scholarly journals Pengujian Usability Google Classroom Berdasarkan Model Use-Questionnaire

2021 ◽  
Vol 8 (6) ◽  
pp. 1247
Author(s):  
Suci Ramadhani Arifin ◽  
Etha Gustin Merdekawati
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Management System ◽  
Learning Management System ◽  
Ease Of Use ◽  
Educational Institutions ◽  
Average Value ◽  
Learning Management

<p class="Abstrak">Pembelajaran online adalah solusi ketika lembaga pendidikan ditutup karena wabah COVID-19. Sistem Manajemen Pembelajaran (LMS) merupakan alat untuk memfasilitasi pembelajaran online. Google Classroom dianggap sebagai salah satu LMS yang paling cepat diimplementasikan di pendidikan tinggi. Tujuan dari penelitian ini adalah untuk mengukur tingkat usability Google Classroom sebagai salah satu alat yang digunakan untuk memfasilitasi pembelajaran online di STMIK Dipanegara Makassar. Tingkat usability akan menentukan apakah penggunaan layanan Google Classroom telah efektif, efisien, dan memberikan kepuasan terhadap mahasiswa. Tingkat usability Google Classroom diukur menggunakan USE-Questionnaire. Berdasarkan hasil pengukuran usability terhadap Google Classroom diperoleh nilai rata-rata untuk keseluruhan variabel <em>Usefulness</em> (Daya Guna), <em>Ease of Use</em> (Kemudahan Penggunaan), <em>Ease of Learning</em> (Kemudahan Belajar), dan <em>Satisfaction</em> (Kepuasan Pengguna) adalah 459,1 atau sebesar 76%. Maka dapat disimpulkan bahwa mahasiswa setuju tingkat usability <em>Google Classroom </em>dirasakan sudah baik dan penggunaan layanan Google Classroom telah efektif, efisien, dan memberikan kepuasan terhadap mahasiswa dengan tingkat presentase sebesar 76%.</p><p class="Abstrak"> </p><p class="Abstrak"><em><strong>Abstract</strong></em></p><p class="Abstract"><em>Online learning is a solution when educational institutions are closed because of the COVID-19 outbreak. Learning Management System (LMS) is a tool to facilitate online learning. Google Classroom is considered as one of the fastest implementing LMSs in higher education. The purpose of this research is to measure the usability level of Google Classroom as one of the tools used to facilitate online learning at STMIK Dipanegara Makassar. The level of usability will determine whether the use of Google Classroom services has been effective, efficient, and gives satisfaction to students. Google Classroom usability level is measured using USE-Questionnaire. Based on the results of usability measurements on Google Classroom, the average value for all variables of Usefulness, Ease of Use, Ease of Learning, and Satisfaction is 459.1 or 76 %. So it can be concluded that students agree that the usability level of Google Classroom is good and the use of Google Classroom services has been effective, efficient, and provides satisfaction to students with a percentage level of 76%.</em></p><p class="Abstrak"><em><strong><br /></strong></em></p>

scholarly journals EXPERIENCE OF USING THE BLACKBOARD LEARNING MANAGEMENT SYSTEM IN JAZAN UNIVERSITY

2021 ◽  
Vol 83 (3) ◽  
pp. 79-99
Author(s):  
Мухаммад Аршад
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Performance ◽  
Management System ◽  
Higher Education Institutions ◽  
Learning Management System ◽  
Advanced Education ◽  
Learning Platform ◽  
E Learning ◽  
Learning Management

