback, peer communication, learning objects and follow-up will be examined. This study is anchored in a Swedish academic setting, and aims to provide a comprehensive overview of learners' needs, expectations, and preferences to benefit educational institutions as well as LMS developers. The goal is to assess how such factors play an essential role in the personalization of learning tools and to suggest that their consideration can lead to the development of more intuitive LMS platforms that do not solely rely on content uploaded by teachers, but that can in turn potentially offer relevant content tailored to each user.<br>Den här uppsatsen undersöker befintliga praxis för lärande hanteringssystem, i detta fall Canvas och Moodle, i förhållande till användaranpassning och studenternas inlärningsstilar, eftersom båda faktorerna bidrar till utformningen av en meningsfull inlärningsupplevelse för studenterna. På grund av expansionen av dessa undervisningsverktyg verkar det avgörande att bestämma i vilken utsträckning de faktiskt tjänar inläraren och vilken roll studenten verkligen får när hen använder dessa plattformar. Faktorer som lärarnas återkoppling, kommunikation med andra elever, lärandeobjekt och uppföljning kommer att undersökas noggrant. Studien är förankrad i en svensk akademisk miljö och syftar att ge en heltäckande översikt av inlärarnas behov, förväntningar och preferenser. Målet är att förstå hur dessa faktorer spelar en väsentlig roll i personaliseringen av lärverktyg och att föreslå att deras beaktande kan leda till utveckling av mer intuitiva LMS-plattformar som inte enbart förlitar sig på innehåll som laddas upp av lärare, utan som i sin tur potentiellt kan erbjuda relevant innehåll som är skräddarsytt för varje användare.
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Kalinga, Ellen Ambakisye. "Development of an interactive e-learning management system (e-LMS) for Tanzanian secondary schools /." Karlskrona : School of Technoculture, Humanities and Planning, Blekinge Institute of Technology, 2008. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/078658eaeb62ee0ec12574570033056b?OpenDocument.

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Kalinga, Ellen. "Development of an Interactive E-learning Management System (e-LMS) for Tanzanian Secondary Schools." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00477.

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e-Learning, defined as the use of information and communications technology (ICT) for supporting the educational process, has motivated Tanzania to apply ICT in its education systems. Tanzanian secondary schools which are geographically and socially isolated face a number of problems, including a way to get learning materials. The impact of these problems is poor performance in National Examinations. This poor performance however is most noted in science and mathematics. The problem in get- ting learning materials can be reduced by employing ICT. This research developed an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. Tanzania Secondary Schools e-Learning (TanSSe-L) system is the name adopted for an interactive e-LMS developed. The re- search is aimed at supporting teaching and learning functions by allowing for the creation and storage of learning materials, making them available, easily accessed and sharable by students from different secondary schools in Tanzania. It is a context- driven research work of knowledge production in a specific context for application. Initially, the research work focused on two selected pilot schools; Kibaha Secondary School and Wali-ul-Asr Girls’ Seminary in Kibaha town, Pwani region. Features of the TanSSe-L system represent the standard form of any secondary school registered by the Ministry of Education and Vocational Training. The development of the TanSSe-L system made use of software engineering discipline. The research used Unified Modelling Language (UML) and integrated Object-Orient- ed System Analysis and Design (OOSA&amp;D) and Model Driven Architecture (MDA) to address the System Development Life Cycle (SLDC) in a systemic way. UML design class diagram (DCD) is a Platform Independent Model (PIM) that was transformed into a Platform Specific Model (PSM) in MDA for implementation. Implementation made use of open source LMS to help generate a timely solution to TanSSe-L system development. In this specific context, focus group discussion as inspired by action re- search methodology was used. The research evolved into a triple helix process in close cooperation with other stakeholders. Finally, it is considered that replication and mirroring will make learning materials highly available to end-users.
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Kalinga, Ellen. "Development of an Interactive e-Learning Management System (e-LMS) for Tanzanian Secondary Schools." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00404.

