scholarly journals Blended learning or face-to-face? Does Tutor anxiety prevent the adoption of Learning Management Systems for distance education in Ghana?

2018 ◽  
Vol 35 (2) ◽  
pp. 159-177 ◽  
Author(s):  
Brandford Bervell ◽  
Irfan Naufal Umar
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Face To Face ◽  
Learning Management ◽  
Education In Ghana

scholarly journals Students’ Perceptions on Learning Management Systems of Arabic Learning through Blended Learning Model

2020 ◽  
Vol 12 (1) ◽  
pp. 22-36
Author(s):  
R. Taufiqurrochman ◽  
Imam Muslimin ◽  
Imam Rofiki ◽  
Joshua Abah ABAH
Keyword(s):  
Blended Learning ◽  
Traditional Method ◽  
Learning Management Systems ◽  
Learning Model ◽  
Management Systems ◽  
Media Communication ◽  
Face To Face ◽  
Descriptive Research ◽  
Learning Management ◽  
Social Media Communication

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.

scholarly journals The Effects of Social Networking Sites in Distance Learning on Learners’ Academic Achievements

2014 ◽  
Vol 17 (2) ◽  
pp. 61-75 ◽  
Author(s):  
Büşra Özmen ◽  
Bünyamin Atıcı
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Social Networking ◽  
Social Networking Sites ◽  
Learning Management Systems ◽  
Learning Activities ◽  
Cognitive Domain ◽  
Management Systems ◽  
Academic Achievements ◽  
Learning Management

Abstract The general aim of this study is to determine the effects of learning management systems supported by social networking sites on learners’ academic achievements in distance education. The study group consisted of 75 undergraduate students from a state university in eastern Turkey. The data for the study, in which an experimental research design was used, were collected through an achievement test, which consisted of 40 multiple-choice questions. Within the scope of the research, a learning management system and a social networking site were utilized in a distance education course. As a result of the research, it was seen that social network supported distance learning activities created a more positive effect on the achievements of the learners than the distance learning activities. Also, it was determined that social network supported distance education activities were more effective in the acquisition of behaviours at the knowledge level of the cognitive domain than activities in other groups; however, the groups were not different from each other in relation to the acquisition of behaviours at the comprehension level of the cognitive domain. In this context, it was concluded that the learning management systems used in distance education should be supported by social networking sites to increase the academic achievement of learners.

scholarly journals Effectiveness of Blended Learning Using LMS-Edmodo in Teaching Economics at Higher Secondary Level

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Himanshu Tripathi
Keyword(s):  
Blended Learning ◽  
Classroom Instruction ◽  
Learning Management Systems ◽  
Secondary Level ◽  
Management Systems ◽  
Control Group ◽  
Learning Material ◽  
Teaching Economics ◽  
Learning Management ◽  
Experimental Group

Teaching is not a mechanical process. It is an intricate, exacting and a very challenging one. The demand of new technology and uninterrupted global environment could not be met with the only source of classroom instruction. Blended learning is a formal education program in which a student learns at least in part through delivery of educational content with the best features of classroom instruction via digital and online media to personalize learning and to facilitate some element of student control over time, place, path, or pace. Educational methods have become advanced and changed dramatically in the last decade. The revolution in communication technologies, especially after the invention of the internet, has introduced new methods of teaching and new ways of managing education. Various Learning Management Systems, such as WebCT, Black Board and Learning Spaces are now available for these purposes. Both open source and commercial versions of these Learning Management Systems offer combined services such as creating learning material online and its distribution, facilitating communications between various users etc. The availability of Learning Management Systems has enabled stakeholders in creating a platform that aids in web-based teaching in a convenient and flexible manner. The present paper is an experimental study where participants are 80 students from 4 different schools of Trivandrum district of Kerala. 80 students were distributed into two groups, one experimental group consisting of 40 students and another group having the same number of students to be treated as the control group. Pre and post achievement test was conducted in both the groups to know the effectiveness of teaching Macroeconomics at Higher Secondary level using LMS: Edmodo. After analysis researcher found that teaching Economics using LMS: Edmodo is effective as academic achievement of the experimental group in the study is more than the control group.

Critical Factors Influencing Instructors’ Acceptance and Use of Learning Management Systems

2012 ◽  
pp. 116-140 ◽  
Author(s):  
Kamla Ali Al-Busaidi ◽  
Hafedh Al-Shihi
Keyword(s):  
Distance Education ◽  
Computer Anxiety ◽  
Learning Management Systems ◽  
Individual Characteristics ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Management Systems ◽  
System Quality ◽  
Perceived Ease Of Use ◽  
Learning Management

Learning management systems (LMS) enable educational institutions to manage their educational resources, support their distance education, and supplement their traditional way of teaching. Although LMS survive via instructors’ and students’ use, the adoption of LMS is initiated by instructors’ acceptance and use. Consequently, this study examined the impacts of instructors’ individual characteristics, LMS’ characteristics, and organization’s characteristics on instructors’ acceptance and use of LMS as a supplementary tool and, consequently, on their continuous use intention and their pure use intention for distance education. The findings indicated that, first, instructors’ supplementary use of LMS is determined by perceived usefulness, training, management support, perceived ease of use, information quality, and computer anxiety. Second, instructors’ perceived usefulness of LMS is determined by system quality, perceived ease of use, and incentives policy. Third, instructors’ perceived ease of use is determined by computer anxiety, technology experience, training, system quality, and service quality. Furthermore, instructors’ continuous supplementary use intention is determined by their current supplementary use, perceived usefulness, and perceived ease of use, while instructors’ pure use intention is determined only by their perceived usefulness of LMS.

Blended Learning Revisited

2012 ◽  
pp. 52-66
Author(s):  
Pablo Ortega Gil ◽  
Francisco Arcos García
Keyword(s):  
Blended Learning ◽  
Mobile Learning ◽  
New Ventures ◽  
Learning Management Systems ◽  
Everyday Practice ◽  
Management Systems ◽  
Target Groups ◽  
Learning Management ◽  
Teachers Attitudes ◽  
The Universe

The universe of blended learning started uncertainly, as all new ventures, amid overt resistance of traditionalist teachers, but boosted by the drive of a few enthusiasts that wanted to bring novel perspectives into education. Everyday practice, together with the growing services it is rendering, has turned blended learning into the mainstay of education. The authors review some of the projects they have been carrying out in later years, all of them involving the use of Learning Management Systems for different target groups. They provide details about students’ response, teachers’ attitudes, and parents’ opinions. They also show how their model has grown richer and richer thanks to the feedback obtained from all parts. Finally, future lines of development are suggested, among which mobile learning stands out. A recently launched mobile learning project is summarized.

Sign in / Sign up

Export Citation Format

Share Document