scholarly journals Scenario Approach to the Development and Use of Learning Management System in Universities

2017 ◽  
Vol 22 (6) ◽  
pp. 45-55 ◽  
Author(s):  
Y.G. Martyushova
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Educational Process ◽  
The Other ◽  
Learning Management ◽  
The One ◽  
Main Component ◽  
Functional Components ◽  
Knowledge Evaluation ◽  
Scenario Approach

The article offers a scenario approach to the design of learning management system (LMS) structure. It is argued that the LMS structure and it functional components depend on the scenarios of its use in educational process which, in turn, are determined by the type of subject that is based on the main component of education content. There are three categories of the LMS users in the educational process in university: students, teachers, and administrators, and their roles differ from each other. The article provides detailed scenarios of how the LMS is used by various categories of users and describes the structure of the LMS in relation to these scenarios. On the one hand, the LMS represents a structured base of content: that is, it contains theoretical materials as well as tasks and exercises along with certain scales that reflect their difficulty. The weight of these tasks, initially determined by experts, can then be automatically corrected using the methods of mathematical statistics. On the other hand, implementing the described scenarios requires an electronic operating cover of the LMS, among the functions of which is the organization of control and self-checking, as well as providing storage and processing statistics of the LMS use. These statistics should then be automatically turned into the current rating of users which is important for knowledge evaluation and support of learning motivation in students during a semester.

TEACHING SUPPORT TO THE EDUCATIONAL PROCESS BY LEARNING MANAGEMENT SYSTEM

2017 ◽  
Author(s):  
Darina Tothova ◽  
Lubica Semelakova ◽  
Marian Hostovecky ◽  
Juraj Fabus
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Educational Process ◽  
Teaching Support ◽  
Learning Management

scholarly journals EFL Instructors’ Perceptions of Blackboard Learning Management System (LMS) at University Level

2017 ◽  
Vol 11 (1) ◽  
pp. 1 ◽  
Author(s):  
Thaer Issa Tawalbeh
Keyword(s):  
Professional Development ◽  
Management System ◽  
Positive Attitude ◽  
Learning Management System ◽  
Descriptive Statistics ◽  
The Other ◽  
System A ◽  
Starting Point ◽  
University Level ◽  
Learning Management

The present paper aims to investigate EFL instructors’ perceptions of Blackboard learning management system (LMS) at Taif University in Saudi Arabia. To achieve this purposes, the researcher attempted to answer two questions. The first question investigates EFL instructors’ perceptions of Blackboard LMS. The second question aims to identify instructors’ suggestions to overcome difficulties encountered while using the system. A questionnaire of 4- Likert Scale was used to gather data from one hundred and two instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics. The results, on one hand, revealed that 75% of the instructors have not used Blackboard technology before coming to university, which would affect their perceptions of the system. It was also evident that most of the instructors believe that the different features of Blackboard LMS are either poor or very poor. In addition, the instructors, in most of their responses to the functionalities of using the Blackboard LMS, rarely or never used the system. On the other hand, the results revealed that the instructors have a positive attitude towards the system in terms of its impact on learning, which can be the starting point to help them be familiarized more with the system’s features and functionalities through professional development. Based on the results, the researcher presented a number of conclusions and recommendations.

scholarly journals MOODLE Platform as a Tool for Implementing Distance Learning in the Process of Training Future Teachers of Foreign Languages

2021 ◽  
pp. 72-87
Author(s):  
Ostap P. Bodyk ◽  
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Management System ◽  
Learning Management System ◽  
Educational Process ◽  
Foreign Languages ◽  
Future Teachers ◽  
Learning Management

