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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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Idemudia, Efosa C., Ogechi Adeola, and Nubi Achebo. "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.2019.103078.
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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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C. Ceneciro, Collin, and Jason V. Chavez. "Hybridization of Learning Management Systems in Tertiary Schools." International Multidisciplinary Research Journal 3, no. 4 (2021): 116–22. http://dx.doi.org/10.54476/iimrj212.
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This study focuses on mapping out the various features integrated into the LMS utilized by the different colleges of Zamboanga Peninsula Polytechnic State University (ZPPSU). The identified features – currently, commonly used, and recommended features have become the basis for the customization of a more tailor-fit and more responsive learning management system suited to the needs of the end-users. This quantitative research used purposive sampling of 289 students and 42 teachers at Zamboanga Peninsula Polytechnic State University who utilized online learning management system in their classes during the Second Semester of the Academic Year 2020-2021. An expert-validated three-part survey questionnaire was administered to the respondents. In analyzing the data gathered, t-Test, One-way ANOVA, and percentage preference ranking were used. Findings revealed that the different colleges of the university primarily utilize online LMS platforms for course administration, content dissemination, and course requirements submission.
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Shkodina, T. A. "THE ANALYSIS OF FUNCTIONAL COMPLETENESS OF THE ONLINE LEARNING SYSTEMS." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Ekonomika i upravlenie, no. 4 (2020): 56–64. http://dx.doi.org/10.18323/2221-5689-2020-4-56-64.
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Currently, there are many online learning systems, which support online learning management processes. However, it is rather hard to choose an e-learning management system on your own. The paper considers a comprehensive assessment method based on the use of the developed comparison algorithm and the algorithm for the optimal choice of complex e-learning management systems according to the functional completeness criterion. The study shows to what extent the e-learning management systems selected for comparison have similarities or differences in terms of functional completeness. The author analyzed whether they contain the most typical e-learning systems and what additional functions each of the compared systems has. The paper shows how it is possible to assess how the functional completeness of a particular system meets the user’s requirements. The developed comparison algorithm allows grouping the features of the considered complex e-learning management systems and highlighting the most significant functions or groups of functions. The study determined the degree of absorption of one complex system over another. The author carried out the ranking of the considered e-learning management systems according to the functional completeness criterion. To identify the system that is superior to the others and to determine the presence of the unique functions, the author constructed the graphs of similarity, absorption, and superiority of the considered systems with varying threshold values. This method allows evaluating and selecting such e-learning management systems that best meet the software requirements and, based on the recommendations received, choosing the most appropriate version of the online-learning management system, taking into account the user’s preferences.
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Lu, June, Jun Yang, and Chun-Sheng Yu. "Is social capital effective for online learning?" Information & Management 50, no. 7 (2013): 507–22. http://dx.doi.org/10.1016/j.im.2013.07.009.
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Wittrin, Ruben T., Viktoria Wüstenfeld, Michael Spranger, and Volker Tolkmitt. "Identifying the Impact of Online Tests in Learning Management Systems on Learning Success." International Journal of Information and Education Technology 12, no. 5 (2022): 443–48. http://dx.doi.org/10.18178/ijiet.2022.12.5.1639.
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The digital transformation of higher education demands effective and efficient methods for learning assessment. Research has shown that tests have the potential to be an appropriate medium not only to diagnose learning success but to improve learning outcomes/processes in general. In this study, we examine possible connections between the use of digital tests and learning success. Based on a survey (n=71) and a quantitative analysis (n=214) with logging and exam assessment data, we find three points that indicate positive correlation: Firstly, students perceive digital tests as motivating and useful. Secondly, we detect a positive relation between the points students achieved in the online tests and the exam results (Spearman correlation coefficient of 0.39), and thirdly, students who participated continually in the digital testing system on average succeeded and passed the exam. The results show the importance of systematic digital testing in learning management systems, but also the need for more research with respect to other contexts and domains.
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Morrow, M. Earnest, and Dabae Lee. "Implementing Individualized Learning in a Legacy Learning Management System." International Journal of Designs for Learning 10, no. 1 (2019): 131–44. http://dx.doi.org/10.14434/ijdl.v10i1.22500.
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Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to sup-port and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered on-line courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a stand-alone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one’s learning path with topic-contingent assessment feedback.
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Ghosh, Anusua, Andrew Nafalski, Zorica Nedic, and Aji Prasetya Wibawa. "Learning management systems with emphasis on the Moodle at UniSA." Bulletin of Social Informatics Theory and Application 3, no. 1 (2019): 13–21. http://dx.doi.org/10.31763/businta.v3i1.160.
