Relevant bibliographies by topics / Online learning management systems

Contents

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

Academic literature on the topic 'Online learning management systems'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Online learning management systems"

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Schaumleffel, Nathan A. "Enhanced Academic Advisement with Online Learning Management Systems." SCHOLE: A Journal of Leisure Studies and Recreation Education 24, no. 1 (2009): 142–47. http://dx.doi.org/10.1080/1937156x.2009.11949635.

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Tkachenko, Olha, and Vladyslav Tyrkov. "Distance Learning Management Systems." Digital Platform: Information Technologies in Sociocultural Sphere 5, no. 1 (2022): 67–81. http://dx.doi.org/10.31866/2617-796x.5.1.2022.261291.

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The purpose of the article is to research, analyze and consider general problems and prospects for the development of management systems for learning processes with the ability to support distance learners using the latest technologies. The research methodology consists in methods of semantic analysis of the basic concepts of this subject area (management systems of educational processes). The article considers the approaches to the development and operation of the learning management system. The scientific novelty of the research is the analysis of the functioning of modern learning management systems and learning systems, the results of which can be used in the development of their own learning management system, which is relevant in today’s online learning environment. Conclusions. The paper considers well-known views on distance learning and analyzes modern information systems for distance learning management. Taking into account the results of the analysis, the authors decided to develop an information system for managing educational processes in distance education.
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Iqbal, Shakeel. "Learning Management Systems (LMS): Inside Matters." Information Management and Business Review 3, no. 4 (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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Johnson, AnnMarie, and Sean Ruppert. "An evaluation of accessibility in online learning management systems." Library Hi Tech 20, no. 4 (2002): 441–51. http://dx.doi.org/10.1108/07378830210452640.

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Stapleton, James L., H. Joseph Wen, Dave Starrett, and Michelle Kilburn. "Generational differences in using online learning systems." Human Systems Management 26, no. 2 (2007): 99–109. http://dx.doi.org/10.3233/hsm-2007-26203.

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The purpose of this study was to investigate generational differences in using online learning systems. The factors examined in this study were perceived satisfaction, perceived learning, online technology environment, interaction, student motivation and self-management. A total of 966 usable responses were analyzed. A number of generational differences were found. Comparatively speaking, Millennials are more likely to perceive that technical capabilities of the online system reduce learning, have more interaction with students, have less interaction with instructors, are more comfortable with online course discussions, and are less likely to have an online learning plan. However, contrary to profiles of these generations common in the literature, results suggested that the perceived satisfaction, learning, and motivation of these generations are more homogeneous than different.
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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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Osman, Siti Zuraidah Md. "Combining Synchronous and Asynchronous Learning: Student Satisfaction with Online Learning using Learning Management Systems." Journal of Education and e-Learning Research 9, no. 3 (2022): 147–54. http://dx.doi.org/10.20448/jeelr.v9i3.4103.

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Students' satisfaction, knowledge, skills and attitude towards learning (KSAs), engagement and interaction in online learning are essential indicators in ensuring that the Learning Management System (LMS) is utilised effectively and efficiently. However, most students become passive listeners and observers during online teaching and learning activities on the LMS platform, both in synchronous and asynchronous learning. Therefore, this study aimed to identify student satisfaction in terms of KSAs, engagement and interaction with a combination of synchronous and asynchronous learning in online learning platforms. A questionnaire was distributed to 163 students from a higher education institution. The results showed that student satisfaction was at a high level in KSAs; there was a significant positive relationship between KSAs, interaction and student engagement which led to student satisfaction. Therefore, a teaching design which combines synchronous and asynchronous learning methods could be applied by educators to enhance students' KSAs, interaction and engagement to help raise their satisfaction levels.
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Kurniawan, Ricky Andi, and Heru Wijayanto Ariandono. "Pengembangan Website Learning Management Systems Dengan Metodologi Scrum." Jurnal Ilmu Komputer dan Bisnis 13, no. 2a (2022): 165–74. http://dx.doi.org/10.47927/jikb.v13i2a.408.

