Exploring the influencing factors of learning management systems continuance intention in a blended learning environment

2021 ◽  
Vol 30 (2) ◽  
pp. 175
Author(s):  
Anuradha Mathrani ◽  
Zaenal Abidin ◽  
Fathur Rokhman
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Influencing Factors ◽  
Learning Management Systems ◽  
Management Systems ◽  
Continuance Intention ◽  
Learning Management

scholarly journals Effectiveness of Blended Learning Using LMS-Edmodo in Teaching Economics at Higher Secondary Level

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Himanshu Tripathi
Keyword(s):  
Blended Learning ◽  
Classroom Instruction ◽  
Learning Management Systems ◽  
Secondary Level ◽  
Management Systems ◽  
Control Group ◽  
Learning Material ◽  
Teaching Economics ◽  
Learning Management ◽  
Experimental Group

Teaching is not a mechanical process. It is an intricate, exacting and a very challenging one. The demand of new technology and uninterrupted global environment could not be met with the only source of classroom instruction. Blended learning is a formal education program in which a student learns at least in part through delivery of educational content with the best features of classroom instruction via digital and online media to personalize learning and to facilitate some element of student control over time, place, path, or pace. Educational methods have become advanced and changed dramatically in the last decade. The revolution in communication technologies, especially after the invention of the internet, has introduced new methods of teaching and new ways of managing education. Various Learning Management Systems, such as WebCT, Black Board and Learning Spaces are now available for these purposes. Both open source and commercial versions of these Learning Management Systems offer combined services such as creating learning material online and its distribution, facilitating communications between various users etc. The availability of Learning Management Systems has enabled stakeholders in creating a platform that aids in web-based teaching in a convenient and flexible manner. The present paper is an experimental study where participants are 80 students from 4 different schools of Trivandrum district of Kerala. 80 students were distributed into two groups, one experimental group consisting of 40 students and another group having the same number of students to be treated as the control group. Pre and post achievement test was conducted in both the groups to know the effectiveness of teaching Macroeconomics at Higher Secondary level using LMS: Edmodo. After analysis researcher found that teaching Economics using LMS: Edmodo is effective as academic achievement of the experimental group in the study is more than the control group.

Blended Learning Revisited

2012 ◽  
pp. 52-66
Author(s):  
Pablo Ortega Gil ◽  
Francisco Arcos García
Keyword(s):  
Blended Learning ◽  
Mobile Learning ◽  
New Ventures ◽  
Learning Management Systems ◽  
Everyday Practice ◽  
Management Systems ◽  
Target Groups ◽  
Learning Management ◽  
Teachers Attitudes ◽  
The Universe

The universe of blended learning started uncertainly, as all new ventures, amid overt resistance of traditionalist teachers, but boosted by the drive of a few enthusiasts that wanted to bring novel perspectives into education. Everyday practice, together with the growing services it is rendering, has turned blended learning into the mainstay of education. The authors review some of the projects they have been carrying out in later years, all of them involving the use of Learning Management Systems for different target groups. They provide details about students’ response, teachers’ attitudes, and parents’ opinions. They also show how their model has grown richer and richer thanks to the feedback obtained from all parts. Finally, future lines of development are suggested, among which mobile learning stands out. A recently launched mobile learning project is summarized.

scholarly journals Open Social Learning y educación superior. Oportunidades y retos

2012 ◽  
Vol 60 ◽  
pp. 191-203 ◽  
Author(s):  
Inés Gil-Jaurena ◽  
Daniel Domínguez Figaredo
Keyword(s):  
Social Learning ◽  
Learning Environment ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educación Superior ◽  
Personal Learning ◽  
Educacion Superior ◽  
Personal Learning Environment ◽  
Learning Management ◽  
Modelo Pedagógico

El texto que se presenta analiza la potencialidad del Open Social Learning (osl), aprendizaje social abierto, en la educación superior a distancia. Tras comentar algunos aspectos acerca de las herramientas tecnológicas más extendidas en este ámbito, como son los sistemas de gestión de recursos (lms por las siglas en inglés de learning management systems), se revisa el concepto de osl y sus rasgos más relevantes: la noción de abierto, el carácter social y la centralidad del aprendizaje; se repasan las oportunidades que ofrece para facilitar aspectos como la generación de entornos personales de aprendizaje (ple por personal learning environment); la creación de comunidad; la validación colectiva de los contenidos, etc. Sin embargo, la implantación del osl genera reticencias y presenta retos para su integración en los sistemas de educación superior, retos que también se analizan y que se encuentran ligados, fundamentalmente, a la gestión del proceso de cambio del modelo pedagógico y a la evaluación de los aprendizajes.

scholarly journals Learning Management System (LMS) Use with Online Instruction

2020 ◽  
Vol 4 (1) ◽  
pp. 68
Author(s):  
Vaughn Malcolm Bradley
Keyword(s):  
Learning Environment ◽  
Professional Training ◽  
Academic Progress ◽  
Learning Management Systems ◽  
Management Systems ◽  
Classroom Environments ◽  
Online Classroom ◽  
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. An LMS allows instructors to facilitate and model discussions, plan online activities, set learning expectations, provide learners with options, and assist in problem-solving with processes for decision making. An Instructor’s presence within an LMS creates an engaging learning environment. Students can retain their autonomy, enthusiasm, and motivation with LMS use. Stakeholders of the educational community must find scientific studies to support their contributions in LMS platforms to assist scholars in learning mathematics and other academic subjects.

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