Relationship Between Learning Style and the Use of Social Media as a Learning Management System for Online Learners

2020 ◽  
pp. 37-51
Author(s):  
Myra C. Almodiel ◽  
Aurora V. Lacaste
Keyword(s):  
Social Media ◽  
Learning Style ◽  
Management System ◽  
Learning Management System ◽  
Online Learners ◽  
Learning Management ◽  
Use Of Social Media

scholarly journals A Development Framework for Social Media Interaction in Learning Management System

2018 ◽  
Vol 7 (2.13) ◽  
pp. 301 ◽  
Author(s):  
Kalaivani Ravisekaran ◽  
Sivakumar Ramakrishnan
Keyword(s):  
Social Media ◽  
Management System ◽  
Learning Management System ◽  
Vital Role ◽  
Technology Enhanced Learning ◽  
Ubiquitous Learning ◽  
Learning Condition ◽  
Development Framework ◽  
Media Interaction ◽  
Learning Management

Learning Management System (LMS) plays a vital role and an imprortant part in technology-enhanced learning. It presents different services to enhance the education procedure in ubiquitous learning condition. But, it is found that in existing education MS a extend range of education procedure and process are presented. But, it needs to be developed with some ubiquitous additional functionality. So the current research we proposed a struture for LMS to integrate social media services to make the LMS enrich in ubiquitous condition. This structure approves efficient social and intellectual interaction between users in ubiquitous Learning Management System environment. 

Facebook and the Societal Aspects of Formal Learning

2015 ◽  
pp. 1345-1367
Author(s):  
Carolyn Woodley ◽  
Petrina Dorrington
Keyword(s):  
Social Media ◽  
Management System ◽  
Learning Management System ◽  
Student Support ◽  
Teaching Staff ◽  
Formal Learning ◽  
Cooperative Group ◽  
Collaborative Spaces ◽  
Learning Management ◽  
Critical Consideration

An online subject used social media to provide “collaborative spaces” that were “additional and complementary” to discussion in the university's Learning Management System (LMS). Facebook and Twitter provided optional “informal spaces” in which students “talk about general issues to do with media and connect with other students in the unit.” This chapter's analysis of Facebook posts shows a cooperative group of peers providing advice on assessment and recommending useful resources. Analysis, however, reveals that, as well as supportive posts, a proportion of posts could be considered inappropriate, distracting, or even, infrequently, inflammatory. Guidelines about acceptable behaviour must be imposed by teaching staff. More importantly, optional participation in social media sites requires critical consideration. If Facebook is used as a student support space for an online subject, it should be integrated into the curriculum and have an explicit purpose; making social media sites optional alongside mandatory university-supported platforms can prove problematic.

Design of an Adaptive Mobile Learning Management System

2008 ◽  
pp. 286-301 ◽  
Author(s):  
Hyungsung Park ◽  
Young Kyun Baek ◽  
David Gibson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mobile Learning ◽  
Management System ◽  
Learning Management System ◽  
Analysis Tool ◽  
User Interactions ◽  
E Learning ◽  
Adaptive Environment ◽  
Learning Management

This chapter introduces the application of an artificial intelligence technique to a mobile educational device in order to provide a learning management system platform that is adaptive to students’ learning styles. The key concepts of the adaptive mobile learning management system (AM-LMS) platform are outlined and explained. The AM-LMS provides an adaptive environment that continually sets a mobile device’s use of remote learning resources to the needs and requirements of individual learners. The platform identifies a user’s learning style based on an analysis tool provided by Felder & Soloman (2005) and updates the profile as the learner engages with e-learning content. A novel computational mechanism continuously provides interfaces specific to the user’s learning style and supports unique user interactions. The platform’s interfaces include strategies for learning activities, contents, menus, and supporting functions for learning through a mobile device.

Facebook and the Societal Aspects of Formal Learning

2014 ◽  
pp. 269-291
Author(s):  
Carolyn Woodley ◽  
Petrina Dorrington
Keyword(s):  
Social Media ◽  
Management System ◽  
Learning Management System ◽  
Student Support ◽  
Teaching Staff ◽  
Formal Learning ◽  
Cooperative Group ◽  
Collaborative Spaces ◽  
Learning Management ◽  
Critical Consideration

An online subject used social media to provide “collaborative spaces” that were “additional and complementary” to discussion in the university’s Learning Management System (LMS). Facebook and Twitter provided optional “informal spaces” in which students “talk about general issues to do with media and connect with other students in the unit.” This chapter’s analysis of Facebook posts shows a cooperative group of peers providing advice on assessment and recommending useful resources. Analysis, however, reveals that, as well as supportive posts, a proportion of posts could be considered inappropriate, distracting, or even, infrequently, inflammatory. Guidelines about acceptable behaviour must be imposed by teaching staff. More importantly, optional participation in social media sites requires critical consideration. If Facebook is used as a student support space for an online subject, it should be integrated into the curriculum and have an explicit purpose; making social media sites optional alongside mandatory university-supported platforms can prove problematic.

scholarly journals Examining the use of a Personalized Learning Management System (PLMS) to Increase Student Engaagement in High School Physics

2018 ◽  
Author(s):  
Meera Singh
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Survey Data ◽  
Learning Style ◽  
Management System ◽  
Learning Management System ◽  
Project Based Learning ◽  
Digital Learning ◽  
Learning Management ◽  
K 12

Motivated by the drive to impact the quality and diversity of students applying to engineering schools, this study evaluates a component of a Personalized Digital Learning Management System (PLMS) that has been designed to increase student engagement in K-12 Physics. In particular, a non-traditional project based learning module, with roots in game-based learning, has been developed and executed in grade 8 science classrooms. Pre and post survey data that includes attitudinal markers, learning style profiles, gender, and assessments of knowledge gained, are analyzed and presented. Results suggest that students who are more interested in science, physics and engineering tend to have learning styles that require programming that is more active and less sequential than traditionally delivered. This is particularly the case for female students. The non-traditional game based project acted to provide these types of learning opportunities and post survey data showed a very high level of student engagement. Results obtained will be used to further refine the PLMS.

scholarly journals Student Engagement using Learning Management System in Computer Science Education

2019 ◽  
Vol 8 (2S11) ◽  
pp. 743-747 ◽  
Keyword(s):  
Student Engagement ◽  
Computer Science ◽  
Learning Style ◽  
Management System ◽  
Learning Management System ◽  
Learning Preferences ◽  
Learning Performance ◽  
Management Systems ◽  
Learning Management ◽  
Teaching Learning

Combined learning among the world's top universities including Malaysia was commonly recognized. Many educational organizations, like Blackboard, WebCT and Moodle, have introduced Learning Management Systems (LMSs) or Course Management Systems (CMSs), depending on the capabilities and needs of the institutions ' programmes. The aim of this paper is to report the results of implementation of learning management system (LMS) using Moodle on student engagement in Computer Science (CS) classroom for two semesters. Furthermore, we also investigating the parameters that influence student engagement and how these scales relate to each stage of learning process to produce better learning performance. The respondents for this work are students who enrolled CS courses regardless of any year. The survey conducted using online and distributed to various type of subject taught in CS for the semester to confirm the students’ learning preferences using blended learning style. From the survey results, we examine the significance correlation of learning preference style with student engagement in campus-based learning. The results show that there is an impact of LMS usage on teaching, learning and assessment based on students’ learning preferences may show better learning engagement amongst students

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