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e-learning, as defined to be the use of information and communications technology (ICT) for supporting the educational processes, has motivated Tanzania to apply ICT in its education system. Tanzania secondary schools in rural areas are geographically and socially isolated. Rural Tanzania secondary schools face a number of problems including ways in getting learning materials, as well as inadequacy in qualified teachers. The impact of these problems is poor performance in National Examinations. This poor performance however is highly noted in science and mathematics subjects. The problem in getting learning materials can be reduced by employing ICT in secondary school education system. This research develops an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. The research is aiming to support teaching and learning functions by allowing creation and storage of learning materials, making them available, easily accessed and sharable among students from different secondary schools in Tanzania in a more organized way. Tanzania has only one curriculum for all secondary schools registered under the Ministry of Education and Vocational Training (MoEVT). During development stage it will not be easy to involve all scattered Tanzanian secondary schools. The research is focusing to two selected pilot schools; Kibaha secondary school and Wali-ul-Asr girls’ seminary in Kibaha town, Pwani region. Features of the e-LMS will represent the standard form of any other secondary school registered by the MoEVT. The complete implementation of the e-LMS to these selected pilot schools will later be extended to all other secondary schools in Tanzania. The development uses Object-Oriented System Analysis and Design (OOSAD) approach along with the power of modeling as it has been emphasized by Model Driven Architecture (MDA). Unified Modeling Language (UML) is mainly used in both cases. To create an interoperable system, UML is integrated with extensible markup language (XML) during model transformation from e-LMS Platform Independent Model (PIM) to e-LMS Platform Specific Model (PSM). Development will make use of open source software. For context specific development, participatory action research methodology is adopted and the inputs are well presented in developing e-LMS. Customization of open source learning management system (LMS) platforms is employed to help generate a timely solution to e-LMS development. Finally, this thesis also considers the need for replication and mirroring of the database for the purpose of making learning materials highly available to end-users.
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Rusko, Miroslav. "Používanie ICT technológií vo vzdelávaní." Master's thesis, Vysoká škola ekonomická v Praze, 2007. http://www.nusl.cz/ntk/nusl-2520.

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Táto diplomová práca ponúka čitateľovi ucelený pohľad do sveta vzdávania s využívaním najmodernejších technológií a moderných komunikačných zariadení. Vysvetľuje využiteľnosť dištančného vzdelávania v modernej dobe a poukazuje na jeho výhody a nevýhody. Popisuje jednotlivé systémy pre riadenie výuky (takzvané LMS) a jednotlivo ich rozoberá v analýze. Nezabúda ani na preskúmanie situácie v oblasti LMS v Českej Republike. Nakoniec predkladá kompletnú analýzu stávajúceho LMS systému spoločnosti Telefónica O2 Czech Repubic.
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Books on the topic "LMS (learning management system)"

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Lean management system LMS:2012: A framework for continual lean improvement. CRC Press, 2012.

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

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

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

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Learning with information systems: Learning cycles in information systems development. Routledge, 1996.

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

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

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Group model building: Facilitating team learning using system dynamics. J. Wiley, 1996.

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System- und evolutionstheoretische Betrachtungen der Organisationsentwicklung. P. Lang, 1995.

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

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Book chapters on the topic "LMS (learning management system)"

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A. Khan, Rashid, and Hassan Qudrat-Ullah. "Learning Management Systems." In Adoption of LMS in Higher Educational Institutions of the Middle East. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50112-9_3.

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Al-Sharhan, Salah, Ahmed Al-Hunaiyyan, Rana Alhajri, and Nabeil Al-Huwail. "Utilization of Learning Management System (LMS) Among Instructors and Students." In Lecture Notes in Electrical Engineering. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1289-6_2.

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Forment, Marc Alier, Xavier De Pedro, Maria Jose Casañ, Jordi Piguillem, and Nikolas Galanis. "Learning Assessment Using Wikis: Integrated or LMS Independent?" In Knowledge Management, Information Systems, E-Learning, and Sustainability Research. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_17.

