scholarly journals Learning Platforms in the Context of the Digitization of Education: A Strong Methodological Innovation. The Experience of Latvia

2021 ◽  
pp. 213-221
Author(s):  
Arta Rūdolfa ◽  
Linda Daniela
Keyword(s):  
Knowledge Construction ◽  
Learning Management Systems ◽  
Management Systems ◽  
Technology Enhanced Learning ◽  
Evaluation Tool ◽  
Educational Processes ◽  
Learning Platforms ◽  
Learning Management ◽  
Teachers Attitudes ◽  
Enhanced Learning

AbstractThe modernization of the education system, the digitalization of the educational environment and learning management systems (LMS), where one of the solutions is learning platforms, are the most urgent directions today’s pedagogical work is taking to reap the benefits of the digital environment. Education quality can be improved in different ways: by changing the content of learning, forms of learning, learning methods and teaching aids; promoting the use of learning platforms in schools; introducing programming and robotics; using learning management systems and other systems. Technologies and digital solutions are transforming the educational landscape in technology-enhanced learning environments. On one hand, there are many possible solutions that provide technology-enhanced learning; while on the other, there is a need to transform educational processes, to transform competence in teaching, to analyze learning outcomes so that technology-enhanced environments can support knowledge construction. The authors of this paper analyze the results of research on learning platforms, in which several research methods were used: systematic literature analyses; development of learning platform evaluation tools; analyses of learning platforms; and surveys on teachers’ attitudes to learning platforms. Altogether 705 teachers expressed their opinion on using learning platforms as a tool for enhancing knowledge construction, providing feedback and analyzing students’ learning results. In this paper, the authors will discuss the results of analyses on nine learning platforms developed in Latvia, conducted using an evaluation tool with 22 criteria and 43 sub-criteria.

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.

scholarly journals Exploring the Potential of Blended Learning and Learning Management Systems (LMSs) for Higher Education in Aceh

2015 ◽  
Vol 2 (2) ◽  
pp. 70 ◽  
Author(s):  
Zamzami Zainuddin
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Approach ◽  
College Level ◽  
Learning Platforms ◽  
Learning Management

The paper aims to explore the potential of the blended learning approach for higher education in Aceh. This is a conceptual paper that attempts to provide the concepts and theories associated with implementing the blended learning approach on college-level students and lecturers. Blended Learning is a learning model that is enriched with traditional learning methods and online education materials. In a typical blended learning environment, students may learn contents outside of the class through websites or Learning Management Systems (LMSs), but engage in practical, hands-on activities during class hours. The author believes the blended learning is a potentially effective approach if implemented for higher education in Aceh, especially Banda Aceh, which has adequate internet access in numerous areas. Integrating the blended learning approach will enhance students’ self-paced learning in Aceh, and in turn improve their critical thinking and collaborative learning. This study also encourages lecturers in Aceh to implement the blended learning approach in their teaching and learning practices, as well as urges the use of various LMSs or Web 2.0 tools as online learning platforms. Finally, the practice of blended learning will support Universities in Aceh in transforming teaching and learning activities from being traditional, to becoming technology-based learning environments.

Blended Learning Revisited

2011 ◽  
pp. 58-72 ◽  
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.

scholarly journals Automated problem generation in Learning Management Systems: a tutorial

2016 ◽  
Vol 8 (2) ◽  
pp. 119
Author(s):  
Jaime Romero ◽  
Mercedes Rozano
Keyword(s):  
Problem Solving ◽  
Learning Management Systems ◽  
Management Systems ◽  
Immediate Feedback ◽  
Step Process ◽  
Problem Generation ◽  
Business Course ◽  
E Learning ◽  
Learning Platforms ◽  
Learning Management

AbstractThe benefits of solving problems have been widely acknowledged by literature. Its implementation in e–learning platforms can make easier its management and the learning process itself. However, its implementation can also become a very time–consuming task, particularly when the number of problems to generate is high. In this tutorial we describe a methodology that we have developed aiming to alleviate the workload of producing a great deal of problems in Moodle for an undergraduate business course. This methodology follows a six-step process and allows evaluating student’s skills in problem solving, minimizes plagiarism behaviors and provides immediate feedback. We expect this tutorial encourage other educators to apply our six steps process, thus benefiting themselves and their students of its advantages. Keywords: Learning management systems; problem generation; randomization; cloze questions

scholarly journals SYNERGY OF LANGUAGE LEARNING AND VIRTUAL LEARNING PLATFORMS IN STUDIES

2017 ◽  
Vol 2 ◽  
pp. 388
Author(s):  
Rūta Buivydienė ◽  
Jelena Mamčenko ◽  
Inga Piscikiene ◽  
Brigita Šustickienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Learning Management Systems ◽  
Virtual Learning ◽  
Management Systems ◽  
Learning Platforms ◽  
The Common ◽  
Learning Management ◽  
Comprehensive Study

The paper presents comprehensive study of applicability of various language learning platforms to the development of foreign language that are indicated in the Common European Framework of Reference for Language (CEFR). To carry out the research, a number of language learning platforms that are used as an alternative to Learning Management Systems (such as Moodle) was selected and on their basis a questionnaire was designed. The quantitative research involved faculty students and lecturers of Vilnius College of Technologies and design. The results of the research permitted us to draw a list of recommendations on which language learning platforms are best to be used in EFL classrooms to facilitate the development of foreign language competences.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals An analysis of users’ preferences on learning management systems: a case on German versus Spanish students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Hasan Tinmaz ◽  
Jin Hwa Lee
Keyword(s):  
Information And Communication Technologies ◽  
Age Groups ◽  
Learning Management Systems ◽  
Content Management ◽  
Ease Of Use ◽  
Management Systems ◽  
Smart Learning ◽  
School Year ◽  
Design For All ◽  
Learning Management

Abstract The recent advancements in information and communication technologies have altered instructional contexts and re-shaped them into smart learning environments. One of the most common practices of these environments are learning management systems (LMS) where the learners and instructors utilize a software platform to fulfill, support and manage instructional activities around predefined objectives. Successful implementations of LMS have brought a variety on its usage from different cultures, genders, age groups or schooling levels. Hence, this study focuses on understanding the role of culture on LMS design, in along with the effects of gender, age and school year variables. The study participants were German (n = 83) and Spanish (n = 83) university students attending a fully online course offered by a South Korean university. At the end of the course, the students were asked to fulfill a survey on effective LMS design by pointing which features of LMS were more important for them. The survey included twenty questions on four major design factors; content management (six items), ease of use (five items), communication within LMS (four item) and screen design (five items). The dataset was analyzed by non-parametric statistical techniques around four variables on four dimensions (and their related survey questions). The most important result was insufficiency of one unique LMS design for all students which demonstrates the necessity of student demographics tailored smart systems. Additionally, age and gender variables were not making significant differences on LMS design as much as culture and school year variables. The study also revealed that while German students would appreciate goal-oriented individual learning, Spanish students would value process-oriented group learning with active communication. Furthermore, many features of LMS were highly valued by the freshman students more than other levels. The paper discusses these variables with possible explanations from the literature and depicts implementations for future design practices.

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