Training costs fall by 80 percent at Northumberland County Council

2014 ◽  
Vol 22 (1) ◽  
pp. 18-20 ◽  
Keyword(s):  
Management System ◽  
Success Factors ◽  
Learning Management System ◽  
Central Place ◽  
Individual Performance ◽  
County Council ◽  
Content Type ◽  
Training Costs ◽  
The Future ◽  
Learning Management

Purpose – Explains how Northumberland County Council in England cut its training costs by 80 percent. Design/methodology/approach – Describes how a new learning-management system has improved efficiency, access and course quality and opened up new opportunities for the future. Findings – Charts the benefits as: a new online-appraisal process that will link individual performance objectives with individual and team learning and development plans; the future development of 360-degree feedback tools that will provide employees with the ability to seek and receive objective feedback on their performance and how their managers, peers and customers feel that they demonstrate the competencies and behavioral-success factors espoused by the council; having one central place for learning and improving consistency of delivery that will meet the needs of the council and its partners; savings in time and money from delivering training more quickly than with a traditional classroom approach; effective management of programs and the ability to avoid costly licensing fees; swift updates to learning, saving time and money; and extensive support offered by Learning Pool, the team that installed the learning-management system. Practical implications – Demonstrates how savings have been achieved through a combination of: online training in place of more than 10,000 hours of classroom delivery; self-service functionality for course bookings, which has saved more than 1,200 hours of administration time; the creation of more than 20 hours of bespoke content; and a reduction in CO2 omissions and fuel savings, all while improving consistency and scalability. Originality/value – Provides the inside story of how a 6,000-plus employee council revolutionized its training delivery and made significant savings into the bargain.

scholarly journals A hybrid approach for supporting adaptivity in e-learning environments

2016 ◽  
Vol 33 (5) ◽  
pp. 333-348 ◽  
Author(s):  
Mohammad Al-Omari ◽  
Jenny Carter ◽  
Francisco Chiclana
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Management System ◽  
Learning Management System ◽  
Hybrid Approach ◽  
Content Type ◽  
E Learning ◽  
Learning Management ◽  
System Prototype

Purpose The purpose of this paper is to identify a framework to support adaptivity in e-learning environments. The framework reflects a novel hybrid approach incorporating the concept of the event-condition-action (ECA) model and intelligent agents. Moreover, a system prototype is developed reflecting the hybrid approach to supporting adaptivity in any given learning management system based on learners’ learning styles. Design/methodology/approach This paper offers a brief review of current frameworks and systems to support adaptivity in e-learning environments. A framework to support adaptivity is designed and discussed, reflecting the hybrid approach in detail. A system prototype is developed incorporating different adaptive features based on the Felder-Silverman learning styles model. Finally, the prototype is implemented in Moodle. Findings The system prototype supports real-time adaptivity in any given learning management system based on learners’ learning styles. It can deal with any type of content provided by course designers and instructors in the learning management system. Moreover, it can support adaptivity at both course and learner levels. Originality/value To the best of the authors’ knowledge, no previous work has been done incorporating the concept of the ECA model and intelligent agents as hybrid architecture to support adaptivity in e-learning environments. The system prototype has wider applicability and can be adapted to support different types of adaptivity.

scholarly journals Exploring user experience of learning management system

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ilia Maslov ◽  
Shahrokh Nikou ◽  
Preben Hansen
Keyword(s):  
User Experience ◽  
Management System ◽  
Qualitative Data ◽  
Learning Management System ◽  
Dynamic Learning ◽  
Content Type ◽  
E Learning ◽  
Learning Platforms ◽  
Learning Management ◽  
Method Approach

PurposeThis paper aims to explore the perspectives of university students on the learning management system (LMS) and determine factors that influence user experience and the outcomes of e-learning.Design/methodology/approachThis paper employs a mixed-method approach. For qualitative data, 20 semi-structure interviews were conducted. Moreover, for quantitative data, a short survey was developed and distributed among the potential respondents.FindingsThe results showed that students, particularly in programs where courses are mainly offered online, are dependent on such learning platforms. Moreover, the use of modular object-oriented dynamic learning environment (Moodle) as an application of LMS was rated positively, and e-learning was considered as an effective sustainable learning solution in current conditions.Originality/valueThe authors have illustrated empirically how the notion of UX of the LMS provides a means of exploring both students' participation in e-learning and their intention towards using such learning platforms.