Introduction. The training of future foreign language teachers should focus on current advances in the IT field, in particular on the use of elements of distance learning in mastering professional and general competencies. One of the common learning management systems that provide distance education is the Moodle system –Learning Management System(LSM), courses, virtual learning environment, or just a learning platform that provides educational subjects and administrators with a large set of tools for computerized teaching and learning. Purpose. The purpose of the paper is to analyze the features and advantages of distance learning in the information and educational environment of higher education, the structure and principles of working with distance courses in the Moodle system during the training of future teachers of foreign languages, which is used at Mariupol State University, and also to determine the advantages of the Moodle learning management system in the educational process. Results. We believe that the Moodle system, which was developed in the logic of the “pedagogy of social constructionism” (P. Berger and T. Lukman), is able to significantly increase the level of education if the work of students is properly organized in it: it will create a solid base and allow to prepare a specialist who is well trained and possesses competencies at a high level. On the example of our distance course “Methodological workshop” for students of OS Master in specialty 014 Secondary education “Language and Literature (English)”, which organically combines the theoretical principles and practice of teaching English, as well as in-depth study of the courses“Methods of teaching basic foreign language in secondary education”and“Modern technologies for teaching a basic foreign language (English) in high school”, which have practical importance in the professional development of future specialists, we analyzed the productivity of work organization and the effectiveness of students learning in Moodle, using the principle of “constructive coordination” (John Biggs). In its construction, we approached the planning of the entire process of studying the discipline as a set of interconnected types of educational activities of students. The principle of “first content, then technology” works here. This course contains three components that are consistent with each other: 1) expected learning outcomes, consistent with the objectives of the educational program and programmatic learning outcomes; 2) assessment, which verifies certain learning outcomes; 3) all types of activities during the course that are aimed at achieving learning outcomes. Conclusion. According to online surveys and our own experience, the use of distance learning courses created in the Moodle system in the educational process of students allows them to better study a specific academic discipline, helps to improve students’ achievement; complements enriches and makes the learning process convenient for both students and teachers.

Learning Management Systems

2020 ◽  
pp. 158-175 ◽  
Author(s):  
Omer Abdelrahim Fadil ◽  
Mohamed Khaldi
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Educational Process ◽  
Course Management System ◽  
Management Systems ◽  
Course Management ◽  
E Learning ◽  
Learning Management ◽  
Education Process

This chapter deals with several details related to e-learning represented in the concept of learning management systems, types of learning management systems in terms of learning management system and course management system, learning and content. The authors will clarify the importance of e-learning management systems in the educational process and features of e-learning management systems. In addition, the authors will explain the steps chosen for e-learning management systems with inference on some examples of e-learning management systems. At the end of the chapter, they will talk about learning management systems in Arab universities in the education process.

SunTAN — A Web-Based, Database-Driven Integrated Learning Management System

2001 ◽  
Vol 15 (2) ◽  
pp. 149-154
Author(s):  
Teresa T. Lau
Keyword(s):  
Management System ◽  
Web Application ◽  
Learning Management System ◽  
Virtual Classroom ◽  
Competency Assessment ◽  
Integrated Learning ◽  
Application Development ◽  
Web Based ◽  
Learning Management ◽  
Functional Components

SunTAN (Sun Training Access Network) is a Web-based, database-driven integrated learning management system developed by Sun Microsystems for its global field staff. The system offers users a powerful virtual classroom learning environment over the corporate Intranet. It provides a rich set of functions to deliver, manage, track, assess, and report all learning activities for the user. The functional components of SunTAN utilize advanced Web application development technologies and include user management, a course catalogue, user progress tracking, a skill-based learning path, training history, competency assessment and online testing.

scholarly journals Using of e-learning in agricultural training programs

2009 ◽  
pp. 117-124
Author(s):  
Péter Lengyel
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Educational Process ◽  
Learning System ◽  
Individual Student ◽  
Learning Program ◽  
Student Progress ◽  
Learning Content ◽  
E Learning ◽  
Learning Management

We use the Moodle at the University of Debrecen, Businessand Agricultural Department since January 2007. The Moodle is an open source Learning Management System. Learning Management System (or LMS) which is a software package, which enables the management and delivery of learning content and resources to students. Most LMS systems are web-based to facilitate „anytime, anywhere” access to learning content and administration. LMS tracks student progress in a course and indicates completions. At the least, learning management systemstrack individual student progress, record scores of quizzes and tests within an online learning program, and track course completions. The Moodle has more and more function at our Department in education. In January we worked to introduce Moodle in our Faculty. Therefore, we took lessons for the tutors about the usage of the Moodle. Our aim was to develop such a learning system, which is an integral part of  educational process,to improve the efficiency of agricultural higher education.

scholarly journals Assessing the Learning Administration of Higher Education Institutions by Graduates’ Turn-Out and Learning Outcomes: Theory and Practice

2021 ◽  
Vol 25 (1) ◽  
pp. 69-90
Author(s):  
Aleksandr I. Bokarev ◽  
Еlena S. Denisova ◽  
Ivan A. Ignatovich ◽  
Aleksandr Yu. Kazakov
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Management System ◽  
Higher Education Institutions ◽  
Learning Management System ◽  
Educational Process ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Educational Trajectories ◽  
Learning Management

