الاحتياجات التدريبية لاستخدام نظام إدارة التعلم البلاك بورد (Black Board) من وجهة نظر أعضاء هيئة التدريس في جامعة حائل بالمملكة العربية السعودية = Training Needs to Use the Blackboard Learning Management System (Black Board) from the Standpoint of Teaching at the University of Hail, Saudi Arabia Faculty Members

2016 ◽  
Vol 5 (5) ◽  
pp. 513-535
Author(s):  
حمد بن عايض الرشيدي
Keyword(s):  
Saudi Arabia ◽  
Management System ◽  
Learning Management System ◽  
Training Needs ◽  
Faculty Members ◽  
Learning Management ◽  
The University

scholarly journals Utilizing the Blackboard Learning Management System at the University of Ha’il from the Perspective of Faculty Members using Internet Of Things (IOT)

2021 ◽  
Vol 14 ◽  
pp. 214-222
Author(s):  
Abdulaziz Ali ◽  
Khaled Abu Sheirah
Keyword(s):  
Internet Of Things ◽  
Management System ◽  
Learning Management System ◽  
Faculty Members ◽  
Teaching Language ◽  
Training Courses ◽  
Learning Management ◽  
Preparatory Year ◽  
The University ◽  
The Impact

The study aims to investigate the perceptions of faculty members in the preparatory year at the University of Ha’il concerning the use of the Blackboard learning management system, and to identify the impact of the study variables (gender, discipline, teaching language, and number of training courses) on the responses of the study sample members. A descriptive methodology has been used, as the study was applied to a sample of (123) faculty members, and to collect information, a questionnaire of (32) items was developed. The results of the study showed that the level of using the Blackboard at the University of Ha’il by faculty members was high. It indicated that there were no statistically significant differences due to gender. Moreover, the results revealed that there were no statistically significant differences (p=0.218) in the use of Blackboard based on the number of training courses, and that there were no statistically significant differences (p=0.390) in the use of Blackboard based on academic ranking.

Enculturation of the Utilization of Learning Management System

2010 ◽  
pp. 323-340
Author(s):  
Aida Suraya Md. Yunus ◽  
Hamidah Meseran ◽  
Zaidan Abdul Wahab
Keyword(s):  
Management System ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Management System ◽  
Professional Service ◽  
Knowledge Repository ◽  
Extension Work ◽  
E Learning ◽  
Learning Management ◽  
The University

Universiti Putra Malaysia’s (UPM) vision is to become a university with international repute. The Strategic Plan Document 2001- 2010 includes a goal for the university to be fully wired through ICT in enhancing research, extension work, professional service, strengthening teaching and learning environment and enhancing the culture of ICT in supporting teaching and learning. Two strategies were drawn; namely (i) implement the use of one learning management system (LMS) and (ii) enhance competency of academic staff in using the LMS. It has been a practice that each faculty decides on a platform for implementing e-Learning. However, the use of various LMSs had created difficulties in the sharing of integrated database, continuous monitoring of the effectiveness of the e-Learning system, and depository of e-Learning resources in the UPM’s knowledge repository. This paper reports on UPM’s experience in adapting the use of LMS from the early 1990s until today.

scholarly journals Barriers of Using Jusur Learning Management System in Saudi Arabia Universities

2015 ◽  
Vol 1 (4) ◽  
pp. 49-62
Author(s):  
Mohammed Asiri ◽  
Rosnaini Mahmud ◽  
Kamariah Abu Bakar ◽  
Ahmad Ayub ◽  
Essam Bakadam
Keyword(s):  
Saudi Arabia ◽  
Management System ◽  
Learning Management System ◽  
Learning Management

scholarly journals Collaboration and Integration

2020 ◽  
Vol 39 (2) ◽  
Author(s):  
Jennifer Murray ◽  
Daniel Feinberg
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Management System ◽  
Learning Management System ◽  
Online Presence ◽  
Library Resources ◽  
Learning Management ◽  
Library Director ◽  
The University ◽  
User Friendly

The University of North Florida (UNF) transitioned to Canvas as its Learning Management System (LMS) in summer 2017. This implementation brought on opportunities that allowed for a more user-friendly learning environment for students. Working with students in courses which were in-person, hybrid, or online, brought about the need for the library to have a place in the Canvas LMS. Students needed to remember how to access and locate library resources and services outside of Canvas. During this time, the Thomas G. Carpenter Library’s online presence was enhanced, yet still not visible in Canvas. It became apparent that the library needed to be integrated into Canvas courses. This would enable students to easily transition between their coursework and finding resources and services to support their studies. In addition, librarians who worked with students, looked for ways for students to easily find library resources and services online. After much discussion, it became clear to the Online Learning Librarian (OLL) and the Director of Technical Services and Library Systems (Library Director) that the library needed to explore ways to integrate more with Canvas.

Preparing Faculty for a Learning Management System Transition

2010 ◽  
pp. 105-119 ◽  
Author(s):  
Danilo M. Baylen ◽  
Mary Hancock ◽  
Carol M. Mullen ◽  
Mary Angela Coleman
Keyword(s):  
Survey Data ◽  
Management System ◽  
Learning Management System ◽  
Faculty Members ◽  
System Transition ◽  
Need For Support ◽  
Learning Management ◽  
Prior Experiences ◽  
The Impact ◽  
New System

This chapter focuses on the impact of a change in the use of a learning management system (LMS) at one university. Survey data captured faculty members’ viewpoints on the transition from one LMS to another, specifically, their dispositions toward technology and change, preparation and prior experiences, need for support, and access to available resources. The inquiry focuses on potential activities and infrastructures that can be established to support the faculty, as LMS users, when a new system is introduced. Also, it explores the types of knowledge, skills, and dispositions that faculty may have or need to effectively and efficiently use the new system to support their work. Finally, strategies are recommended to enhance faculty members’ dispositions, preparation, support and access to resources.

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