scholarly journals Lecturers' attitudes about the use of learning management systems in engineering education: A Swedish case study

2007 ◽  
Vol 23 (3) ◽  
Author(s):  
Ramon Garrote ◽  
Tomas Pettersson
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Learning Management Systems ◽  
Management Systems ◽  
Initial Amount ◽  
Standard Tool ◽  
Learning Management ◽  
Expected Benefits ◽  
The University

<span>The purpose of this study was to examine lecturers' attitudes towards learning management systems (LMS), with particular reference to identifying obstacles to increased use. At the University College of Borås, Sweden, 22 lecturers who had used </span><em>WebCT</em><span> during the previous 9 months were interviewed. The answers show that most of the lecturers, including those who only used minor parts of the LMS, believed that they could benefit from using a LMS in the future. The study did not support the hypothesis that fear of the complexity of the system or unwanted effects on education are important reasons for lecturers not to use the LMS. When lecturers decide individually to use tools in the LMS, the major concern is the initial amount of work compared with the expected benefits. Due to the benefits of a fully implemented LMS and the results of this study, it is recommended that institutions in higher education take actions to establish LMS as a standard tool, and support development of the lecturers' professional competence.</span>

Assessment of Learning in Higher Education

2018 ◽  
pp. 196-217 ◽  
Author(s):  
Mitra Fallahi
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Learning Management Systems ◽  
Management Systems ◽  
Essential Component ◽  
Assessment Of Learning ◽  
Learning Management ◽  
The University ◽  
Teaching In Higher Education

This chapter discusses that the goal of assessment, as a part of teaching, in higher education should be to prepare the learner for performing in real life as a professional. The learner should become a self-regulator and a self-evaluator. The instructor (faculty, supervisor, or mentor) at the university must understand that assessment is a process of coaching and assisting, not just approving students' achievement. Technology acquired by the universities in the form of learning management systems (LMS) can be used to provide feedback and assistance to a large number of students. The role of feedback is discussed as an essential component of assessment that would help students to reflect and learn. Rubrics must be used as a tool to provide feedback to students instead of just grading assignments.

scholarly journals Learning Management Systems: A Shift Toward Learning and Academic Analytics

2016 ◽  
Vol 11 (04) ◽  
pp. 77 ◽  
Author(s):  
Adam Marks ◽  
Maytha AL-Ali ◽  
Kees Rietsema
Keyword(s):  
Online Survey ◽  
Learning Management Systems ◽  
Learning Performance ◽  
Management Systems ◽  
Degree Programs ◽  
College Level ◽  
Learning Management ◽  
The University

This paper presents the major findings from a study conducted with six different universities in the U.S. regarding their use of the learning analytics (LA) capabilities available within their learning management systems (LMS). Data was collected from an online survey instrument, in-depth interviews with IT directors and academic administrators, and a case study in Embry-Riddle Aeronautical University. One observation is that universities are attempting to make better use of new analytics functions and the data stored in the university LMS in order to make more informed decisions regarding short-term and long-term goals and objectives. The new functions include analytics performed at the institutional level, college level, degree-program level, course level, and even course section level. Courses and degree programs as well as learning performance and objectives can be measured and analyzed using different goals, criteria, and accreditation requirements.

Digital Transformation of Learning Management Systems at Universities

2020 ◽  
pp. 41-61
Author(s):  
Abdeleh Bassam Al Amoush ◽  
Kamaljeet Sandhu
Keyword(s):  
Higher Education ◽  
Management System ◽  
Qualitative Methodology ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Digital Learning ◽  
Structured Interviews ◽  
Learning Management

Internet technologies are recently being more utilised in the field of higher education in distance digital learning systems. Digital learning management systems (DLMSs) are an important and necessary educational tool for learning activities. The universities are using the digital LMS (DLMS) tools that are unique to their environment. Different universities have different DLMS tools that are software driven and allow the users (management, instructors, and students) to use them for regular tasks. This research discusses the qualitative data collected using the case study methodology. In this research, case study design was selected for the qualitative methodology, and semi-structured interviews were employed as the data collection method. The case study is based in a deanship of a university implementing a digital learning management system in Jordan. The research provides an analysis of the interviews to gain insights into students' perspectives regarding the factors influencing the implementation of the digital learning management system in the higher education sector.