Exploring students digital activities and performances through their activities logged in learning management system using educational data mining approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Adel Bessadok ◽  
Ehab Abouzinadah ◽  
Osama Rabie
Keyword(s):  
Data Mining ◽  
Academic Performance ◽  
Management System ◽  
Learning Management System ◽  
Statistical Significance ◽  
Educational Data Mining ◽  
Data Set ◽  
Content Type ◽  
Learning Management ◽  
The Relationship

Purpose This paper aims to investigate the relationship between the students’ digital activities and their academic performance through two stages. In the first stage, students’ digital activities were studied and clustered based on the attributes of their activity log of learning management system (LMS) data set. In the second stage, the significance of the relationship between these profiles and the associated academic performance was tested statistically. Design/methodology/approach The LMS delivers E-learning courses and keeps track of the students’ activities. Investigating these students’ digital activities became a real challenge. The diversity of students’ involvement in the learning process was proven through the LMS which characterize students’ specific profiles. The Educational Data Mining (EDM) approach was used to discover students’ learning profiles and associated academic performances, where the activity log file exemplified their activities hosted in the LMS. The sample study data is from an undergraduate e-course hosted on the platform of Blackboard LMS offered at a Saudi University during the first semester of the 2019–2020 academic year. The chosen undergraduate course had 25 sections, and the students attending came from science, technology, engineering and math background. Findings Results show three clusters based on the digital activities of the students. The correlation test shows the statistical significance and proves the effect of the student’s profile on his academic performance. The data analysis shows that students with different profiles can still get similar academic performance using LMS. Originality/value This empirical study emphasizes the importance of the EDM approach using clustering techniques which can help the instructor understand how students use the provided LMS content to learn and then can deliver them the best educational experience.

Accounting students' perceptions of a Learning Management System

2012 ◽  
Vol 25 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Ilias G. Basioudis ◽  
Paul de Lange ◽  
Themin Suwardy ◽  
Paul Wells
Keyword(s):  
Student Perceptions ◽  
Management System ◽  
Learning Management System ◽  
Student Perception ◽  
Accounting Students ◽  
Future Research ◽  
Motivation To Learn ◽  
Content Type ◽  
Lecture Notes ◽  
Learning Management

PurposeThe purpose of this study is to investigate student perceptions of the design features included in an “off the shelf” Learning Management System (LMS) in teaching undergraduate accounting students.Design/methodology/approachQuestionnaire responses from 846 accounting students studying in the UK, Australia and New Zealand provide international data to develop a model to explain student perception of the LMS.FindingsThe final model shows student satisfaction with the use of a LMS is positively associated with three variables: usefulness of lecture notes, bulletin boards and discussion forums, and other LMS tools. Further, the comparison of cultural differences of the three countries shows all students treat the provision of notes as a desirable attribute on a LMS. Findings also suggest that although students find the provision of materials over the LMS does not enhance student engagement in class, overall a comparison of the three countries shows all students treat the provision of notes as a desirable attribute of a LMS.Research limitations/implicationsFuture research should collect ethnicity data to enable an analysis of cultural influence on student perceptions of the LMS.Practical implicationsAs increased motivation to learn is found to contribute to improved achievement of learning outcomes, the study's findings have implications for faculty contemplating the adoption of a LMS in their courses. The findings specifically confirm that usefulness of lecture notes, use of bulletin/discussion boards, and other LMS tools are positively endorsed by students and hence increase their motivation to learn.Originality/valueThe current paper adds to the literature as the motivation to use and engage with LMSs by accounting students is not well understood.

JAS delivers cheaper, more effective employee development

2015 ◽  
Vol 23 (1) ◽  
pp. 10-12
Author(s):  
Bob Little
Keyword(s):  
Management System ◽  
Learning Management System ◽  
End Users ◽  
Content Type ◽  
Geographically Dispersed ◽  
Large Numbers ◽  
New Learning ◽  
Learning Management ◽  
Freight Forwarder ◽  
The Cost

Purpose – Observes how the introduction of a new learning-management system has made training easier, cheaper and more effective at international freight-forwarder JAS. Design/methodology/approach – Examines the reasons for the new system, the form it takes and the advantages it has brought. Findings – Explains that using the system makes things easier for the end-users who have one place to go for their learning materials. It has allowed the company to evaluate end-users’ knowledge of products and services. Practical implications – Reveals that the cost of delivering each individual piece of learning to any and every user is less than 20 USA cents. Social implications – Highlights the benefits of a learning-management system for organizations with large numbers of geographically dispersed employees. Originality/value – Describes a system that has helped JAS to standardize its approach to training globally, allowing consistent, controlled messaging and has created a method and process by which JAS can assess and evaluate its employees’ skills, knowledge base and areas for improvement.