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Sociopreneur Indonesia Academy adalah sebuah program yang dikembangkan oleh Sociopreneur Indonesia yang berfokus pada peningkatan keterampilan praktis supaya menjadi individu yang memiliki pola pikir, keterampilan, dan kreatif. Sociopreneur Indonesia Academy diluncurkan untuk pertama kalinya pada bulan Agustus 2020 dan dirancang untuk menyampaikan praktek tentang Pendidikan Kewirausahaan dan Inovasi Sosial kepada masyarakat yang lebih luas. Permasalahan yang dihadapi oleh media pembelajaran online pada setiap institusi adalah dengan adanya perubahan transformasi dalam bisnis model dan perubahan proses pembelajaran academy dari offline ke online. Sehingga dibutuhkan suatu platform yang terintegrasi, untuk mendukung proses pembelajaran yang dilakukan secara online. Penelitian ini bertujuan untuk memberikan solusi yang tepat atas permasalahan yang sedang dihadapi Sociopreneur Indonesia Academy dalam melakukan perancangan E-Learning berbasis website. Metode yang dilakukan pada penelitian ini dengan metode Scrum sedangkan teknik pengumpulan data menggunakan wawancara dengan pihak Sociopreneur Indonesia Academy. E-Learning berbasis website ini dirancang menggunakan Wordpress serta terdapat beberapa plugin yang mendukung didalamnya seperti Tutor LMS, Woocommerce, Tripay Payment dan Elementor. Dengan adanya E-Learning berbasis website ini dapat menjadi solusi terbaik untuk menjalankan proses pembelajaran selama program Sociopreneur Indonesia Academy berlangsung pada Sociopreneur Indonesia.
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Wright, M. Keith. "A Design Theory for Vigilant Online Learning Systems." International Journal of Information Systems in the Service Sector 8, no. 1 (2016): 13–33. http://dx.doi.org/10.4018/ijisss.2016010102.

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There is now a preponderance of evidence suggesting that the types of online course management software (OCMS) used in purely online undergraduate college courses, do not meet the needs of younger immature students. These students often lack the learning skills necessary to succeed in such courses, nor do the popular OCMS include the vigilance mechanisms to guide such students to successful course completion in the absence of face-to-face human instruction. This paper explores the literature relevant to design theory, learning theory, decision support, and vigilance, to extend information systems design theory to a design theory of vigilant online learning systems. It is hoped that this research note will help guide software developers and academics studying how to design future online learning systems for the immature student.
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Achebo, Nubi, Ogechi Adeola, and Efosa C. Idemudia. "The online educational model and drivers for online learning." International Journal of Business Information Systems 32, no. 2 (2019): 219. http://dx.doi.org/10.1504/ijbis.2019.10024675.

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Dissertations / Theses on the topic "Online learning management systems"

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Garg, Anubha. "SCORM based learning management system for online training." Kansas State University, 2012. http://hdl.handle.net/2097/14627.

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Master of Science<br>Department of Computing and Information Sciences<br>Mitchell Neilsen<br>The Biosecurity Research Institute (BRI) facility at Kansas State University is a huge biocontainment facility to conduct research on infectious diseases that pose a threat to plant, animal and human health. The BRI Training and Education Program is currently offline; i.e., classroom sessions are taken to provide this training and education. The objective behind taking up this project was to move the entire training and education module of Biosecurity Research Institute online, instead of having a classroom session for each training course, with an subject matter expert (SME) to come and take the training session. The aim is to develop an online training system which is synchronized with the information in the BRI Research Project Database. The employees will only have to login to the website, scroll through the list of courses they are enrolled in, take the courses, write the assignments/quizzes assigned to the course and then submit the quizzes. They can also self-enroll themselves into courses, if they are given the permission to do so. The SME’s of the courses can create new courses, upload the course materials, enroll users into the courses, and assign deadlines to course completion. Once the student submits the course quiz or assignments, the SME’s can grade the quiz, assign a final grade to the students, and give feedback on their performance. They can even reassign the course in case of poor performance by the student. The administrators of the website can assign roles to different personnel, give permissions according to need and requirement, add/delete courses, and change the appearance of the website. The project is to be done using a Learning Management System called Moodle. Moodle (Modular Object Oriented Dynamic Learning Environment) is an online learning management system designed to allow interaction between teachers and students. The back-end database used is SQL Server 2008 R2 and additional tools used are Adobe Presenter (with Microsoft Power Point 2010) to create the courses in SCORM format.
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Clemons, Christopher Alan. ""Establishing Online and Mobile Based Agriculture and Natural Resource Education Modules: A New Model for Design and Delivery to Impact Student and Faculty Success"." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/984.