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With recent advances in technology and the Internet, the concept of teaching and learning have evolved significantly. Conventional face-to-face teaching is becoming a thing of the past as knowledge is everywhere and accessible from anywhere. Thus, a shift to e-learning is gaining momentum. Educational institute, companies, individuals and training organizations are embracing new technology and creating a shared online platform to facilitate learning, referred to as the Learning Management Systems (LMS). LMS are software that provide an online portal to collaborate in teaching and learning seamlessly, making it more productive and engaging. This paper aims to review the top ten LMSs both cloud based and open source with regards to their compatibility, usefulness, security, accessibility, scalability, stability/reliability and de-sign in general with emphasis on the recent development of the Moodle and NetLab at University of South Australia (UniSA). The open source online learning platform Moodle is adopted by UniSA to provide educators a space for collaborative learning using the optimized tools to create activities. Moreover, the Netlab online remote laboratory developed at UniSA, provides a platform for academic staff for teaching and demonstrations during lectures and for students to conduct practical experiments remotely on real laboratory equipment.
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YAREMKO, Svitlana, Olena KUZMINA, and Svitlana BEVZ. "DIRECTIONS OF DEVELOPMENT OF LEARNING MANAGEMENT SYSTEMS." Herald of Khmelnytskyi National University 302, no. 1 (2022): 252–55. http://dx.doi.org/10.31891/2307-5740-2022-302-1-42.
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The article considers the concept of a learning management system; examines the principles of a learning management system; highlights the features of Learning Management Systems; provides an analytical review of the most common learning management platforms. The article reveals a comparative analysis of both commercial and free integrated electronic management systems of the educational process with electronic management systems of their own development of higher educational institutions, as well as their functional capabilities in management educational process and their characteristics. Known educational management systems the process is focused on supporting the main functions of training. When analyzing the scientific literature on the development of control systems, we found that many scientists have dealt with this problem. The article discusses in detail the most popular learning management systems. We found that most users had such management systems as: Moodle, Claronline, ATutor, Mindflash, SkyPrep , Sakai, OpenACS. We analyzed each management system and found out how they differ, what software is needed to install the platform. For a visual example, we have inserted an image of each learning management system so that when describing it, we can see a real picture of the software. Visualization helps inform readers about the program. This made it possible to identify the advantages and disadvantages of modern learning management systems, develop a number of recommendations for improving the use of learning management systems. In our scientific work, we have systematized all learning management programs in a table. This allowed us to show them, compare them, and determine which one is the most effective. In general, it can be noted that the development and implementation of modern learning management systems is certainly one of the important issues of education, since they are a modern and effective means of ensuring the integrity and accessibility of training. This is especially true in recent years, when distance learning has become widespread. The transition to online learning is due to the spread of coronavirus infection. This situation was the impetus for the development of online learning platforms.
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Zamfiroiu, Alin, Diana Constantinescu, Mădălina Zurini, and Cristian Toma. "Secure Learning Management System Based on User Behavior." Applied Sciences 10, no. 21 (2020): 7730. http://dx.doi.org/10.3390/app10217730.
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The COVID-19 outbreak is an international problem and has affected people and students all over the world. When lockdowns were imposed internationally, learning management systems began to be used more than in the previous period. These systems have been used also for traditional forms of learning and not only for online learning. This pandemic has highlighted the need for online learning systems in the educational environment, but it is very important for these systems to be secure and to verify the authenticity of the students when they access a course or evaluation questions. In this period, everything is moving towards the digital world, with students that are connected from a distance to online systems. All activities in the educational environment will soon be performed digitally on learning management systems, which includes also the evaluation process of the students. In this paper, we propose a secure learning management system that uses the student’s behavior to identify if they are an authentic student or not. This system can support the teacher’s activities in the learning process and verify the authenticity of the students logged on to the system. This paper is aimed at learning management system developers, who can use the proposed algorithms in their developed platforms, and also at teachers, who should understand the importance of the identification of students on these platforms.
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Коваленко, С. А., А. В. Барабанов, Н. И. Гребенникова, and В. А. Малиновкин. "COMPARATIVE ANALYSIS OF POPULAR PLATFORMS FOR LEARNING MANAGEMENT SYSTEMS." ВЕСТНИК ВОРОНЕЖСКОГО ГОСУДАРСТВЕННОГО ТЕХНИЧЕСКОГО УНИВЕРСИТЕТА, no. 6 (January 10, 2021): 15–18. http://dx.doi.org/10.36622/vstu.2020.16.6.002.
