On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education

2021 ◽  
pp. 1-24
Author(s):  
Zohreh Saadati ◽  
Canan Perkan Zeki ◽  
Reza Vatankhah Barenji
Keyword(s):  
Higher Education ◽  
Management System ◽  
Learning Management System ◽  
Self Regulation ◽  
Online Higher Education ◽  
Learning Management

scholarly journals Introduction Special Issue on Self-Regulation

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Robin K Morgan ◽  
Julie Saam
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Self Regulation ◽  
Special Issue ◽  
Learning Management ◽  
Learning With Technology

We find this verbalized in many ways by those inside higher education and those outside of academia but nonetheless it remains true: “Whoever does the work does the learning” (Wong, 2013). Would you like to have your students take ownership of their learning? Wouldn’t you like your students to “do the work?” For this to happen successfully, we need to create learning environments that scaffold and personalize their learning. In turn, our students are more likely to develop metacognition and begin to self-regulate their own learning. The contributions to this special issue of the Journal of Teaching and Learning With Technology highlight how instructors have used their learning management system (LMS) to help their students self-regulate learning. We are excited to share with you ways to get your students “working.”

Learning Management System for Greater Learner Engagement in Higher Education—A Review

2021 ◽  
pp. 234763112110498
Author(s):  
Parimala Veluvali ◽  
Jayesh Surisetti
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Management System ◽  
Large Scale ◽  
Learning Management System ◽  
Critical Role ◽  
Learner Engagement ◽  
Digital Platforms ◽  
Online Mode ◽  
Learning Management

Online education helped resume learning that had come to a momentary and uncertain pause with the onset of COVID-19 pandemic across the globe. Since then, learning in many educational institutions continued through synchronous and asynchronous modes, with teaching being undertaken remotely on digital platforms. In this large-scale migration towards online mode of curriculum delivery induced by the pandemic, the institutional learning management system (LMS) had a critical role to play in ensuring uninterrupted learning and student engagement. By drawing heavily from extant works, learnings from MOOC platforms, observations from the LMS applications in corporate training, the present article synthesis the extant literature on how the effective use of LMS can make the learning process interactive, student centric, catering to the needs of diverse learners in higher education.

Learning Management System 2.0

Web Services ◽  
2019 ◽  
pp. 2255-2270
Author(s):  
Muhammad Anshari ◽  
Yabit Alas ◽  
Norazmah Yunus ◽  
Norakmarul Ihsan binti Pg Hj Sabtu ◽  
Malai Hayati Sheikh Abdul Hamid ◽  
...  
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Big Data ◽  
Knowledge Management ◽  
Management System ◽  
Learning Management System ◽  
New Paradigm ◽  
Efficiency And Effectiveness ◽  
Main Driver ◽  
Learning Management

The recent adoption of cloud computing, Web 2.0 (web as a platform), and Big Data technologies have become the main driver of the paradigm shift. For higher education, choosing the right platform for a next generation of Learning Management System (LMS) namely LMS 2.0 is becoming more important than choosing a tool in the new paradigm. This chapter discusses factors for higher institution in determining a future direction for its LMS to take advantage of pervasive knowledge management, efficiency and effectiveness of operations. Literature studies have deployed for this study to portray the state of future LMS initiative. We found that the trends of cloud computing and big data will be predominant factor in viewing future LMS adoption and implementation. LMS 2.0 can be a solution to make learning systems in a higher education is flexible in terms of resources adoption, quality of learning, knowledge management, and implementation.

Instructional Challenges in Higher Education Online Courses Delivered through a Learning Management System by Subject Matter Experts

2011 ◽  
pp. 330-341 ◽  
Author(s):  
George L. Joeckel III ◽  
Tae Jeon ◽  
Joel Gardner
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Management System ◽  
Online Courses ◽  
Learning Management System ◽  
Instructional System ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Learning Management ◽  
Instructional Challenges

The authors are Instructional Designers developing online courses in higher education. These courses are facilitated by Subject Matter Experts and delivered through a Learning Management System. They propose that instructional alignment with pedagogic beliefs is the best instructional foundation for original course designs in this instructional context, and examine three factors unique to this context. They propose new instructional design models and a new instructional system of design to address the instructional challenges specific to their learning system context.

scholarly journals Students’ Perception of the Use of Learning Management System to Facilitate Flipped Learning Experience for English Language Teaching in Private Higher Education Institution in Oman: A Developmental Evaluation

2021 ◽  
pp. 360-377
Author(s):  
Asma Al Aufi ◽  
Vikas Rao Naidu
Keyword(s):  
Higher Education ◽  
Management System ◽  
English Language ◽  
Learning Management System ◽  
Evaluation Framework ◽  
Private Higher Education ◽  
Small Scale ◽  
Flipped Learning ◽  
Developmental Evaluation ◽  
Learning Management

Learning Management System (LMS) has become an integral part of education technology in every institution. Almost all the Higher Education Institutions (HEIs) are using LMS to facilitate their teaching and learning processes. The study aims to evaluate the effectiveness of LMS and the basic perception of students on the usage of LMS and various plugins to support their learning process not only to ensure its quality but also to evaluate different strategies for its future enhancement. Hence, this study adopts a developmental evaluation framework to assess students’ satisfaction and perception of using the (LMS) in their experiential Flipped Learning (FL) of English language modules. The methodology follows the pragmatic paradigm based on Dewey’s theory to allow for mixed-method instruments to be employed for a better understanding of the LMS, exploring its challenges and opportunities. This small-scale evaluative study involved a survey of 70 respondents and a focus group of ten students in a private HEI in Oman to explore their FL experience in English modules. The depiction of this experience represented positive responses emphasizing how FL technology-enhanced individualized/experiential learning reinforced in life-long learning skills suitable for career practice. Recommendations are offered for LMS to facilitate enhanced flipped teaching implementation, promoting a student-centered environment ideal for a broader approach of active learning in HEI contexts.

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