scholarly journals The use of learning management systems in ESP to explore postgraduate students’ content knowledge about epidemiology and COVID-19: a mixed-methods study

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Mohammed El Messaoudi
Keyword(s):  
Mixed Methods ◽  
Content Knowledge ◽  
Learning Management Systems ◽  
Mixed Methods Study ◽  
Management Systems ◽  
Postgraduate Students ◽  
Learning Management

scholarly journals Embedded Library Guides in Learning Management Systems Help Students Get Started on Research Assignments

2016 ◽  
Vol 11 (1) ◽  
pp. 76
Author(s):  
Dominique Daniel
Keyword(s):  
Mixed Methods ◽  
Undergraduate Students ◽  
Academic Career ◽  
Learning Management Systems ◽  
The United States ◽  
Great Difficulty ◽  
Management Systems ◽  
College Level ◽  
Learning Management ◽  
Survey Interviews

A Review of: Murphy, S. A. & Black, E. L. (2013). Embedding guides where students learn: Do design choices and librarian behavior make a difference? The Journal of Academic Librarianship, 39(6), 528-534. http://dx.doi.org/10.1016/j.acalib.2013.06.007 Abstract Objective – To determine whether library guides embedded in learning management systems (LMS) get used by students, and to identify best practices for the creation and promotion of these guides by librarians. Design – Mixed methods combining quantitative and qualitative data collection and analysis (survey, interviews, and statistical analysis). Setting – A large public university in the United States of America. Subjects – 100 undergraduate students and 14 librarians. Methods – The researchers surveyed undergraduate students who were participating in a Project Information Literacy study about their use of library guides in the learning management system (LMS) for a given quarter. At that university, all course pages in the LMS are automatically assigned a library guide. In addition, web usage data about the course-embedded guides was analyzed and high use guides were identified, namely guides that received an average of at least two visits per student enrolled in a course. The researchers also conducted a qualitative analysis of the layout of the high use guides, including the number of widgets (or boxes) and links. Finally, librarians who created high use library guides were interviewed. These mixed methods were designed to address four research questions: 1) Were students finding the guides in the LMS, and did they find the guides useful? 2) Did high use guides differ in design and composition? 3) Were the guides designed for a specific course, or for an entire department or college? and, 4) How did the librarians promote use? Main Results – Only 33% of the students said they noticed the library guide in the LMS course page, and 21% reported using the guide. Among those who used the guide, the majority were freshmen (possibly because embedding of library guides in the LMS had just started at the university). Library guides with high use in relation to class enrollment did not significantly differ from low use guides in terms of numbers of widgets and links, although high use guides tended to have slightly fewer widgets. Of those guides, 55% were assigned at the course level, 30% at the department level and 13% at the college level. Over half the librarians with at least one high use guide conducted a library instruction session in which they used or promoted that guide. For 39% of the courses with high-use guides, the librarian was actively engaged with the faculty and students via the LMS, but others reported no specific involvement in courses. Conclusion – Those students who used library guides reported the guides helped them get started on their research paper or assignment and find research materials, two areas for which previous studies show students have great difficulty. Since the majority of students did not notice the link to the library guide in the LMS, librarians could emphasize it in the news section of the course, which gets much more attention. Within library guides, simpler groupings of links might be easier for students to use, but this conclusion would require further research to confirm. In any case, nearly half of all high use guides were not promoted in any way by librarians, but simply automatically embedded in the LMS, a sign that passive embedding may provide an easy way for the library to reach a large number of students early in their academic career. Since the automatic embedding of guides began, guides have seen a dramatic increase in usage.

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 Why school-related content knowledge for pre-service chemistry teachers should include basic concepts in organic chemistry

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jolanda Hermanns ◽  
Nico Ermler
Keyword(s):  
Organic Chemistry ◽  
Mixed Methods ◽  
Content Knowledge ◽  
Structure And Function ◽  
Mixed Methods Study ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Basic Concepts ◽  
The Moment ◽  
And Function

Abstract In this paper we describe and evaluate a study on the use of concepts in organic chemistry while solving tasks that are designed after the concept of school-related content knowledge (SRCK). The study was designed as a mixed methods study and conducted at a German university for the content of “organic chemistry”. As the results of this study show, the students rate the tasks and the use of anchoring concepts as for example “bonds” or “structure and function” as relevant for their future profession as a chemistry teacher. They therefore propose that concepts should be an integral part of their university studies as they find it lacking at the moment. Concepts can also be seen as an opportunity to build a bridge between school knowledge and university knowledge.

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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