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В настоящий момент система онлайн-образования принимает новые масштабы. Потребность в платформе, в которой будет гармонично сочетаться современный функционал и простота пользования, всё больше и больше увеличивается. Использование новейших технических разработок позволяет создавать электронные платформы для организации качественного онлайн-обучения. Представлен обзор платформ, а именно: «Moodle», «iSpring Learn» и «Google Calssroom». Рассматриваемые сервисы имеют большую целевую аудиторию и высокий спрос в сфере онлайн-образования. С помощью них можно осуществлять как очное, так и заочное обучение, хранение информации курса, тестов и лекций, а также производить контроль за прохождением обучения и вести отчётность. Были рассмотрены преимущества и недостатки каждого сервиса. Сравнение платформ производится по ряду характеристик, а именно: удобство интерфейса, мобильность системы (развертывание системы без привлечения специалистов), наличие встроенного редактора курса, наличие видеоконференции, доступность основного функционала, наличие дополнительного функционала, поддержка различного рода файловых расширений, гибкость системы, наличие мобильных приложений, денежные затраты при использовании платформы. Эти аспекты выступают основными при выборе платформы, так как они являются ключевыми при использовании сервисов онлайн-обучения At the moment, the online education system is taking on new dimensions. The need for a platform that will harmoniously combine modern functionality and ease of use is increasing. Creating electronic platforms using the latest technical developments allows you to organize high-quality online education. This article provides an overview of the platforms, namely: "Moodle", "iSpring Learn" and "Google Calssroom". These services have a large target audience and high demand in the field of online education. They can be used for both full-time and part-time training, storing course information, tests, and lectures, as well as monitoring training progress and maintaining reports. We considered the advantages and disadvantages of each service. We compare the platforms by a number of characteristics, namely: usability, mobility of the system (deployment system without the involvement of specialists), 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. These aspects are the main ones when choosing a platform, as they are key when using online learning services
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Marks, Adam, Maytha AL-Ali, and Kees Rietsema. "Learning Management Systems: A Shift Toward Learning and Academic Analytics." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (2016): 77. http://dx.doi.org/10.3991/ijet.v11i04.5419.
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This paper presents the major findings from a study conducted with six different universities in the U.S. regarding their use of the learning analytics (LA) capabilities available within their learning management systems (LMS). Data was collected from an online survey instrument, in-depth interviews with IT directors and academic administrators, and a case study in Embry-Riddle Aeronautical University. One observation is that universities are attempting to make better use of new analytics functions and the data stored in the university LMS in order to make more informed decisions regarding short-term and long-term goals and objectives. The new functions include analytics performed at the institutional level, college level, degree-program level, course level, and even course section level. Courses and degree programs as well as learning performance and objectives can be measured and analyzed using different goals, criteria, and accreditation requirements.
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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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Anshari, M., Y. Alas, N. Yunus, N. I. Sabtu, and M. H. Hamid. "Social customer relationship management and student empowerment in online learning systems." International Journal of Electronic Customer Relationship Management 9, no. 2/3 (2015): 104. http://dx.doi.org/10.1504/ijecrm.2015.071711.
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Andresen, Bent B. "Morten Flate Paulsen: Online Education. Learning Management Systems. Globale Learning in a Scandinavian Perspective." Nordic Studies in Education 24, no. 02 (2004): 173–74. http://dx.doi.org/10.18261/issn1891-5949-2004-02-06.
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Almoslamani, Yousef. "The relationship between self-regulation learning and online learning adoption." Cypriot Journal of Educational Sciences 17, no. 6 (2022): 2117–26. http://dx.doi.org/10.18844/cjes.v17i6.7550.
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As the online learning environment continues to proliferate and dominate higher education learning systems, more investigation is required to explicate the adoption rate of these systems and the factors influencing students’ adoption. Previous research has demonstrated the learning environment role in self-regulation learning and the association between self-regulation learning and the dropout rate (Kim et al., 2017). But yet there is rare research addressing whether self-regulation learning skills are associated with online learning adoption. This study explicates how self-regulation learning skills associate with the online learning adoption level of university students. A sample of 688 students enrolled in Saudi Electronic University answered a self-administrated questionnaire distributed via their students’ emails. The questionnaire consists of two parts: self-regulation skills and online learning adoption. Chi-square analysis reveals statistically significant positive associations between the overall score of self-regulation skills, goal setting, environment structuring, time management, help-seeking, use of self-regulation strategies, self-evolution and online learning adoption. The results accommodate with the literature that a higher level of self-regulation skills fosters openness to experience. The study recommends fostering students’ self-regulation skills to increase their readiness for online learning environments.
 
 Keywords: Learning environment, online learning adoption, self-regulation learning, time management.
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Zhao, De Cai, and Bo Yang Xie. "Research and Development of Online Course Systems." Applied Mechanics and Materials 333-335 (July 2013): 2179–82. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.2179.
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Based on the knowledge management theory, social constructivist theory, the theory ofteam learning, object-oriented programming methods, from the student's learning characteristicsand the technology platform and operating environment and etc., feasibility analysis and needsanalysis are carried out. System design and development are becoming into the design goals ofsocial, intelligence and humanity , the abstract factory design pattern to SQL Sever as a databaseservice system are chosen to be used a number of key technologies, combined with intelligent,high-performance, full-featured search technology, efficient, general purpose, open-to-useWeb-based course system are designed and developed.
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Vieyra, Gerardo Quiroz, and Luis Fernando Muñoz González. "Platforms for Online Learning: A Product Specification." European Journal of Social Science Education and Research 7, no. 3 (2020): 112. http://dx.doi.org/10.26417/711yni40w.