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Mhouti, Abderrahim El, Mohamed Erradi, and Azeddine Nasseh. "LMS 3.0: A Collaborative Learning Management System Based on Web 3.0 Concepts." In Innovations in Smart Cities Applications Edition 2. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11196-0_34.

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Koomson, William Kofi. "Ontology of Ubiquitous Learning: WhatsApp Messenger Competes Successfully with Learning Management Systems (LMS)." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17798-0_11.

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Penha, Marcelo, and Walter Franklin Marques Correia. "Usability Recommendations for a Learning Management Systems (LMS) - A Case Study with the LMS of IFPE." In Advances in Usability, User Experience and Assistive Technology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94947-5_46.

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Durak, Gürhan, and Serkan Çankaya. "Learning Management Systems." In Handbook of Research on Challenges and Opportunities in Launching a Technology-Driven International University. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6255-9.ch016.

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One of the technologies used in education is the learning management system (LMS). Selecting the correct LMS is important for all education institutions so that they can avoid a number of difficulties and problems in future. To be able to select the correct LMS, it is necessary to examine the features of current LMSs in the market comparatively, to determine their capability of meeting the needs of the education institution and to follow the trends in LMS use. This chapter presents information about LMS types, features of commonly used LMSs, the trends in LMS use, and about the results of related studies in literature. Today, Blackboard, Moodle, Edmodo, and Canvas are among the most commonly used LMSs. Though these LMSs have many features in common, they also differ from one another in certain aspects. Therefore, it is seen that different education institutions tend to prefer different LMSs in line with their needs. In this respect, the selected LMS should be appropriate to the needs of the institution and to its current resources.
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Burton, Sharon L., Rondalynne McClintock, Darrell N. Burrell, Kim L. Brown-Jackson, Dustin Bessette, and Shanel Lu. "Learning Management Systems." In New Threats and Countermeasures in Digital Crime and Cyber Terrorism. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8345-7.ch014.

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Learning management systems (LMSs) are significant in offering highly collaborative, widely accessible, and manageable learning solutions. It is feasible that learning solutions stakeholders pursue an in-depth understanding of the LMS and the vulnerabilities surrounding technology-enabled learning and teaching. The over 300 types of active LMSs, proprietary or open source, are not off limits to hackers. Past research shows that hackers compromise technology systems to ascertain personal identifiable information and interfere with the integrities of post-secondary institutions. Stakeholders must understand how to safeguard the LMS. To address LMS cybercrime concerns, this text reviews vulnerability information on over 12 LMS features. After reading this text, stakeholders will gain increased insight into their works to thwart security related LMS incidents. This text can support stakeholders' knowledge in actions to take prior to the LMS reaching unacceptable vulnerability levels. Researchers and practitioners will benefit from this text's perspective on the LMS and mitigating risk.
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Anshari, Muhammad, Yabit Alas, Nor'Azmah Hj Mohd Yunus, Norakmarul Ihsan binti Pg Hj Sabtu, Malai Hayati Sheikh Abdul Hamid, and Mark Smith. "Learning Management System 2.0." In Handbook of Research on Engaging Digital Natives in Higher Education Settings. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0039-1.ch012.

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The recent adoption of cloud computing, Web 2.0 (web as a platform), and Big Data technologies have become the main driver of the paradigm shift. For higher education, choosing the right platform for a next generation of Learning Management System (LMS) namely LMS 2.0 is becoming more important than choosing a tool in the new paradigm. This chapter discusses factors for higher institution in determining a future direction for its LMS to take advantage of pervasive knowledge management, efficiency and effectiveness of operations. Literature studies have deployed for this study to portray the state of future LMS initiative. We found that the trends of cloud computing and big data will be predominant factor in viewing future LMS adoption and implementation. LMS 2.0 can be a solution to make learning systems in a higher education is flexible in terms of resources adoption, quality of learning, knowledge management, and implementation.
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Anshari, Muhammad, Yabit Alas, Norazmah Yunus, Norakmarul Ihsan binti Pg Hj Sabtu, Malai Hayati Sheikh Abdul Hamid, and Mark Smith. "Learning Management System 2.0." In Web Services. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7501-6.ch116.