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Volery and Lord noted that the rapid expansion of the Internet will play a pivotal role in the delivery mediums in which education is provided. My dissertation addresses the potential best methodology for developing more effective instruction through Internet based learning. Previous research has identified various aspects related to student learning in online settings, the Internet as a core delivery platform for information, student learning styles, and gender as a component of student success in online platforms. This study was motivated by three research goals: (1) Assess the essential components for an effective open campus model, (2) identify and analyze stakeholder perceptions of factors influencing the design, development, implementation of online coursework, and perceptions by instructional design themes (3) utilize data from literature, respondent questionnaires, agricultural learning modules, and agricultural stakeholder perceptions to propose a model for open online course design and faculty implementation of best teaching methodologies related to online instructional delivery. Using the Delphi Model for consensus, three expert panels (undergraduate agriculture students, secondary agriculture teachers, and post secondary agriculture education faculty) identified the vital components for online course frameworks addressing instructional design, application of course content, and collaborative education models within online learning platforms. To illustrate the objectives of this study, the findings support the proposal and development of the Unified Model for Online Learning and System Design.
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Mohamed, Bahaaeldin, and Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141860.

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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.
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Mohamed, Bahaaeldin, and Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27993.

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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.
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Alshammari, Mohammed S. "Academics' adoption and usage of learning management systems in Saudi Arabia's universities." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11123.

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Learning Management Systems (LMS) have become a common feature in contemporary Higher Education institutions worldwide. LMS literature shows that the level of interest and/or knowledge among academics towards the importance and usefulness of these systems, and the opportunities they can bring to the teaching process are key factors affecting the degree of use of LMS in HE. To date, most of these studies have taken place in the context of developed countries, and there is only limited research in other areas. In recent years, LMS have been adopted widely in Saudi Arabia’s Higher Education sector, however, there are no strong and detailed data regarding the subject in this context, which could impede future developments. On the other hand, academics were chosen as the main focus of this investigation because studies have revealed that they have the most vital role in promoting and enhancing the use of LMS. Therefore, this research investigates academics’ adoption and usage of LMS in Saudi Arabia’s universities; it aims to understand the adoption conditions and identify what factors truly affect the adoption process and to what level are the systems being used and why. The investigation was guided by Grounded Theory research principles. Initially, a review of the literature identified the nature of LMS along with the issues confronting academics when they are trying to use it to its full potential in supporting the delivery of their courses. Afterwards, questionnaires were employed to further explore the phenomenon in its examined context, i.e. Saudi higher education. The generated data and concepts were then used to guide the research process and to develop interview questions. The interviews were carried out at three Saudi universities with a range of stakeholders, which signified the primary data source in this investigation. Analysis revealed that LMS did not emerge as a well-established component of academics’ activities in Saudi universities despite the positive view respondents expressed towards it. Findings also explained why LMS was either considered a secondary method to support face-to-face teaching, or under-utilised in fully online courses. Furthermore, findings revealed the primary factors influencing academics’ level of use of LMS. Moreover, there were issues identified in relation to the academics’ development and training for LMS, which had a significant effect on the academics’ level of use of LMS. Findings were then integrated into a substantive theory and a theoretical model, which represents the research primary outcome. The theoretical outcomes offer abstract explanation of the phenomenon about adopting innovatory systems in Saudi universities, LMS in this instance. In conclusion, suggestions for improving the current provision of LMS in Saudi Universities are made. Overall, this study provided an insight into the environment surrounding the early adoption phases of LMS in Saudi universities, which offers a better understanding of the phenomenon. Subsequently, this will help enhance the adoption process in current contexts and assist in the better future utilisation of these systems in similar situations.
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Ricker, Gina Maria. "Student Learning Management System Interactions and Performance via a Learning Analytics Perspective." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6656.

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Enrollment in full-time, virtual, K-12 schools is increasing while mathematics performance in these institutions is lacking compared to national averages. Scholarly literature lacks research studies using learning analytics to better predict student outcomes via student learning management system (LMS) interactions, specifically in the low performing area of middle school mathematics. The theoretical framework for this study was a combination of Hrastinski's theory of online learning as online participation and Moore's 3 types of interactions model of online student behavior. The purpose of this study was to address the current research gap in the full-time, K-12 eLearning field and determine whether 2 types of student LMS interactions could predict mathematics course performance. The research questions were developed to determine whether student clicks navigating course content page(s) or the number of times a student accessed resources predicted student performance in a full-time, virtual, mathematics course after student demographic variables were controlled for. This quantitative study used archived data from 238 seventh grade Math 7B students enrolled from January 8th-10th to May 22nd-25th in two Midwestern, virtual, K-12 schools. Hierarchical regressions were used to test the 2 research questions. Student clicks navigating the course content pages were found to predict student performance after the effects of student demographic covariates were controlled for. Similarly, the number of times a student accessed resources also predicted student performance. The findings from this study can be used to advise actionable changes in student support, build informative student activity dashboards, and predict student outcomes for a more insightful, data-driven, learning experience in the future.
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Arabie, Claire Pettit. "Educational Technology Tools in Learning Management Systems Influence on Online Student Course Satisfaction in Higher Education." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163286.

