On-line homeschooling learning management system using intelligent tutoring system

2010 ◽  
Author(s):  
Abdurazzag A Aburas ◽  
Rehab Shreef
Keyword(s):  
Management System ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Learning Management System ◽  
Tutoring System ◽  
On Line ◽  
Learning Management

scholarly journals Educação on-line - análise da interação, colaboração e produção de conhecimento em um

2008 ◽  
Vol 11 (12) ◽  
pp. 117-132
Author(s):  
Sirléia Ferreira da Silva Rosa
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Minas Gerais ◽  
E Learning ◽  
On Line ◽  
Learning Management ◽  
Belo Horizonte

Neste estudo analisamos o impacto da implementação de uma plataforma e-learning baseada na web (LMS- Learning Management System) em uma disciplina do curso de graduação em pedagogia da Universidade do Estado de Minas Gerais em Belo Horizonte, através do método do estudo de caso. A plataforma denominada moodle permitiu às alunas terem acesso ao conteúdo da disciplina Mídia e Educação a Distância na web, através do download de materiais didáticos, entrega de trabalhos, discussão em fóruns e provas, acesso a vídeos, áudios e links diversos, além de comunicarem entre si. Os resultados deste estudo evidenciaram que as alunas assimilaram com rapidez a utilidade e uso da plataforma, demonstrando um alto nível de interação, aprendizagem em colaboração e construção social do conhecimento, o que foi caracterizado estatisticamente pelo número de acessos a recursos do ambiente, na troca e no teor de mensagens postadas nos diferentes fóruns. Tais resultados demonstraram motivação e abertura dos alunos para a aprendizagem on-line em um ambiente próprio e formal da universidade e confirmaram sua facilidade de uso e importância em processos de ensino-aprendizagem. A natureza da experiência permitiu à professora e às alunas o vislumbramento do uso desse recurso na sua prática profissional formal.

scholarly journals Implementación de los PLE, ¿necesidad perentoria en la semipresencialidad, para promover la construcción colectiva del conocimiento?

2015 ◽  
Vol 1 (2) ◽  
pp. 91
Author(s):  
Elba Rosa Gómez Barajas ◽  
Luis Armando Negrete Salazar
Keyword(s):  
Management System ◽  
Learning Management System ◽  
On Line ◽  
Learning Management

El presente artículo es una descripción teórica en el contexto del Centro Universitario de los Valles de la Universidad de Guadalajara. En esta investigación que aún no tienen resultados contundentes, se describen algunas de las problemáticas actuales que del uso de la Plataforma Moodle se detectaron en el alumnado en la Modalidad Educativa Semipresencial del CUValles. Se encuentra bastante interesante sumergirse en el mundo de los PLE (Entornos Personales de Aprendizaje), como una manera de promover la heterogeneidad de herramientas disponibles en el Internet, para que el alumno elija entre la gran diversidad de dispositivos, contenidos, almacenajes, modos de interacción y trabajo colectivo, de acuerdo a su manera propia de aprender. Se describen algunas de las competencias que mediante la utilización de los Entornos Personales de Aprendizaje (PLE), pueden adquirir los estudiantes, basados en los preceptos de las Tecnologías Emergentes. En un estudio diagnóstico previo, realizado en 2014 por tres investigadores del Laboratorio de Innovación y Calidad Educativa, se encontró que los alumnos no utilizan muchas de las herramientas propias de la Moodle. Ésta es utilizada para el envío de tareas (repositorio), más que para actividades de co-construcción del conocimiento e intercambio de información. No es utilizada para la interacción on-line y off-line entre profesores y alumnos, alumnos-alumnos, etc. Es pues una forma de trabajar de manera más individualizada y poco lúdica, y con una casi nula posibilidad de promover el aprendizaje significativo, la autogestión y los proyectos por medio de la Inteligencia Colectiva. En el Centro Universitario de los Valles se utiliza la plataforma Moodle de manera institucionalizada, es decir que es la oficialmente reconocida para que alumnos y profesores interaccionen y complementen las actividades que se realizan en el cara a cara, y por tanto el resto de los días convergen en este LMS (Learning Management System). 

scholarly journals Penerapan Pembelajaran Daring Menggunakan LMS (Google Classroom Dan Quiper) Untuk Meningkatkan Hasil Belajar Fisika Pada Materi Gerak Harmonis Siswa Kelas X MIPA 2 Semester Genap SMA Negeri 1 Ngemplak Boyolali Tahun Pelajaran 2019/ 2020

2020 ◽  
Vol 5 ◽  
Author(s):  
Bangun Sartono
Keyword(s):  
Online Learning ◽  
Management System ◽  
Learning Management System ◽  
Learning Activities ◽  
Research Subjects ◽  
Research Activity ◽  
Test Technique ◽  
School Year ◽  
On Line ◽  
Learning Management

