scholarly journals Leapfrog Technologies: Can Mobile Technologies Competes Successfully With Traditional Learning Management Systems?

2018 ◽  
Vol 5 (8) ◽  
Author(s):  
William Kofi Koomson
Keyword(s):  
Learning Management Systems ◽  
Mobile Technologies ◽  
Management Systems ◽  
Traditional Learning ◽  
Learning Management

Learning Management Systems and Learning 2.0

2011 ◽  
Vol 6 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Alexandros Soumplis ◽  
Eleni Koulocheri ◽  
Nektarios Kostaras ◽  
Nikos Karousos ◽  
Michalis Xenos
Keyword(s):  
Web 2.0 ◽  
Learning Management Systems ◽  
Management Systems ◽  
Traditional Learning ◽  
Learning Needs ◽  
Learning Networks ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Content ◽  
Learning Management

The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.

It Takes a Guild- Social Metacognition and Collaborative Creation of a Learning Organization

2017 ◽  
pp. 198-224
Author(s):  
Kae Novak
Keyword(s):  
Identity Development ◽  
Learning Strategies ◽  
Learning Organization ◽  
Learning Management Systems ◽  
Virtual Learning ◽  
Management Systems ◽  
Traditional Learning ◽  
Institutional Learning ◽  
Learning Management ◽  
Social Metacognition

Educators need to understand how virtual learning has advanced outside of institutional learning management systems and how people think, interact and perceive themselves in virtual spaces that are not tied to traditional learning. This chapter is a case study of an educator's gaming guild that explored virtual learning when transitioning from a social guild, which participated in casual raiding to embarking on progressive raiding. Guild leaders and members approached this progressive raiding as an opportunity to use their knowledge of learning strategies to develop the group's social metacognition. If educators want to transcend the limitations of learning management systems in predominantly text based courses, they need to understand and appreciate the identity and roles taken on by learners in virtual environments and the networked presence that takes place in organizations such as guilds. Guilds function as a learning organization that fosters identity development among members especially as data analytics are reviewed during collective and individual debriefing after raids.

Learning Management Systems and Learning 2.0

2012 ◽  
pp. 197-213 ◽  
Author(s):  
Alexandros Soumplis ◽  
Eleni Koulocheri ◽  
Nektarios Kostaras ◽  
Nikos Karousos ◽  
Michalis Xenos
Keyword(s):  
Web 2.0 ◽  
Learning Management Systems ◽  
Management Systems ◽  
Traditional Learning ◽  
Learning Needs ◽  
Learning Networks ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Content ◽  
Learning Management

The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.

scholarly journals The Effect of Assimilating Learning Management Systems on Parent Involvement in Education

2021 ◽  
Vol 11 (3) ◽  
pp. 60
Author(s):  
Roman Yavich ◽  
Nitza Davidovitch
Keyword(s):  
Parent Involvement ◽  
Research Work ◽  
Learning Management Systems ◽  
Educational Process ◽  
Management Systems ◽  
Traditional Learning ◽  
Teaching Staff ◽  
Level Of Involvement ◽  
Current Period ◽  
Learning Management

In recent years a new culture of online interactivity and pedagogic management through learning management systems has been gradually acquiring force, in addition to the traditional culture of face-to-face interactions as well as use of other media. Although much research work has been done in recent years on the significance of parent involvement in the educational process, no thorough research has been conducted on the effect of exposure to learning management systems that offer students and their parents maximal transparency of the educational environment, including the level of communication between the student’s parents and the teaching staff and their level of involvement in the educational process, particularly in the current period during the outbreak of the coronavirus crisis that has forced the educational system and other routine systems to switch to an online sphere against their will. The current work examined the effect of assimilating an online learning management system, the Mashov system (a Hebrew acronym for immediacy, transparency, and monitoring) on parent involvement in their children’s educational process. The significance of the research topic is particularly evident in these uncertain times, when the traditional learning environment is being compelled to make way for distance learning due to the outbreak of the coronavirus crisis, assisted by learning management systems and primarily the Mashov system. Therefore, there is room to enhance research in this field throughout the crisis and, once it is over, in further valuable studies.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals An analysis of users’ preferences on learning management systems: a case on German versus Spanish students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Hasan Tinmaz ◽  
Jin Hwa Lee
Keyword(s):  
Information And Communication Technologies ◽  
Age Groups ◽  
Learning Management Systems ◽  
Content Management ◽  
Ease Of Use ◽  
Management Systems ◽  
Smart Learning ◽  
School Year ◽  
Design For All ◽  
Learning Management

Abstract The recent advancements in information and communication technologies have altered instructional contexts and re-shaped them into smart learning environments. One of the most common practices of these environments are learning management systems (LMS) where the learners and instructors utilize a software platform to fulfill, support and manage instructional activities around predefined objectives. Successful implementations of LMS have brought a variety on its usage from different cultures, genders, age groups or schooling levels. Hence, this study focuses on understanding the role of culture on LMS design, in along with the effects of gender, age and school year variables. The study participants were German (n = 83) and Spanish (n = 83) university students attending a fully online course offered by a South Korean university. At the end of the course, the students were asked to fulfill a survey on effective LMS design by pointing which features of LMS were more important for them. The survey included twenty questions on four major design factors; content management (six items), ease of use (five items), communication within LMS (four item) and screen design (five items). The dataset was analyzed by non-parametric statistical techniques around four variables on four dimensions (and their related survey questions). The most important result was insufficiency of one unique LMS design for all students which demonstrates the necessity of student demographics tailored smart systems. Additionally, age and gender variables were not making significant differences on LMS design as much as culture and school year variables. The study also revealed that while German students would appreciate goal-oriented individual learning, Spanish students would value process-oriented group learning with active communication. Furthermore, many features of LMS were highly valued by the freshman students more than other levels. The paper discusses these variables with possible explanations from the literature and depicts implementations for future design practices.

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