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<p> Educational technology can be a powerful tool and the advantages of using it in instruction are abundant. However, it is important that instructors use technology effectively. Recent rapid changes in technology have coincided with rapid growth in online learning. Since the 1990s, learning management systems (LMS) have been adopted in higher education as a means for providing instructors with educational technology tools to manage and facilitate their higher education classes. LMS tools play a significant role in the facilitation of online learning. The changes in educational technology and the growth in online learning have led educators in higher education to examine best practices for integrating technology in online learning. Retention is a major focus of higher education administrators. Thus, student satisfaction in online courses is a concern in order to decrease attrition and improve student persistence in online education. This study examines the relationships between student perception of the usefulness of LMS tools and student online course satisfaction in higher education.</p>
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Maeda-Nunez, Luis. "System-level power management using online machine learning for prediction and adaptation." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/399995/.

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Nowadays embedded devices have the need to be portable, battery powered and high performance. This need for high performance makes power management a matter of critical priority. Power management algorithms exist, but most of the approaches focus on an energy-performance trade-off oblivious to the applications running on the system. Others are application-specific and their solution cannot be applied to other applications. This work proposes Shepherd, a cross-layer runtime management system for reduction of energy consumption whilst offering soft real-time performance. It is cross-layer because it takes the performance requirements from the application, and learns to adjust the power management knobs to provide the expected performance at the minimum cost of energy. Shepherd is implemented as a Linux governor running at OS level, this layer offers a low-overhead interface to change the CPU voltage and frequency dynamically. As opposed to the reactive behaviour of Linux Governors, Shepherd adapts to the application-specific performance requirements dynamically, and proactively selects the power state that fulfils these requirements while consuming the least power. Proactiveness is achieved by using AEWMA for adapting to the upcoming workload. These adaptations are facilitated using a model-free reinforcement learning algorithm, that once it learns the optimal decisions it starts exploiting them. This work enables Shep-herd to work with different applications. A programming framework was designed to allow programmers to develop their applications to be power-aware, by enabling them to send their performance requirements and annotations to Shepherd and provide the cross-layer soft real-time performance desired. Shepherd is implemented within the Linux Kernel 3.7.10, interfacing with the application and hardware to select an appropriate voltage-frequency control for the executing application. The performance of Shepherd is demonstrated on an ARM Cortex-A8 pro-cessor. Experiments conducted with multimedia applications demonstrate that Shep-herd minimises energy consumption by up to 30% against existing Governors. Also, the framework has been used to adapt example applications to work with Shepherd, achieving 60% energy savings compared to the existing approaches.
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BROWN, Justin, and j. brown@ecu edu au. "An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment." Edith Cowan University. Computing, Health And Science: School Of, 2005. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0035.html.

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Tassi, Ahmad. "Electronic Learning Management System Integration Impact on Tertiary Care Hospital Learners' Educational Performance." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2694.

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Technological innovations have been shown to improve the quality of health information and improve safety in health care systems. The purpose of this project was to offer hospital nurses a more flexible and practical alternative to education and training than the traditional face-to-face method, supporting nurse educators in overcoming many of the obstacles in responding to nurses' needs in the clinical areas. This project used a randomized, 2-group posttest-only experimental design to measure the effect of treatment at a targeted hospital. The experimental group received a new instructional approach using an Electronic Learning Management System (ELMS) and the control group used the site's traditional standard method; both groups completed the Posttest Knowledge Assessment. The study population consisted of registered nurses who had attended the project site's Safe Blood Transfusion Practice program over a period of 1 month. There were no significant differences between the 2 groups' members' gender, age, level of education, or nursing experience. Data analysis showed a significant (p < .00) difference between the 2 groups' posttest scores, indicating that the participants who used the ELMS attained a higher median knowledge (M = 89.39, SD = 9.26) than did participants who received traditional, face-to-face instruction (M = 76.85, SD = 10.628). These results suggest that ELMS-based learning is a more effective method of instructional delivery that could effectively replace many of the traditional face-to-face education programs. Implementing this innovative system will create positive social change on the targeted hospital by improving health care delivery. The application of the finding would support clinical educators to improve educational delivery to their clients at the clinical areas.
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Books on the topic "Online learning management systems"

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Project management approaches for online learning design. Information Science Reference, 2013.