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Learning Management Systems (LMS) or Learning Content Management Systems (LCMS) are the core of e-learning platforms and have evolved according to the development of new information and communication technologies. In this type of software there are many products on the market, some developed by the institutions themselves (in-house), others are free and open source software (FOSS) and others are more commercial, varying in functionality and technology, but almost always adhering to the standards used in e-learning so that learning objects fulfill their purpose of being usable and reusable. This paper introduces you to current LMS / LCMS, main functions, distinctive features, related standards, and their current status. Then there is a presentation of Machine Learning as a branch of Artificial Intelligence and Cognitive Computing as a fusion discipline between computation, cognition, psychology and artificial intelligence, to end in a proposal for the incorporation of these technologies in a new generation of e-learning platforms, all in an integrated framework of interoperability and governance.
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Yazid, Ahmad. "Optimization of Online Learning and Teaching Learning Activities on LMS (Learning Management System) Based Incentives Using Decision Support Systems." International Journal of Research and Review 8, no. 10 (2021): 225–29. http://dx.doi.org/10.52403/ijrr.20211029.
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Based on data obtained from the E-Learning Bureau of University of Pembangunan Panca Budi, only about 20% of lecturers want to use LMS or e-Learning portal in the teaching and learning process. Some lecturers use other platforms that they find easier and some use email, WhatsApp Group and flash drives in data transfer or assign assignments to students on the other side. Universities are required to use an online learning platform that can be synchronized with the SPADA DIKTI page so that checking online teaching activities can be monitored or reported periodically and easily. This research will focus on assessing lecturers' activities on online learning at LMS using a Decision Support System where the criteria used are criteria that must be met in the study program accreditation form item. The goal is in addition to increasing the activities of lecturers through incentive giving also directly assisting the study program in the fulfillment of study program form documents. The results of this research will be a reference for the leadership in making policies related to the amount of incentive that will be given as well as other provisions that can stimulate lecturers in increasing teaching and learning activities in LMS or e-Learning portals. Keywords: e-Learning, Learning Management System, Decision Support System, System Additive Weight, Online Learning System, Online Learning.
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Li, Chang. "Optimizing ranking systems online as bandits." ACM SIGIR Forum 55, no. 2 (2021): 1–2. http://dx.doi.org/10.1145/3527546.3527575.
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Ranking system is the core part of modern retrieval and recommender systems, where the goal is to rank candidate items given user contexts. Optimizing ranking systems online means that the deployed system can serve users' requests, e.g., queries in the web search, and optimize the ranking policy by learning from user interactions, e.g., clicks. Bandit is a general online learning framework and can be used in our optimization task. However, due to the unique features of ranking, there are several challenges in designing bandit algorithms for ranking system optimization. In this thesis, we study and propose bandit algorithms for four challenges in optimizing ranking systems online: effectiveness, safety, nonstationarity, and diversification. We first focus on the large-scale online ranker evaluation problem. The challenge is that the number of pair-wise ranker comparisons grows quadratically with respect to the number of rankers. We proposed the merge double Thompson sampling (MergeDTS) method to solve the problem. MergeDTS takes the divide-and-conquer idea in Merge Sort to decrease the complexity and uses the Thompson sampling to increase the effectiveness of pair-wise comparisons. We then address the safety Online Learning to Rank (OLTR) by introducing the BubbleRank algorithm. BubbleRank uses the offline trained ranker, e.g., the production ranker, to obtain the initial ranked list, and then conducts safe online pairwise exploration to improve this list. The safety comes from the fact that BubbleRank explores the ranked lists by randomly exchanging items with their neighbors. Thus, during exploration, low-quality items are hardly shifted at top positions. Non-stationarity widely appears in interactive systems since user preferences are affected by different factors and change over time. It is critical to design algorithms that capture the non-stationarity in OLTR. This thesis provides CascadeDUCB and CascadeSWUCB algorithms to solve the non-stationary OLTR. We derive gap-dependent bounds on their regret and show the theoretical soundness of the proposed algorithms, and then we conduct simulated experiments to validate the empirical effectiveness. Result diversification and relevance ranking are two important aspects in modern recommender systems. Ideal learning algorithms should be able to display a ranked list whose items are relevant and the topics of items are diverse. The last research chapter of the thesis focuses on this challenge and provides the CascadeHybrid algorithm. CascadeHybrid learns from interactive feedback online and trained a ranker, which is a hybrid of a linear function capturing the relevance part and a submodular function responding to the results diversification. Awarded by : University of Amsterdam, Amsterdam, the Netherlands on 4 March 2021. Supervised by : Maarten de Rijke. Available at : https://dare.uva.nl/search?identifier=f043b9b4-e666-48e0-8a6c-7c5431660e17.