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 Challenges when introducing electronic exam

2014 ◽  
Vol 22 ◽  
Author(s):  
Matti Kuikka ◽  
Markus Kitola ◽  
Mikko-Jussi Laakso
Keyword(s):  
Applied Sciences ◽  
Quantitative Data ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Technology ◽  
Essential Services ◽  
Personal Experiences ◽  
University Of Applied Sciences ◽  
Learning Management

Time pressures often necessitate the use of more efficient exam tools, such as electronic exams (e-exams), instead of traditional paper exams. However, teachers may face challenges when introducing e-exams in a higher education context. This paper describes what kinds of challenges teachers may face when introducing e-exams, based on experiences in Turku University of Applied Sciences (TUAS) where e-exams have been used since 2012. For this research, the authors used their personal experiences as administrators and teachers of current e-systems used for e-exams in universities in Turku, Finland. Quantitative data were collected by survey from teachers in TUAS (the case study). The learning management systems, Moodle, Optima and ViLLE, and dedicated e-examination systems, Soft Tutor and Tenttis, were also compared to clarify what kind of features are available in order to ease teachers’ work with examinations. The results identified various challenges during e-exam introduction in TUAS. The paper also provides a list of essential services or features for teachers to ease the introduction of e-exams. Among the analysed systems, ViLLE supported most of the required features, and can be used for both learning management and e-examination systems, providing teachers with one single system, which was found to be important to teachers. The key service found by this paper is ‘support for teachers’, which is in line with previous studies.Keywords: e-assessment; e-examination; e-exam; teacher; feature(Published: 8 October 2014)Citation: Research in Learning Technology 2014, 22: 22817 -http://dx.doi.org/10.3402/rlt.v22.22817

scholarly journals Behavioral Patterns for Automatic Detection of Learning Styles in Learning Management Systems: a Case Study

2015 ◽  
Vol 106 (1) ◽  
pp. 69-77 ◽  
Author(s):  
Guillermo Salazar Lugo ◽  
Luis-Felipe Rodríguez ◽  
Ramona Imelda García López ◽  
Adrián Macías Estrada ◽  
Moisés Rodríguez Echeverría
Keyword(s):  
Learning Styles ◽  
Automatic Detection ◽  
Learning Management Systems ◽  
Management Systems ◽  
Behavioral Patterns ◽  
Learning Management

Major Trends, Issues, and Challenges with Learning Management Systems

2014 ◽  
pp. 318-331 ◽  
Author(s):  
Betul Özkan Czerkawski ◽  
Dawn Panagiota Gonzales
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Profound Impact ◽  
Blended Courses ◽  
E Learning ◽  
Learning Management

A Learning Management System (LMS) offers a set of tools for e-learning delivery and management. For institutions offering online or blended courses, an LMS has a profound impact on teaching and learning because it is the main technology used in higher education e-learning courses. This chapter discusses major trends, issues, and challenges with the LMS in the context of online instruction for higher education. The chapter ends with a discussion of new trends with LMSs.

The Moodle Platform

2015 ◽  
pp. 13-30
Author(s):  
Carolina Costa ◽  
Helena Alvelos ◽  
Leonor Teixeira
Keyword(s):  
Content Analysis ◽  
Learning Management Systems ◽  
Structured Interview ◽  
Management Systems ◽  
Learning Management ◽  
Information Materials ◽  
The University

This chapter analyzes Learning Management Systems (LMSs) and their main features and compares the most popular LMSs platforms considering their utilization and the services they offer. Additionally, it presents a study carried out at the University of Aveiro (UA) that analyses the functionalities and tools of the Moodle platform and their use by students. The data was collected based on content analysis, one non-structured interview with the responsible of the Moodle from the UA and a questionnaire applied to 278 students. The results show that the most mentioned purposes of the Moodle@UA were ‘Download materials', ‘News' and ‘Deliver assignments' and that the most used information materials are ‘Texts' and ‘Slides', showing that despite Moodle has a great potential, it is mainly used as a repository of materials. The results also highlighted the existence of two groups of students distinguished by the degree of importance given to the Moodle tools.

Mobile Learning Management Systems in Higher Education

2012 ◽  
pp. 1249-1264
Author(s):  
Demetrios G. Sampson ◽  
Panagiotis Zervas
Keyword(s):  
Higher Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educational Services ◽  
Learning Material ◽  
Educational Organizations ◽  
Mobile Web ◽  
Educational Institute ◽  
Learning Management

Learning Management Systems (LMS) are widely used in Higher Education offering important benefits to students, tutors, administrators and the educational organizations. On the other hand, the widespread ownership of mobile devices has lead to educational initiatives that investigate their potential as the means to change the way that students interact with their tutors, their classmates, the learning material, the administration services and the environment of their educational institute. This mainly aims to support the continuation of these interactions not only outside the classroom, but also beyond desktop restrictions, towards to a truly constant and instant access from anywhere. As a result, the development of mobile LMS (mLMS) is important for the deployment of feasible mobile-supported educational services in Higher Education. In this book chapter, we address the issue of designing mLMS for Higher Education by studying and applying the W3C Mobile Web Best Practices 1.0 to a widely used existing LMS, namely, the Moodle.

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