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Learning management systems and instructional design: Best practices in online education. Information Science Reference, 2013.

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Polkowski, Zdzislaw, Samarjeet Borah, Sambit Kumar Mishra, and Darshana Desai. Online Learning Systems. CRC Press, 2023. http://dx.doi.org/10.1201/9781003272823.

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Mohamed, Ally, and Needham Gill, eds. M-libraries: Libraries on the move to provide virtual access. Facet, 2008.

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Canton, Reinaldo L. Programmed instruction in online learning. Cambria Press, 2007.

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Ertekin, Şeyda. Algorithms for efficient learning systems: Online and active learning approaches. VDM Verlag Dr. Müller, 2009.

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Moore, Michael G. Distance education: A systems view of online learning. 3rd ed. Wadsworth Cengage Learning, 2011.

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1951-, Kearsley Greg, ed. Distance education: A systems view of online learning. 3rd ed. Wadsworth Cengage Learning, 2011.

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Beaudoin, Michael F. Online learner competencies: Knowledge, skills, and attitudes for successful learning in online settings. IAP, Information Age Publishing Inc., 2013.

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1947-, Goodfellow Robin, and Lamy Marie-Noëlle 1949-, eds. Learning cultures in online education. Continuum International Pub. Group, 2009.

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Book chapters on the topic "Online learning management systems"

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Subadra, N., B. Nagamani, Aryan Kodte, and Ananya Chepuri. "Role of Learning Management Systems in Online Learning." In Engineering Pedagogy Towards Outcome-Based Education. CRC Press, 2022. http://dx.doi.org/10.1201/9781003083160-15.

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Yan, Lingyao, Chuantao Yin, Hui Chen, Wenge Rong, Zhang Xiong, and Bertrand David. "Learning Resource Recommendation in E-Learning Systems Based on Online Learning Style." In Knowledge Science, Engineering and Management. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82153-1_31.

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Turnbull, Darren, Ritesh Chugh, and Jo Luck. "Learning Management Systems and Synchronous Communication Tools." In Online Teaching and Learning in Higher Education during COVID-19. Routledge, 2021. http://dx.doi.org/10.4324/9781003125921-5.

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Wang, Yuwei, and Liangliang Qian. "Enterprise Strategy Management Online Learning with CART Algorithm." In Application of Intelligent Systems in Multi-modal Information Analytics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51556-0_125.

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Shukla, Nidhi, K. S. Perianayagam, and Anand Sinha. "AI-Based Evaluation to Assist Students Studying through Online Systems." In Artificial Intelligence and Machine Learning in Business Management. CRC Press, 2021. http://dx.doi.org/10.1201/9781003125129-9.

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Nordin, Ariza, and Suriyani Ariffin. "Conceptualizing Data Driven Decision Support Component in Academic Information Management System." In Envisioning the Future of Online Learning. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0954-9_8.

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Correia, Ana-Paula. "Are Social Media Alternatives to Learning Management Systems When Teaching Online?" In New Ecology for Education — Communication X Learning. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4346-8_2.

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Johnson, Sandra, J. Madhumathi, R. Aishwarya, and V. Vedha Pavithra. "Online Product Review Monitoring System Using Machine Learning." In Advances in Data Science and Management. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5685-9_9.

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Maxwell, Katrina, and Albert A. Angehrn. "A Study of Successful and Unsuccessful Online Learning Environment Experiences." 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_44.

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Bodea, Constanta-Nicoleta, Vasile Bodea, and Radu Mogos. "Student Performance in Online Project Management Courses: A Data Mining Approach." 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_60.

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Conference papers on the topic "Online learning management systems"

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Zheng, Ninghan, Shuzhen Tian, and Yongqiang Chen. "Online Learning Management System." In 2015 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2015. http://dx.doi.org/10.1109/csci.2015.160.