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Wang, Lina, and Lei Shi. "Construction of a Multi-Dimensional Evaluation System of English Online Learning Teaching Quality Based on Blended Learning." International Journal of Information Systems in the Service Sector 14, no. 3 (2022): 1–15. http://dx.doi.org/10.4018/ijisss.311855.
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Blended online English learning has become a way to expand English outside the classroom. In the future, the blended learning approach allows students to learn English knowledge without the constraints of time, place and teacher subjects in traditional classroom teaching. However, there are still many problems in online English teaching in colleges and universities. The top three learning evaluation methods are: online exams, classroom assignments, and online answering tasks. Other learning evaluation methods are arranged in descending order. They are to evaluate their own English learning, to draw a conceptual map of learning knowledge, and to accept the teacher's opinion for advice. The performance of the three models has declined, and the performance of the online learning teaching model is still the highest among the three models. The accuracy of the online learning teaching model is 73.81%, indicating that the performance of online learning and teaching is the best.
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Qin, Jiongming, Cong Wang, Qinhong Zou, Yubin Sun, and Bin Chen. "Active learning with extreme learning machine for online imbalanced multiclass classification." Knowledge-Based Systems 231 (November 2021): 107385. http://dx.doi.org/10.1016/j.knosys.2021.107385.
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Alam, Muhd Nazrul Hisham, Raudhah Othman, and Siti Nur Mariani Mohd Yunos. "Assessment on Learning Management Systems for Open and Distance Learning of Engineering Courses." Asean Journal of Engineering Education 5, no. 1 (2021): 44–50. http://dx.doi.org/10.11113/ajee2021.5n1.61.
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Engineering education in higher learning institute faces new challenges due to the rise of COVID-19 cases whereby classes have to be conducted online. In this regards, the use of learning management systems (LMS) are imperative for open and distance learning (ODL). The aim of this paper is to assess ODL using such LMS platform. Study was conducted in Faculty of Mechanical and Manufacturing Engineering, Universiti Tun Hussein Onn Malaysia where it involved a total of 51 academic staff. A quantitative method using online questionnaire was applied to evaluate main preferences of LMS for ODL, main purposes of LMS and issues arises from using such LMS platform. Results show that a variety of LMS has been utilized to support the ODL and majority of the academician showed positive feedback on the usefulness of such LMS. The only main concerns from the educators are plagiarism from the students that could create doubts and none trustworthy results on their performances. Otherwise, LMS is indeed an essential platform for ODL and must be encouraged to all educators such that it can be further improved and continuously utilized in the future.
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Xu, Hongjiang, and Sakthi Mahenthiran. "Factors that Influence Online Learning Assessment and Satisfaction: Using Moodle as a Learning Management System." International Business Research 9, no. 2 (2016): 1. http://dx.doi.org/10.5539/ibr.v9n2p1.
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<p>Higher education continues to evolve, including recent increases in the number of courses offered fully and partially (hybrid) online. Many new technologies have been used to support online education, particularly learning management systems (LMS’s), which serve as the core technology platforms for the online environment. Our research is to use Moodle as an LMS and empirical survey data to investigate what are the factors that influence online assessment and overall satisfaction with online learning. We used an online survey as the method of data collection for this study. The survey questionnaire was sent anonymously to all students who took the online or hybrid course sections at a US university, as well as all faculty who taught those online or hybrid course sections. The research result showed that overall student satisfaction with online learning is significantly affected by how the course is organized and how the content is sequenced, the ease with which students can complete assignments, and the use of the LMS to engage with content.</p>
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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
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Mestre, Lori S., Lisa Baures, Mona Niedbala, et al. "Learning Objects as Tools for Teaching Information Literacy Online: A Survey of Librarian Usage." College & Research Libraries 72, no. 3 (2011): 236–52. http://dx.doi.org/10.5860/crl-130rl.
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Based on information gathered from two discussion sessions moderated by members of the Education and Behavioral Sciences Section’s Online Learning Research Committee a survey was conducted to identify how librarians use course/learning management systems and learning objects to deliver instruction. Objectives of the study were to identify the experiences of librarians who are using course/learning management systems; in what context learning objects are being developed and used; and the pedagogical considerations by librarians when creating online learning materials. In addition to discussing the results of the survey, a description of a “Toolkit for Online Learning” created by the Online Learning Research Committee is provided.
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Afifi, Subhan, Harry Budi Santoso, and Lintang Matahari Hasani. "Investigating Students’ Online Self-Regulated Learning Skills and Their E-Learning Experience in a Prophetic Communication Course." Ingénierie des systèmes d information 27, no. 3 (2022): 387–97. http://dx.doi.org/10.18280/isi.270304.
