Maximizing Learning Management Systems to Support Mathematical Problem Solving in Online Learning

2021 ◽  
pp. 004005992199673
Author(s):  
Ling Zhang ◽  
Haidee A. Jackson ◽  
Tiffany L. Hunt ◽  
Richard Allen Carter ◽  
Sohyun Yang ◽  
...  
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Cognitive Activity ◽  
Learning Management Systems ◽  
Management Systems ◽  
Mathematical Problem Solving ◽  
Learning Tools ◽  
Inclusive Learning ◽  
Learning Management

Mathematical problem solving is a complex cognitive activity, which poses difficulties for students with and without disabilities in inclusive learning environments. With a variety of functions, Learning Management Systems (LMSs) have the potential to enhance personalized learning to meet the diverse needs of all students. This paper provides teachers guidance on using LMSs to implement evidence-based practices for math problem solving in an online learning environment. This paper introduced multiple functions commonly available in most LMSs, such as quiz, multimedia content editor, Learning Tools Interoperability (LTI), and learning analytics. Guidance is provided to teachers to leverage these features to maximize student learning experiences, such as engaging in multimedia learning activities, interacting with the teacher and peers, and receiving tailored feedback.

The Analysis of Students Mathematic Problem Solving Ability During Online Learning

2021 ◽  
Vol 6 (1) ◽  
pp. 62-68
Author(s):  
M. Arif Wahyu Daroini ◽  
Tri Novita Irawati ◽  
Sholahudin Al Ayubi
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Ability Level ◽  
Maximum Score ◽  
Low Level ◽  
Medium Level ◽  
Good For ◽  
High Level

This study aims to determine students' mathematical problem solving abilities based on their high, medium and low level of ability in solving the problem. This type of research is descriptive qualitative. The data collecting method that use are observation, test, and interview. The results showed that the problem-solving ability of high-level subjects reached an average of 75%, the problem-solving abilities of medium-level subjects reached an average of 67%, the problem-solving abilities of low-level subjects reached an average of 67%, out of a maximum score of 100. The result of interview, ability level high, medium, and low, students are capable and good even though it does not reach 100%. So, it can be concluded that high, medium, and low level abilities are good for going through the problem solving ability indicator.  Keywords: problem solving, online learning  

Learning Patterns of Learners’ Interaction in Learning Management Systems

2012 ◽  
pp. 537-567
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Integrating the LMS in Service Oriented eLearning Systems

2011 ◽  
Vol 2 (2) ◽  
pp. 1-12 ◽  
Author(s):  
José Paulo Leal ◽  
Ricardo Queirós
Keyword(s):  
Web Services ◽  
Multiple Choice ◽  
Heterogeneous Systems ◽  
Learning Management Systems ◽  
Management Systems ◽  
Automatic Evaluation ◽  
Learning Tools ◽  
Large Classes ◽  
Service Oriented ◽  
Learning Management

Learning management systems are routinely used for presenting, solving and grading exercises with large classes. However, teachers are constrained to use questions with pre-defined answers, such as multiple-choice, to automatically correct the exercises of their students. Complex exercises cannot be evaluated automatically by the LMS and require the coordination of a set of heterogeneous systems. For instance, programming exercises require a specialized exercise resolution environment and automatic evaluation features, each provided by a different type of system. In this paper, the authors discuss an approach for the coordination of a network of eLearning systems supporting the resolution of exercises. The proposed approach is based on a pivot component embedded in the LMS and has two main roles: 1) provide an exercise resolution environment, and 2) coordinate communication between the LMS and other systems, exposing their functions as web services. The integration of the pivot component in the LMS relies on Learning Tools Interoperability (LTI). This paper presents an architecture to coordinate a network of eLearning systems and validate the proposed approach by creating such a network integrated with LMS from two different vendors.