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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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Raković, Lazar, Lena Đorđević Milutinović, Slobodan Marić, Marton Sakal, and Amra Kapo. "Digital Transformation of the Learning Process - Students' Attitudes about Online Teaching." In 27th International Scientific Conference Strategic Management and Decision Support Systems in Strategic Management. University of Novi Sad, Faculty of Economics in Subotica, 2022. http://dx.doi.org/10.46541/978-86-7233-406-7_231.

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The COVID-19 pandemic has accelerated the process of digital transformation of higher education institutions. In a very short period, teachers and students abruptly switched to digital environments, which they had not used until then. As online teaching is very different from traditional teaching, teachers and students are faced with numerous new challenges. Online teaching requires a specific environment that primarily implies the availability of adequate technology as well as the skills that both teachers and students should have. Some higher education institutions have completely switched to online mode, while others have practiced a combined (online and offline) mode. The aim of this paper is, based on a questionnaire developed by Bernard et al. (2007), to examine the level of online skills, readiness for online learning and learning initiatives, attitudes about online learning, as well as the desire for online interaction with teachers and colleagues by the surveyed students.
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Amsal, Ares Albirru, and Meuthia. "Students’ Online Learning Satisfaction on Learning Management System." In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.091.

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Pena-Molina, Andrea E., Maria M. Larrondo-Petrie, and Luis Felipe Zapata-Rivera. "The Need for E-Learning Standards for Online Laboratory Management Systems." In 2022 IEEE Learning with MOOCS (LWMOOCS). IEEE, 2022. http://dx.doi.org/10.1109/lwmoocs53067.2022.9927880.

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Snae, Chakkrit, and Michael Bruckner. "Web-based evaluation system for online courses and Learning Management Systems." In 2008 2nd IEEE International Conference on Digital Ecosystems and Technologies (DEST). IEEE, 2008. http://dx.doi.org/10.1109/dest.2008.4635208.

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Gunawan, Imam, Lim Kim Hui, Muhammad Anwar Ma'sum, and Nadya Nanda Sukawati. "Enhancing Learning Effectiveness by Using Online Learning Management System." In 2020 6th International Conference on Education and Technology (ICET). IEEE, 2020. http://dx.doi.org/10.1109/icet51153.2020.9276553.

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Nguyen, Minh N. H., Chuan Pham, Jaehyeok Son, and Choong Seon Hong. "Online learning-based clustering approach for news recommendation systems." In 2016 18TH Asia-Pacific Network Operations and Management Symposium (APNOMS). IEEE, 2016. http://dx.doi.org/10.1109/apnoms.2016.7737269.

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Onwodi, Gregory, and Fatima Ibrahim. "Technical Analysis of Learning Management Systems Towards Improving System Functionality." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1761.

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This is the era of online e-Learning solutions. Also, this had been highlighted with the new standard of "work/learn from home," a change brought upon us by the worldwide pandemic of COVID-19. However, there are no good explanations and detailed studies of most of the modern Learning management systems (LMS) platforms. This research proposes an analysis of the LMS systems and functionality of the LMS frameworks. The criteria for analysis of the LMS platforms in this Research are summarized in three categories: Learning skills tools, Communication tools, and Productivity tools. The main goal is to present a wide-range comparative analysis of ten electronic learning management systems. The lack of communication support leads to using web forums and social networks out of the LMS. This research provides an overview of the platforms, namely: "Moodle", "Black board”, “Canvas”, "iSpring Learn" etc. The research considered the advantages and disadvantages of each service, compared the platforms by a number of characteristics, namely: usability, mobility of the system, the presence of the built-in editor of the course, the availability of video conferencing, the availability of core functionality, additional functionality, support of various kinds of file extensions, the flexibility of the system, the availability of mobile applications, costs when using the platform, accessibility, and user-friendliness. These aspects are the main ones when choosing a platform, as they are key when using online learning services. The comparison is made based on literature reviews, analysis and interviews on the characteristics of the selected LMS providers. This research also provides some recommendations on the selection of the platforms to be adopted. The results of this study give readers information to make their own decisions when choosing an LMS platform based on the needs of their institution, organization, or business.
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Saade, Raafat, and Qiong Huang. "Prototyping a Learning Management System for Higher Education." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3213.