Introduction. This article describes how universities are fulfilling their training assignments. Its relevance is determined by the growing need of teachers to correlate the learning results of specialists-to-be with learning assignments. The aim of the article is to describe a method for assessing the learning management system of higher education institutions by analysing learning outcomes and graduates’ turn-out. Materials and Methods. The study relies on the collection and analysis of the results of specialists’ training between 2015 and 2019. The joint use of the obtained data and methods of normative forecasting and interpolation allowed the authors to calculate and measure the intermediate results relative to the final ones, to build educational trajectories, which made it possible to evaluate the learning management system by dealing with training results and graduates turn-out. Results. For the first time the authors of the article showed that the measured results demonstrated not only the scope of specialists’ training and graduation, but they evaluated management of the educational process and developed necessary management decisions to regulate standards and measures for specialists’ training and graduation according to the specified final results. Discussion and Conclusion. The conclusions contribute to the development of the concept of learning management systems, provided that there are specified final results of the specialists’ graduation. Findings are of interest to the scientific and pedagogical community, professors, teaching staff and leadership of educational institutions.

scholarly journals Asynchronous learning techniques during the COVID 19 Pandemic

2021 ◽  
pp. 39-48
Author(s):  
Faiz Bin Zafrah ◽  
Khalid Mohiuddin ◽  
Ahmed A. Ahmed ◽  
Abd Almajeed Alajab ◽  
Osman A.Nasr
Keyword(s):  
Teaching Strategies ◽  
Management System ◽  
Learning Management System ◽  
Evaluation Methods ◽  
Educational Process ◽  
Academic Disciplines ◽  
Asynchronous Learning ◽  
Arts And Humanities ◽  
Learning Techniques ◽  
Learning Management

This study aims to summarize the capabilities available in learning techniques that can be used in managing the educational process in all academic disciplines during the Corona pandemic (Covid 19). In this research, the blackboard system and the Moodle system were chosen to highlight the capabilities available in it through three axes: Teaching strategies Used in the administration and delivery of the course, and the evaluation methods that are used to evaluate the performance of students in the course, and the last axis is to ensure the quality of the educational process by following up the educational process from the concerned administration. The study relied on the exploratory descriptive approach to identify the types of teaching strategies used and classify them according to their support for the majors, as well as the methods of evaluation of students ’performance in the course according to the scientific specializations by examining many types of research to sort and classify teaching strategies and evaluation methods for scientific specialties according to the opinions of the studies that have been relied upon. The study revealed that there are about 28 teaching styles that can be used in the four main practical disciplines, which are arts and humanities, education in the medical field, science and engineering, and social sciences. The study also showed the mechanism of implementing these methods through the tools available on the Blackboard Learning Management System and the Moodle Learning Management System.

scholarly journals Peluang dan Tantangan Pengintegrasian Learning Management System (LMS) dalam Pembelajaran Matematika di Indonesia

2020 ◽  
Vol 3 (2) ◽  
pp. 229-248
Author(s):  
Ibnu Rafi ◽  
Fina Fitri Nurjannah ◽  
Iqlima Ramadhani Fabella ◽  
Sri Andayani
Keyword(s):  
Literature Review ◽  
Management System ◽  
Online Discussion ◽  
Positive Impact ◽  
Learning Management System ◽  
Mathematics Learning ◽  
The Other ◽  
Journal Articles ◽  
Technical Aspects ◽  
Learning Management

This literature review aimed to describe the opportunities and challenges of integrating the Learning Management System (LMS) in mathematics learning, especially in terms of the non-technical aspects. Because many LMS platforms which can be integrated into learning process, this review only discusses the three LMS platforms which are common, namely Moodle, Edmodo, and Schoology. This review was conducted with the method as proposed by Templier and Paré (2015), in which the literature materials consisted of journal articles, proceedings, and official websites of LMS. The results of this review showed that integrating the LMS in mathematics learning indicated opportunities in terms of the positive impact which can be obtained from integrating the LMS. On the other hand, the identified challenges were about how mathematics content or materials were organized through integrating the LMS, providing feedback, and maximizing the online discussion facility provided by LMS. Therefore, to obtain the positive impact from integrating the LMS into mathematics learning, teachers should pay attention to these three challenges.

Sign in / Sign up

Export Citation Format

Share Document