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The recent adoption of cloud computing, Web 2.0 (web as a platform), and Big Data technologies have become the main driver of the paradigm shift. For higher education, choosing the right platform for a next generation of Learning Management System (LMS) namely LMS 2.0 is becoming more important than choosing a tool in the new paradigm. This chapter discusses factors for higher institution in determining a future direction for its LMS to take advantage of pervasive knowledge management, efficiency and effectiveness of operations. Literature studies have deployed for this study to portray the state of future LMS initiative. We found that the trends of cloud computing and big data will be predominant factor in viewing future LMS adoption and implementation. LMS 2.0 can be a solution to make learning systems in a higher education is flexible in terms of resources adoption, quality of learning, knowledge management, and implementation.
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Conference papers on the topic "LMS (learning management system)"

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Ohashi, Fabio Kazuo, Fábio Luís Falchi de Magalhães, Marcos Antonio Gaspar, and Maria Helena Mauro. "Contribution of Learning Management System (LMS) to the Corporate Knowledge Management." In 14th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2017. http://dx.doi.org/10.5748/9788599693131-14contecsi/ps-4644.

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Besimi, Adrian, Visar Shehu, Lejla Abazi-Bexheti, and Zamir Dika. "Managing security in a new Learning Management System (LMS)." In Proceedings of the ITI 2009 31st International Conference on Information Technology Interfaces (ITI). IEEE, 2009. http://dx.doi.org/10.1109/iti.2009.5196105.

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Hilmi, Mohd Faiz, Shahrier Pawanchik, and Yanti Mustapha. "Exploring security perception of learning management system (LMS) portal." In 2011 3rd International Congress on Engineering Education (ICEED 2011). IEEE, 2011. http://dx.doi.org/10.1109/iceed.2011.6235375.

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Ekuase-Anwansedo, Ajayi, Susannah F. Craig, and Jose Noguera. "How to Survive a Learning Management System (LMS) Implementation?" In SIGUCCS '18: ACM SIGUCCS Annual Conference. ACM, 2018. http://dx.doi.org/10.1145/3235715.3235735.

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Sriratnasari, Septia Redisa, Gunawan Wang, and Emil Robert Kaburuan. "Applying Innovative Learning Management System (LMS) with Gamification Framework." In 2019 International Seminar on Application for Technology of Information and Communication (iSemantic). IEEE, 2019. http://dx.doi.org/10.1109/isemantic.2019.8884295.

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Kaburuan, Emil R., Ang Swat Lin Lindawati, and Nikolaus Permana Tri Rahmanto. "User Experience Evaluation on University's Learning Management System (LMS)." In 1st International Conference on Intermedia Arts and Creative. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009318601760184.

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Lewis, Barbara, Virginia MacEntee, Shirley DeLaCruz, et al. "Learning Management Systems Comparison." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2873.

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The trend toward conversion from traditional classroom to online courses follows the shift of learning theories from the behaviorist orientation that portrays learning as a primarily passive activity to theorist orientation which emphasize the active, reflective and social nature of learning. Learners are increasingly considered to be active constructors rather than passive recipients of knowledge. As this trend increases, questions have surfaced regarding the choice of a learning management system (LMS) to use in developing an online course. The selection of an LMS is critical to student success. That selection needs to be based on both the objectives of the online course and the students’ needs. The LMS must have components that will allow the instructor to create a course that emphasizes active learning experiences. This paper will compare nine learning management systems and highlight the product features which enhance their ability to accommodate active learning.
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Marcial, Dave E., Jonathan Mark N. Te, Mark B. Onte, Maria Lourdes S. Curativo, and Janice Antoniette V. Forster. "LMS on sticks: Development of a handy learning management system." In 2017 7th International Conference on Cloud Computing, Data Science & Engineering - Confluence (Confluence). IEEE, 2017. http://dx.doi.org/10.1109/confluence.2017.7943256.