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This document presents a five year development initiative that sought to implement a learning management system clearly differentiated from the CMS domain. The present article reports on our research work showing our effort towards a design of a true learning management system which entails pedagogical strategies embedded into the system design and the online learning environment. This is characterized by its highly interactive and collaborative learning tools. The ability of the system to measure student effort and performance via the summation of the learning objects usage clearly differentiate the concept of true online learning from the traditional distance learning via content management systems. Results from student usage of the learning management system provide some insight into learning, performance and behavior in online learning. Due to limitations only three learning objects were briefly analyzed to demonstrate their value to learning specifically and to the value of the system in general.
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Reports on the topic "Online learning management systems"

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Millington, Kerry. COVID-19 Health Evidence Summary No.116. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.035.

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This weekly COVID-19 health evidence summary (HES) is based on 3.5 hours of desk-based research. The summary is not intended to be a comprehensive summary of available evidence on COVID-19 but aims to make original documents easily accessible to decision-makers which, if relevant to them, they should go to before making decisions. This summary covers publications on Clinical characteristics and management; Epidemiology and modelling; Therapeutics; Vaccines; Indirect impact of COVID-19; Health systems; Comments, Editorials, Opinions, Blogs, News; Dashboards &amp; Trackers; C19 Resource Hubs and Online learning &amp; events.
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Piotrowski, Helen. COVID-19 Health Evidence Summary No.121. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.065.

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This weekly COVID-19 health evidence summary (HES) is based on 3.5 hours of desk-based research. The summary is not intended to be a comprehensive summary of available evidence on COVID-19 but aims to make original documents easily accessible to decision-makers which, if relevant to them, they should go to before making decisions. This summary covers publications on Clinical characteristics and management; Therapeutics; Vaccines; Leadership and governance; Health systems; Comments, Editorials, Opinions, Blogs, News; Dashboards &amp; Trackers; C19 Resource Hubs; and Online learning &amp; events.
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Piotrowski, Helen. COVID-19 Health Evidence Summary No.122. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.075.

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This weekly COVID-19 health evidence summary (HES) is based on 3.5 hours of desk-based research. The summary is not intended to be a comprehensive summary of available evidence on COVID-19 but aims to make original documents easily accessible to decision-makers which, if relevant to them, they should go to before making decisions. This summary covers publications on Clinical characteristics and management; Vaccines; Indirect impact of COVID-19; Social Science; Leadership and governance; Health systems; Comments, Editorials, Opinions, Blogs, News; Dashboards &amp; Trackers; C19 Resource Hubs and Online learning &amp; events.
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Piotrowski, Helen. COVID-19 Health Evidence Summary No.119. Institute of Development Studies, 2021. http://dx.doi.org/10.19088/k4d.2021.047.

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This weekly COVID-19 health evidence summary (HES) is based on 3.5 hours of desk-based research. The summary is not intended to be a comprehensive summary of available evidence on COVID-19 but aims to make original documents easily accessible to decision-makers which, if relevant to them, they should go to before making decisions. This summary covers publications on Clinical characteristics and management; Vaccines; Indirect impact of COVID-19; Social Science; Leadership and governance; Health systems; Comments, Editorials, Opinions, Blogs, News; Dashboards &amp; Trackers; C19 Resource Hubs and Online learning &amp; events.
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Bacow, Lawrence, William Bowen, Kevin Guthrie, Kelly Lack, and Matthew Long. Barriers to Adoption of Online Learning Systems in U.S. Higher Education. Ithaka S+R, 2015. http://dx.doi.org/10.18665/sr.22432.

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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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McBurnie, Chris. The use of virtual learning environments and learning management systems during the COVID-19 pandemic. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0023.

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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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Kaffenberger, Michelle, and Marla Spivack. System Coherence for Learning: Applications of the RISE Education Systems Framework. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/086.

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In recent decades, education systems in most low- and middle-income countries (LMICs) have rapidly expanded access to schooling, but learning has lagged behind. There are many reasons for low learning in LMICs. Proximate determinants (such as insufficient financing or poor school management) receive much attention, but focus on these often ignores underlying system drivers. In this chapter we use a systems approach to describe underlying system dynamics that drive learning outcomes. To do so, we first describe the RISE education systems framework and then apply it to two cases. In the case of Sobral, Brazil, the systems framework illustrates how a coherent package of reforms, improving upon multiple system components, produced positive outcomes. In the case of Indonesia, a reform that increased teacher pay, but did not change underlying system dynamics, had no impact on learning. The chapter shows how a systems approach can help to understand success, diagnose failure, and inform action to bring about improvements to children’s learning.
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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