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Prophetic communication (PC) is an Islamic perspective with which to view everyday communication phenomena. While there are currently many negative aspects to the use of social media and the internet, online learning is highly useful for supporting the PC learning process—especially during the COVID-19 pandemic. Before the current pandemic, online learning was typically conducted in a blended manner with face-to-face meetings. However, this shifted during the pandemic, and PC learning was undertaken entirely online. Since the students themselves are one of the success factors of online learning implementation, it is important to examine the students’ self-regulated learning skills in an online PC course throughout the semester. Quantitative and qualitative data were gathered from four classes. Data analyses were also conducted to address the research aim. The findings revealed that, overall, students apply self-regulated online learning skills. However, improvement and facilitation are still needed to enhance evaluation skills. From the qualitative data gathered, we constructed and categorized several themes into positive learning experiences, challenges, online learning strategies, and suggestions with which to improve online class management.
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Onwuka, Ibam E., Agbonifo O. Catherine, and Adewale O. Sunday. "Collaborative Activities Management System Model (CAMS) for Web-based Virtual Classrooms." Circulation in Computer Science 2, no. 2 (2017): 1–14. http://dx.doi.org/10.22632/ccs-2017-251-48.
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Online collaborative learning systems have emerged as one of the most valuable aspects of e-learning systems. E-learning products that lack features for online collaboration among participants are deemed to be incomplete or sub-standard. Collaboration modules within an e-learning system consist of assets for group communication and work “spaces” and facilities. Activities within the collaborative framework of an e-learning system advances collaborative social interaction and the social construction of knowledge. Participants in an e-learning environment get involved in many activities which if not well coordinated could hamper collaboration instead of enhancing it. Therefore, the need to create measurable tools (models) that can coordinate these collaborative activities and provide up-to-date information or status of individual participant and group participants in collaborative activities within an e-learning environment has become inevitable. This work seeks to presents the design of activities management system model for online collaborative learning systems. The model contains some mathematical models for determining the level of involvements of a participant or groups in online classes (class attendance), discussions, project and polls. Their levels of participation are assigned weights and their aggregate value interpreted to give up-to-date status of their involvement in collaborative activities. The model is developed using WAMP tools.
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Duffee, Nicole, and Michael T. Fallon. "ResearchTraining.org and AALASLearningLibrary.org: Online Learning Management Systems for Technicians, Researchers, and IACUCs." Alternatives to Laboratory Animals 32, no. 1_suppl (2004): 539–43. http://dx.doi.org/10.1177/026119290403201s87.
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Onwodi, Greg. "Towards Improving System Functionality Through the Technical Analysis of Learning Management Systems." Advances in Multidisciplinary and scientific Research Journal Publication 7, no. 2 (2021): 115–24. http://dx.doi.org/10.22624/aims/v7n2p6.
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At the moment, the online education system is taking on new dimensions. The need for a platform that will harmoniously combine modern functionality and ease of use is increasing. Creating electronic platforms using the latest technical developments allows you to organize high-quality online education. This research provides an overview of the platforms, namely: "Moodle", "Black board","Canvas”, "iSpring Learn" etc. All these platforms often provide similar features and users can hardly choose the most appropriate for them. Learning management systems have become increasingly attractive in recent times. These services have a large target audience and high demand in the field of online education. They can be used for both full-time and part-time training, storing course information, tests, and lectures, as well as monitoring training progress and maintaining reports. The research considered the advantages and disadvantages of each service, compare the platforms by a number of characteristics, namely: usability, mobility of the system (deployment system without the involvement of specialists), 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. These aspects are the main ones when choosing a platform, as they are key when using online learning services. This theoretical research discusses several potential Learning Management Systems that can be utilized for teaching and learning processes in the context of institutions, organisations and businesses example Moodle, Canvas, Blackboard etc. The comparison is made based on literature reviews, analysis and interviews on the characteristics of the selected LMS providers. Among the characteristics considered are flexibility, ease of use, accessibility, and user-friendliness. This research also provides some recommendations on the selection of the platforms to be adopted. Keywords: Learning, Mmanagement, Ssystems, Learning Management System, e-learning, Online Learning, Institutions, Businesses, Organisations, ICTs
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Deissl-O’Meara, Marie, and Isabella Tinkel. "Teaching Lexical Chunks in the Online English Language Classroom through Learning Management Systems." MAP Social Sciences 1, no. 1 (2021): 1–12. http://dx.doi.org/10.53880/2744-2454.2021.1.1.1.
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Current educational trends, globalization and the global Covid-19 pandemic have forced institutions of higher education (HEI) worldwide to accelerate the changes already in progress in teaching and learning approaches incorporating more technological enhanced learning. Among the wide range of information-communication-technology tools, the focus here is on Learning Management Systems (LMS), which play a major role in teaching and learning pedagogy, and can help HEIs to achieve more effective learning outcomes. This exploratory research examines the usage of Learning Management Systems to support the teaching of lexical chunks in the online English language classroom at HEIs. The investigation will focus on Moodle and will identify the factors that support students’ interaction with language content and input in this digital learning environment, by looking at the use of Moodle features and activities to teach and practice lexical chunks. Findings suggest that Moodle proves of great value for online English language teaching and the practice of lexical chunks, whereby quiz activities can be used to great effect, producing motivation to engage with lexical chunks among students.