<p class="AbstractEnglish"><strong>Abstract:</strong> The objectives of this study were: 1) to describe the online learning process (on line) in the physics subject by applying the use of the google classroom and quiper learning management system (LMS), 2) to describe the improvement of learning outcomes in physics. This research was conducted using classroom action research which was designed through two cycles with procedures for planning, implementing actions, observing, and reflecting in each cycle. This research activity was carried out in the even semester of the 2019/2020 school year, with the research subjects of class X MIPA 2 semester 2 SMA N 1 Ngemplak in the 2019/2020 school year. The data needed in this study were obtained through test and non-test techniques. The non-test technique is in the form of direct observation / observation of students when on line learning activities take place both in the first cycle and the second cycle, using the assessment instruments that have been provided. While the test technique is in the form of an on line test which is carried out after each cycle ends. From the results of research on learning activities in the network (online / on line) that have been carried out for two cycles and based on all the discussions and analyzes that have been carried out, it can be concluded that: The application of online learning using the Learning Management System (Google Classroom and Quiper) can improve the results. learning physics in the material of harmonious motion for students of class X MIPA 2 even semester SMA Negeri 1 Ngemplak Boyolali in the academic year 2019/2020. The average value of students in cycle I increased by 10.51 or 17.37%, from 60.51 to 71, 02, and increased again in cycle II of 15.38 or 25.42%, namely 71.02 to 75.90, and included in the good category</p><p class="AbstrakIndonesia">Tujuan penelitian ini adalah : 1) mendeskripsi proses pembelajaran daring (on line) mata pelajaran Fisika dengan menerapkan penggunaan LMS (learning management system) google classroom dan quiper, 2) mendeskripsi peningkatan hasil belajar Fisika. Penelitian ini dilaksanakan dengan menggunakan penelitian tindakan kelas yang dirancang melalui dua siklus dengan prosedur perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi dalam tiap-tiap siklus. Kegiatan penelitian ini dilakukan pada semester genap tahun pelajaran 2019/2020, dengan subyek penelitian siswa kelas X MIPA 2 semester 2 SMA N 1 Ngemplak tahun pelajaran 2019/2020. Data-data yang diperlukan dalam penelitian ini diperoleh melalui teknik tes dan non tes. Teknik non tes berupa observasi/ pengamatan langsung pada siswa saat kegiatan pembelajaran on line berlangsung baik pada siklus pertama maupun siklus kedua, dengan menggunakan instrumen penilaian yang telah disediakan. Sedangkan teknik tes berupa tes on line yang dilakukan setelah tiap-tiap siklus berakhir. Dari hasil penelitian kegiatan pembelajaran dalam jaringan ( daring/on line) yang telah dilakukan selama dua siklus dan berdasarkan seluruh pembahasan serta analisis yang telah dilakukan dapat disimpulkan bahwa : Penerapan  pembelajaran daring menggunaan Learning Management System (google classroom dan quiper) dapat meningkatkan hasil belajar fisika pada materi gerak harmonis siswa kelas X MIPA  2 semester genap SMA Negeri 1 Ngemplak Boyolali tahun pelajaran 2019/ 2020. Nilai rata-rata siswa pada siklus I mengalami peningkatan sebesar 10,51  atau 17,37%  yaitu dari 60,51  menjadi 71, 02, dan mengalami peningkatan lagi pada siklus II sebesar 15,38 atau 25,42% yaitu 71,02  menjadi 75,90, dan termasuk dalam kategori baik.</p>

e-SOLMS: Kajian Tahap Pembelajaran Terarah Melalui Sistem Pengurusan Pembelajaran Berorientasikan Pelajar

2020 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Khairul Azhar Mat Daud ◽  
Abdul Rashid Mohamed ◽  
Mohd Ali Samsudin
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Self Control ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Mean Values ◽  
Directed Learning ◽  
On Line ◽  
Learning Management ◽  
The Impact

Kajian ini dijalankan bagi melihat kesan sistem web e-SOLMS (e-Student Oriented Learning Management System) terhadap tahap kesediaan pembelajaran terarah kendiri pelajar melalui pendekatan pembelajaran terarah kendiri secara atas talian di Politeknik Kementerian Pengajian Tinggi Malaysia. Kajian ini didasari oleh pembelajaran konstruktivism dan mengunakan model pembelajaran terarah kendiri secara atas talian Song dan Hill, 2007. Kaedah kuasi eksperimen digunakan dalam kajian ini. Hasil kajian menunjukkan bahawa terdapat hubungan yang signifikan antara kaedah pembelajaran terarah kendiri secara konvensional dengan secara atas talian terhadap tahap kesediaan pembelajaran terarah kendiri pelajar. Perbandingan nilai mean bagi ketiga-tiga konstruk menunjukkan peningkatan terhadap tahap kesediaan pembelajaran terarah kendiri pelajar. Tiga konstruk yang diukur ialah pengurusan kendiri (mean = 4.02), keazaman untuk belajar (mean = 4.21) dan kawalan kendiri (mean = 3.83). Abstract This study was conducted to see the impact of e-SOLMS (e-Student Oriented Learning Management System) for self-directed learning readiness of students through on-line self-directed learning approach at Polytechnic Ministry of Higher Education Malaysia. This study was based on the constructivist learning and on-line self-directed learning model (Song and Hill, 2007). Quasi-experimental methods are used in this study. The results show that there was a significant relationship between self-directed learning method of conventional on-line with the level of student self-directed learning readiness. Comparison of mean values for the three constructs indicates an increase in the level of student self-directed learning readiness. Three constructs were measured as self-management (mean = 4.02), desire to learn (mean = 4.21) and self-control (mean = 3.83).

scholarly journals Implementing Individualized Learning in a Legacy Learning Management System

2019 ◽  
Vol 10 (1) ◽  
pp. 131-144
Author(s):  
M. Earnest Morrow ◽  
Dabae Lee
Keyword(s):  
Management System ◽  
Reference Model ◽  
Learning Management System ◽  
Learner Centered ◽  
Use Of Technology ◽  
Learning Path ◽  
On Line ◽  
Competency Based ◽  
Learning Management ◽  
Teacher Centered

Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to sup-port and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered on-line courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a stand-alone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one’s learning path with topic-contingent assessment feedback.

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