Adult Distance Learning Using a Web-Based Learning Management System: Methodology and Results

2008 ◽  
pp. 508-519 ◽  
Author(s):  
Konstantinos Antonis ◽  
Petros Lampsas ◽  
Jim Prentzas
Keyword(s):  
Distance Learning ◽  
Management System ◽  
Learning Management System ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management ◽  
System Methodology

scholarly journals Understanding Learner Interaction in Web Based Learning to Improve English Speaking Skills in Second Grade of SMAN 4 Senior High School Bandar Lampung: Using Canvas Learning Management System

2019 ◽  
Vol 2 (1) ◽  
pp. 74-85
Author(s):  
Upeka Mendis ◽  
Yanuarius Yanu Dharmawan
Keyword(s):  
High School ◽  
Management System ◽  
Learning Management System ◽  
Senior High School ◽  
Second Grade ◽  
Web Based ◽  
Web Based Learning ◽  
English Speaking ◽  
Learning Management ◽  
Speaking Skills

Understanding learner interaction in web based learning to improve English speaking skills in second grade classroom of SMAN 4 senior high school Bandar Lampung: using canvas learning management system, English Study Program, Teacher Training Faculty of Bandar Lampung University.The objective of conducting this research is to find out the interaction in Canvas Learning management system (LMS) in the speaking classroom and effects of using Canvas LMS to improve speaking skills. After it is confirmed that there is indeed necessity behind the action, I will explain concepts of interaction, Canvas LMS and speaking skills.   The participants of this research are students in second grade of SMAN 4 senior high school. They are selected as data resource to know about interaction and effects of using Canvas LMS. From them, I retrieve data to be analyzed. By giving questionnaire, observing and conducting independent sample t-test method gives me some findings to discuss. The results show that there is indeed necessity in doing English speaking lessons in Canvas LMS. Moreover it is about students’ interaction and effects to improve English speaking skills. First is about interaction, it is the main ingredient in any kinds of learning methods. There are three main types introduced my Moore (1989), there are learner-instructor, learner- learner and learner-content. Those types necessary appear in web based learning. These interactions lead to improve students’ speaking skills too.

scholarly journals Technological and Pedagogical Considerations in Supporting Electronic Self-Access Language Learning (e-SALL): In-Person Learning Practice in the Time of Crisis

2020 ◽  
pp. 128-134
Author(s):  
Ismail Anas ◽  
Farida Amansyah ◽  
Andi Musdariah ◽  
Irmawati
Keyword(s):  
Language Learning ◽  
Management System ◽  
Learning Management System ◽  
Learner Autonomy ◽  
The Internet ◽  
Web Based ◽  
Learning Platform ◽  
Web Based Learning ◽  
Emerging Issues ◽  
Learning Management

The COVID-19 pandemic outbreak has brought a significant impact on the in-person learning access to the on-campus Self-Access Center (SAC). Therefore, there is a need for an electronic Self-Access Language Learning (e-SALL) innovation to address the newly emerging issues in the field. This perspectives article suggests several ways of facilitating self-access learning using web-based technologies. It also includes some key technological and pedagogical considerations in providing in-person learning access beyond the school. We argue that the integration between a Learning Management System (LMS) as a web-based learning platform and the internet-based materials and resources will sustain the in-person learning practice from a lens of technology and the pedagogy of learner autonomy.

Overcoming Barriers to Instructor Adoption of a Learning Management System

2013 ◽  
pp. 239-252
Author(s):  
Stephen Asunka
Keyword(s):  
Information And Communication Technologies ◽  
Management System ◽  
Learning Management System ◽  
Communication Technologies ◽  
Pivotal Role ◽  
Web Based ◽  
Web Based Learning ◽  
Information And Communication ◽  
Learning Management ◽  
The University

Following a realization that a Web-based Learning Management System (LMS) deployed by a University in Ghana remained largely unused by instructors, the university’s management intervened. The university wishes to expand access to its educational resources through the use of Information and Communication Technologies (ICTs). Since instructors play a pivotal role in this direction, all instructors were trained, motivated, and appropriately resourced to enable them to use the LMS effectively to deliver courses. Five years down the line, however, most instructors are still ambivalent towards using the LMS software. This chapter discusses the case extensively and concludes by suggesting that one approach that might help solve the problem will be to engage all instructors in participatory activities aimed at collectively identifying and addressing the issues and challenges.

scholarly journals Implementation of Learning Management System: A Way Ahead on the Digital Journey in Distance Learning

Open Praxis ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 329
Author(s):  
Sidra Noreen
Keyword(s):  
Distance Learning ◽  
Rural Areas ◽  
Management System ◽  
Teaching And Learning ◽  
New Technologies ◽  
Academic Staff ◽  
Learning Management System ◽  
Group Discussion ◽  
Structured Interviews ◽  
Learning Management

Over a number of years, the Allama Iqbal Open University (AIOU) has encouraged and supported moves to Learning Management System (LMS) replacing aspects of paper-based and face-to-face teaching and learning including, assignments, workshops and examination. The views of learners and academics were explored to consider the advantages of the system as well as potential challenges. Twenty-two participants were involved in qualitative data gathering by means of focus group discussion and semi-structured interviews, which were comprised of 12 M.Phil students and 10 academics from the Faculty of Education. Thematic analysis was carried out by applying themes and codes. Numerous advantages were identified with the use of Learning Management System. However, it was found that the approach did face some challenges. Learners often lacked easy Internet access and the necessary skills to use new technologies efficiently. Academic staff required considerable time for the development of online materials. Major training needs arising from the findings and it was recommended that the university must consider setting up small campuses in rural areas as well as provided mandatory training and support for learners, especially those from rural areas. There is also a need for formal training for academic staff and the sharing of ways by which the new technologies can be used effectively and efficiently in enhancing all aspects of distance learning.

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