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Shaparenko, Anna, Anna Golikova, Imad Tahini, and Aliaksei Dadykin. "MANAGEMENT SYSTEM FOR FORMING LANGUAGE SKILLS OF ADULTS – NEW GENERATION LMS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1242.

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AlHamad, Ahmad Qasim, Mohammed Ali Akour, and Farouq Al-Omari. "Personalizing student's profiles using JESS in A Learning Management System(LMS)." In 2012 International Conference on Interactive Mobile and Computer Aided Learning (IMCL). IEEE, 2012. http://dx.doi.org/10.1109/imcl.2012.6396460.

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Reports on the topic "LMS (learning management system)"

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Howard, Heidi, Dick Gebhart, and William Goran. Marine Corps Air Ground Combat Center (MCAGCC) Land Management System (LMS) Military Field Application Site FY00 In-Process Review. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada390526.

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Howard, Heidi R., Dick Gebhart, and William D. Goran. Marine Corps Air Ground Combat Center (MCAGCC) Land Management System (LMS) Military Field Application Site FY02 In-Progress Review. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada423216.

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Miller, Craig, and Robert Larmouth. Energy Sector Security through a System for Intelligent, Learning Network Configuration Monitoring and Management (“Essence”). Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1360111.

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

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Babu M.G., Sarath, Debjani Ghosh, Jaideep Gupte, Md Asif Raza, Eric Kasper, and Priyanka Mehra. Kerala’s Grass-roots-led Pandemic Response: Deciphering the Strength of Decentralisation. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.049.

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This paper presents an analysis of the role of decentralised institutions to understand the learning and challenges of the grass-roots-led pandemic response of Kerala. The study is based on interviews with experts and frontline workers to ensure the representation of all stakeholders dealing with the outbreak, from the state level to the household level, and a review of published government orders, health guidelines, and news articles. The outcome of the study shows that along with the decentralised system of governance, the strong grass-roots-level network of Accredited Social Health Activists (ASHA) workers, volunteer groups, and Kudumbashree members played a pivotal role in pandemic management in the state. The efficient functioning of local bodies in the state, experience gained from successive disasters, and the Nipah outbreak naturally aided grass-roots-level actions. The lessons others can draw from Kerala are the importance of public expenditure on health, investment for building social capital, and developing the local self-delivery system.
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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Perceptions of community pharmacists, patent and proprietary medicine vendors, and their clients regarding quality of family planning services: The IntegratE Project. Population Council, 2021. http://dx.doi.org/10.31899/rh17.1016.

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The IntegratE Project is a four-year initiative (2017–21) implemented by the Population Council and partners that seeks to increase access to contraceptive methods by involving the private sector (community pharmacists [CPs] and patent and proprietary medicine vendors [PPMVs]) in family planning (FP) service delivery in Lagos and Kaduna States, Nigeria. The project aims to establish a regulatory system with the Pharmacists Council of Nigeria to ensure that CPs and PPMVs provide quality FP services, comply with FP regulations, and report service statistics to the Health Information Management System (HMIS). To achieve this, the project is implementing: a pilot three-tiered accreditation system for PPMVs; a supervisory model to ensure standard drug-stocking practices; building the capacity of CPs and PPMVs to provide a wider range of FP services and data report to the HMIS. This brief focuses on quality of care received by women voluntarily seeking FP services from CPs and PPMVs. CPs and PPMVs and their clients appear to be satisfied with the FP services offered by CPs and PPMVs; on-going learning opportunities, and a supportive supervision system that is properly coordinated should be sufficient to maintain the quality of services offered by CPs and PPMVs.
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