Using Learning Management Systems to Promote Online Instruction

2020 ◽  
pp. 123-150
Author(s):  
Vaughn Malcolm Bradley
Keyword(s):  
Decision Making ◽  
Professional Training ◽  
Academic Progress ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Classroom ◽  
Learner Engagement ◽  
Inclusive Learning ◽  
Learning Mathematics ◽  
Learning Management

Learning management systems (LMS) reinforce the learning process through online classroom environments. A standard LMS supports an inclusive learning environment for academic progress with interceding structures that promote online collaborative-groupings, professional training, discussions, and communication among other LMS users. Instructors should balance active learning with the use of LMS technological resources and the use of guidelines from the qualified curriculum. As Murcia stated regarding online environments in 2016, instructors can use an LMS to facilitate and model discussions, plan online activities, set learning expectations, provide learners with options, and assist in problem-solving and decision making, supporting learner engagement through their presence in the LMS; facilitators allow students to retain their autonomy, enthusiasm, and motivation. It is vital that stakeholders of the educational community find scientific studies to support their contributions in LMS platforms to assist scholars in learning mathematics and other academic subjects

scholarly journals The Development of Realistic Mathematics Education Based Learning Tools to Improve Mathematical Problem Solving Ability and Self-Efficacy on Students in Junior High School 1 Lubuk Pakam

2020 ◽  
Vol 3 (1) ◽  
pp. 107-118
Author(s):  
Delima Manurung ◽  
P. Siagian ◽  
Ani Minarni
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Junior High School ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Learning Activities ◽  
Mathematical Problem Solving ◽  
Realistic Mathematics Education ◽  
Learning Tools ◽  
Realistic Mathematics

This study aims to 1) Produce the valid, practical, and effective of Realistic Mathematics Education based learning tools; 2) Analyzing the improvement of students' mathematical problem solving ability that are learned using Realistic Mathematics Education-based learning tools; and 3) Analyzing the achievement of students' self-efficacy who are taught using Realistic Mathematics Education-based learning tools. The subjects in this study were seventh grade students of Junior High School 1 Lubuk Pakam. Data collection instruments in this development are assessment instruments to assess the products that have been developed. In addition, students were given questionnaires to get data about students' Self-Efficacy. This research is Research and Development with the design of learning development models by Dick and Carey. The steps include: 1) Conducting preliminary research; 2) Making software design; 3) Collecting the materials; 4) Developing the contextual based interactive multimedia; 5) Product reviews and trials; and 6) the effectiveness of product test. The results showed Realistic Mathematics Education-based learning tools on students' mathematical problem solving ability increased from trial I to trial II with an average increase per indicator of 0.35%; 3.99%; 16.22% and 8.32%. The developed learning tool has fulfilled the effective criteria, namely the mastery learning of students classically in the first trial has reached a good category and in the second trial has reached a very good category; the achievement of student learning goals during learning activities meet the ideal criteria specified; student responses is positive to the components of learning tools and learning activities developed; and the allocation of ideal time usage.

scholarly journals Development of Learning Tools with the Application of Learning Inventions to Improve Mathematical Problem Solving Ability Social Arithmetic Material

2020 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Fadriati Ningsih ◽  
Atma Murni ◽  
Yenita Roza
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Field Trials ◽  
Discovery Learning ◽  
Mathematical Problem Solving ◽  
Dissemination And Implementation ◽  
Learning Tools ◽  
Test Results ◽  
Product Test

The results of the preliminary study indicate that the learning tools used by the teacher do not meet the 2013 curriculum rules. This study aims to produce learning tools with the application of discovery learning to improve Mathematical Problem Solving Ability (KPMM) on social arithmetic materials for grade VII junior high school. This study used the Borg and Gall development model with stages: (1) research and data collection; (2) planning; (3) development of learning tools; (4) limited trials; (5) product revisions; (6) field trials; (7) product revisions; (8) final product test; (9) revision of the final product; and (10) dissemination and implementation. The validation results showed that it was very valid with consecutive average percentages for KPMM problems that were 94.64%, syllabus was 90.10%, RPP was 93.14%, and LKPD was 92.60%. In the final product test phase, learning tools were used through pre-experimental research to see the increase in KPMM. The final product test results indicated that there was an increase in KPMM of students using learning tools. This means that the learning tool with the application of discovery learning in social arithmetic material in class VII SMP has been valid, practical, and effective.

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