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Yang, Weiqi, and Michael Spece. "Implicit Adaptation to Low Rank Structure in Online Learning." International Journal of Machine Learning and Computing 11, no. 5 (2021): 339–44. http://dx.doi.org/10.18178/ijmlc.2021.11.5.1058.
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Kaddoura, Sanaa, Daniela Elena Popescu, and Jude D. Hemanth. "A systematic review on machine learning models for online learning and examination systems." PeerJ Computer Science 8 (May 18, 2022): e986. http://dx.doi.org/10.7717/peerj-cs.986.
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Examinations or assessments play a vital role in every student’s life; they determine their future and career paths. The COVID pandemic has left adverse impacts in all areas, including the academic field. The regularized classroom learning and face-to-face real-time examinations were not feasible to avoid widespread infection and ensure safety. During these desperate times, technological advancements stepped in to aid students in continuing their education without any academic breaks. Machine learning is a key to this digital transformation of schools or colleges from real-time to online mode. Online learning and examination during lockdown were made possible by Machine learning methods. In this article, a systematic review of the role of Machine learning in Lockdown Exam Management Systems was conducted by evaluating 135 studies over the last five years. The significance of Machine learning in the entire exam cycle from pre-exam preparation, conduction of examination, and evaluation were studied and discussed. The unsupervised or supervised Machine learning algorithms were identified and categorized in each process. The primary aspects of examinations, such as authentication, scheduling, proctoring, and cheat or fraud detection, are investigated in detail with Machine learning perspectives. The main attributes, such as prediction of at-risk students, adaptive learning, and monitoring of students, are integrated for more understanding of the role of machine learning in exam preparation, followed by its management of the post-examination process. Finally, this review concludes with issues and challenges that machine learning imposes on the examination system, and these issues are discussed with solutions.
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Gil-Vera, Victor Daniel, Isabel Cristina Puerta-Lopera, and Catalina Quintero-Lopez. "Structural Equation Model: an Analysis of Learning Management Systems Acceptance." Modern Applied Science 14, no. 11 (2020): 50. http://dx.doi.org/10.5539/mas.v14n11p50.
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The continuous growth of ICT in the last decade is transforming the traditional model of teaching and learning based on face-to-face master classes. Today there are virtual online educational platforms that allow students and teachers to interact virtually and use multimedia resources from any mobile device or computer with Internet access. The transition from presence to virtuality can generate resistance to change, this situation must be analyzed to take strategies that allow the effective implementation of virtual educational platforms by teachers and students. The aim of this paper was to identify the aspects that influence the use behavior of learning management systems (LMS), based on data from an online survey sent to 250 students of systems engineering. This research analyzes the impact of five constructs; platform operation, planning and scheduling, teaching program contents, methodology and competencies of teachers, communication and interaction and allocation and use of media resources with use behavior. This paper concludes that the platform operation, planning and scheduling, communication and interaction, the allocation and use of media resources are the constructs that more influence the use behavior of LMS regardless teaching program contents and competencies of teachers.
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Quintana, Yuri, David Einstein, Robin Joyce, et al. "Accelerating Learning Health Systems Using Alicanto Collaboration Platforms." JCO Global Oncology 8, Supplement_1 (2022): 62. http://dx.doi.org/10.1200/go.22.68000.
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PURPOSE Global health challenges require systematic approaches that bring together a wide range of stakeholders and experts unevenly distributed worldwide. We saw an even greater need to find novel ways to collaborate during the pandemic due to limited in-person meetings and travel restrictions. The purpose of this project is to accelerate collaborations in learning health systems with online technologies to improve communication, education, and knowledge management. METHODS We developed Alicanto Cloud, an online collaboration platform for healthcare professionals to support learning health systems. Alicanto aims to help groups communicate, share educational resources, discuss complex clinical cases across institutions and countries. Alicanto provides multiple ways for users to create synchronous and asynchronous discussions. Alicanto was developed by the BIDMC Division of Clinical Informatics in collaboration with local and international colleagues with a specific focus on global health and capacity building. RESULTS Alicanto is being used worldwide for cancer, pediatrics, and diabetes collaborations. Online communities use Alicanto to standardize care guidelines, disseminate clinical care best practices, provide online training, conduct virtual tumor boards, and improve knowledge management. Beth Israel Deaconess Medical Center has used Alicanto to connect 13 hospitals and has completed over 600 virtual tumor board case discussions. Dana-Farber Cancer Institute uses Alicanto as an online cancer training network for sub-Saharan Africa. Doctors from Joslin Clinic have used Alicanto to create a global diabetes education network. We will discuss lessons learned in implementing these networks and best practices for accelerating the process of evidence synthesis to dissemination and capacity building. CONCLUSION Communities of practice can accelerate their communications and collaborations with the appropriate tools and platforms tailored to their network needs. Further research is needed to understand the optimal ways to create sustained growth and support of communities of practice in learning health systems.