Primary Care Trust benefits from radical e‐learning treatment

2010 ◽  
Vol 26 (5) ◽  
pp. 16-18
Keyword(s):  
Primary Care ◽  
Management System ◽  
Learning Management System ◽  
Primary Care Trust ◽  
Learning And Development ◽  
Content Type ◽  
Development Team ◽  
E Learning ◽  
Learning Management ◽  
Self Service

PurposeProvides a detailed account of how a UK Primary Care Trust implemented a learning management system incorporating self‐service and e‐learning functionality.Design/methodology/approachCase study. Written by workforce planning manager for Hertfordshire PCTs who was intimately involved in the management of the e‐learning project. Provides a detailed account of how the learning and development team of the newly merged PCT implemented self‐service learning.FindingsImagine you are part of a learning and development team that has been given the responsibility for training 3,500 staff spread across more than 100 different locations. This was the task facing the 20‐strong team at the Hertfordshire Primary Care Trust. The formation of Primary Care Trusts marked a radical shift in how the NHS is organized and financed at primary care level; its aim was to improve the delivery and quality of primary care and to reduce costs. It has long been recognized that the extent to which this can be achieved depends almost exclusively on the levels of competence and skills shown by NHS workers. The merging in 2006 of Herfordshire's existing eight PCTs into two new PCTs under a shared management team provided the newly merged learning and development team with the chance to completely revamp the whole operation. They aimed to create a learning and development system with self‐service learning and e‐learning functionality that would be universally accessible to all those working in the newly created PCTs.Practical implicationsProvides a useful case study example of how to create a learning management system accessible to all and which was able to raise the profile of training within the organization; identifies the benefits for staff, management and organization.Social implicationsDescribes how the learning management system was able to help maintain the quality of learning and development data for risk management and mandatory reporting.Originality/valueOffers management an account of how one UK Trust implemented a learning management system that incorporated self‐service and e‐learning.

Pre-service teachers’ intention to use learning management system: an integration of UTAUT and TAM

2020 ◽  
Vol 17 (4) ◽  
pp. 455-474
Author(s):  
Charles Buabeng-Andoh ◽  
Charles Baah
Keyword(s):  
Preservice Teachers ◽  
Social Influence ◽  
Technology Acceptance ◽  
Behavioral Intention ◽  
Management System ◽  
Learning Management System ◽  
Intention To Use ◽  
Research Model ◽  
Content Type ◽  
Learning Management

Purpose This paper aims to develop and test a research model to explore the factors that influence pre-service teachers’ intention to use learning management system (LMS). Design/methodology/approach A cross-section study was conducted. A survey questionnaire was used to collect data from participants. The total number of participants was 361 pre-service teachers. Partial least square structural equation model was used to analyze the data. Findings The findings of this study found that the research model explained approximately 43% of the variance in behavioral intention. Also, the findings revealed that attitude and social influence had an effect on behavioral intention to use technology, but the facilitating condition had no effect on behavior intention to use technology. Finally, performance expectancy, effort expectancy and social influence had an effect on attitude while facilitating condition had no effect on attitude. Originality/value In technology acceptance research, unified theory of acceptance and use of technology (UTAUT) and technology acceptance model (TAM) have been broadly designed and empirically tested to elucidate the determinants that impact users’ intention to operate technology in the developed world. However, research on the validation of TAM and UTAUT to explain the determinants that influence preservice teachers’ intention to use a LMS in developing countries is insufficient. Therefore, it is important to evaluate the efficacy of the integrated model of TAM and UTAUT to explain preservice teachers’ intention to use technology and explore the influential determinants that explain preservice teachers’ intention to use LMS.

Satisfaction and continuance with a learning management system

2015 ◽  
Vol 32 (2) ◽  
pp. 109-123 ◽  
Author(s):  
A.K.M. Najmul Islam ◽  
Nasreen Azad
Keyword(s):  
Survey Data ◽  
Management System ◽  
Learning Management System ◽  
Ease Of Use ◽  
Second Phase ◽  
Continuance Intention ◽  
Two Phase ◽  
Content Type ◽  
Percentage Points ◽  
Learning Management

Purpose – The purpose of this paper is to compare the perceptions of educators and students with a learning management system (LMS). The comparison is based on survey data collected from 185 educators and 249 students in a Finnish university who use a popular LMS, Moodle. Design/methodology/approach – The analysis of the survey data follows a two-phase strategy. In the first phase, perceptions of educators and students regarding ease of use, result demonstrability, usefulness, access, reliability, compatibility, satisfaction, and continuance intention were compared using one way analysis of variance (ANOVA). In the second phase, partial least squares (PLS) technique is employed to compare the path values and explained variances of satisfaction, and continuance intention by putting relevant variables as predictors. Findings – The ANOVA results suggest that students have higher positive perceptions regarding ease of use, usefulness, access, reliability, and compatibility of the LMS than the educators. The PLS analysis results revealed that the amount of variance of students’ satisfaction explained by its predictors was 9 percentage points lower than that of educators. It also revealed that the variance of students’ continuance intention explained by satisfaction and usefulness was 12 percentage points lower than that of educators. Practical implications – The study concludes with both theoretical and managerial implications. Originality/value – While prior research has investigated either educators’ or students’ perspective, the authors have investigated both and presented a comparison. The authors have reported several differences that help practitioners make customized intervention plan.

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