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Shen, Pei-Di, and Chia-Wen Tsai. "Improving Undergraduates’ Experience of Online Learning and Involvement." International Journal of Enterprise Information Systems 9, no. 3 (2013): 100–112. http://dx.doi.org/10.4018/jeis.2013070105.
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As educators and teachers pay more attention to the applications of educational technologies and websites to help students achieve satisfactory learning outcomes, it is necessary to develop effective teaching methods integrated with technologies for both teachers and students. This study involved 96 undergraduates from two class sections in an experiment wherein the first class received the interventions of web-mediated Self-regulated Learning (SRL) and Collaborative Learning (CL) (Case 1), while the second one served as the control group (Case 2). The results of this study show that Case 1 students had a better experience of course learning and more positive attitudes toward the interventions of web-mediated SRL and CL than those in Case 2. In addition, Case 1 students’ involvement in learning in the web-mediated learning environments (5.0002) was also higher than those in Case 2 (4.7813), though insignificantly. Implications for teachers and schools are also provided in this paper.
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Firman, Firman, Muh Arief Muhsin, and Goestina Goestina. "Online Based Learning Management System (LMS) on Student Academic Performance." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (2021): 788–93. http://dx.doi.org/10.35445/alishlah.v13i1.415.
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The study aims to analyze students' academic performance using a learning management system (LMS) through the Moodle feature serving as an online-based learning resource, which aims to build an interactive learning process between teachers and students. Implementation of LMS able to save time, material organization and conduct effectively and efficiently. The design of this research is qualitative. It describes the data that has been obtained from the field and the literature related to the discussion of the use of online academic-based learning management systems (LMS). The learning process by utilizing information and communication technology has been used with effective learning. It can be stated that the use of e-learning in LMS has functioned as a learning resource, a learning tool, and a learning system itself. The quality is mainly emphasized in the process, namely the active role of students in learning activities, changing conventional learning patterns of students only accepting existing information (transfer of knowledge) and active patterns.
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Park, Hee Sun, and Seong Joon Yoo. "Early Dropout Prediction in Online Learning of University using Machine Learning." JOIV : International Journal on Informatics Visualization 5, no. 4 (2021): 347. http://dx.doi.org/10.30630/joiv.5.4.732.
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Recently, most universities plan to open or open online learning courses, but the problem of dropout of online learning is still a problem for universities. Online learning has the advantage of being able to receive education anytime, anywhere, but it is true that the dropout rate is higher than offline classes because you have to manage and control your own study time without the help of a professor or manager. Therefore, it is very important for professors and managers to support students in a timely act to avoid the risk of dropout of university online classes. This study used the access log data recorded in the Learning Management System (LMS) and the learner's statistical information and calculated data, and aims to present predictive algorithms suitable for online learning dropout early prediction systems at universities. This study features a 7-year online learning history log data recorded in the Cyber University LMS system to overcome the data count limitations of existing studies and predict the risk of drop-out during the learning period. The characteristics of the data you utilized were used to validate the availability of predictive models by applying learner statistical information, number of system connections, number of lectures, previous semester grade data, machine learning based decision tree, arbitrary forest (RF), support vector machine (SVM) and deep learning (DNN). Studies show that random forest (RF) algorithms have the best prediction and performance, and deep learning algorithms also apply to learning management (LMS) systems.
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Taufiqurrochman, R., Imam Muslimin, Imam Rofiki, and Joshua Abah ABAH. "Students’ Perceptions on Learning Management Systems of Arabic Learning through Blended Learning Model." Jurnal Al-Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 12, no. 1 (2020): 22–36. http://dx.doi.org/10.24042/albayan.v12i1.5276.
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The emergence of various Learning Management System (LMS) applications support the implementation of Arabic learning with a blended learning model that combines traditional method (face to face) and online. The purpose of this study is to describe students’ perceptions as users of the LMS application. The study was descriptive research. As many as 150 students involved in this study, 75 percent chose the blended learning model for learning Arabic. They called the ten most popular LMS application platforms such as Google Classroom, Edmodo, Schoology, Geschool, Our Class, Kelase, ClassDojo, TrackCC, Class123, and Eckovation. Of the 10 LMS applications, the best is Edmodo and the most famous is the Google Classroom. The potential of the LMS application as a representation of the blended learning model is because it has a variety of features. There are at least 16 features, namely: integration of LMS applications with social media, communication features with parents, attendance, payment, homework, conferences, forums, certificates, quiz (polling), document shares, grade books, announcements, testing/surveys, calendar/schedule, email, and chat facilities. The results of students' perceptions regarding these features indicate that they understand all the functions of the LMS features. About learning Arabic, they assessed that all LMS applications had the potential to be used for learning Arabic. The most significant potential is the ability of the LMS application to help learn speaking, writing, and grammar (Sharaf and Nahwu) skills.