Students’ engagement in a traditional classroom setting has been occurring for so long with several traditional tools such as textbooks, lectures, video, and group activities. Nowadays, globally and locally connected classes are the target of advanced education intellects. The Learning Management System (LMS) has become a basic tool for all institutions of advanced education, and the main thrust in web-based learning. The significance of the learning management system is defined by its role in building up instructive and educational development, so it is considered the most significant new tool for e-learning. As per a report by the Educause Research Center of U.S higher education institutions, almost 100% of advanced training institutions have an LMS setup, the LMS is utilized by 85% of faculty members, 56% of faculty use it daily, 83% of undergraduate and postgraduate students use the LMS and 56% say they use it in most or all courses. Learning Management System (LMS) is now not only becoming a critical tool for most higher education institutions but is also being seen as a driving force in online learning. Blackboard Learning Management System is a technologically improved learning platform within the context of the e-learning and aimed to investigate the use of Blackboard for training, learning, and examination purposes. In turn, this study is designed to explore the efficient utilization and evaluation of the students’ academic performance and the use of a Learning Management System (LMS), Blackboard, among academics at Jazan University, Kingdom of Saudi Arabia. The primary aim of this research is to investigate how the faculty employs the features and communication tools in an online learning management system to facilitate the students in learning practice and to engage them in the material at hand. Through the findings obtained, both the faculty and the administrators are expectedly able to develop the online learning environment more effectively. It is also expected that the findings of this study can be a significant stimulus for other higher learning institutions in the Kingdom and the rest of the world to use the Blackboard for improved academic performance.

Improving Teaching and Learning From High-Level and Close-In Features of Assignments and Assessments in an LMS Instance

2019 ◽  
pp. 89-117
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Data Portal ◽  
Learning Management ◽  
High Level ◽  
Improving Teaching And Learning

In a formal online learning course in higher education, learners usually respond to both assignments and assessments in order to achieve the learning and to provide evidence of their progress. In a learning management system (LMS) instance, analysts may access (1) high-level descriptions of selected features of the assignments and assessments through an administrator-accessed data portal (and a reports section), and they may access (2) close-in descriptions from the learner-facing side. This chapter describes an exploration of the assignments and assessments in a live LMS instance, based on both high-level and close-in analyses; systematized approaches to harness such information to benefit teaching and learning; and proposes some tentative ways to improve teaching and learning for the particular university.

scholarly journals Evaluation of Student Satisfaction in Using the Learning Management System for Online Learning at XYZ University

2021 ◽  
Vol 12 (6) ◽  
pp. 2810-2816
Author(s):  
Yulyanty Chandra, Togar Alam Napitupulu
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
User Satisfaction ◽  
Management System ◽  
Learning Management System ◽  
Ease Of Use ◽  
System Quality ◽  
Perceived Ease Of Use ◽  
System Use ◽  
Learning Management

This research is to analyse what factors that influence the student satisfaction with the learning management system and how much influence do these factors have on student satisfaction with the use of the learning management system.  This research aim was to find if there is a direct influence from the system quality, information quality, service quality, and perceived ease of use into the user satisfaction and whether there is an indirect influence from System use to the User satisfaction toward learning management system. The analytical method for analyse regression with the estimation of PLS Method, this research took sample of 99 students at XYZ University in Information system online learning, major study for undergraduate students. The results show that  the indirect effect through system use are not significant; however the perceived ease of use and system quality turn out significant affecting the student satisfaction. Perceived ease of use is the most high factor for affecting the satisfaction of the students to use Learning Management System(LMS) as the media for online learning.

scholarly journals Choosing the Right Learning Management System (LMS) for the Higher Education Institution Context: A Systematic Review

2016 ◽  
Vol 11 (06) ◽  
pp. 55 ◽  
Author(s):  
Nurul Nadirah Mohd Kasim ◽  
Fariza Khalid
Keyword(s):  
Higher Education ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Management System ◽  
Education Institution ◽  
Ease Of Use ◽  
User Friendliness ◽  
Learning Management ◽  
The Right

A Learning Management System (LMS) is one e-learning tool that has been widely used to improve students’ learning experience and the construction of their understanding of certain topics. This concept paper discusses a number of potential Learning Management Systems (LMS) that can be utilised for teaching and learning processes in the context of Higher Education Institutions, for example Moodle, ATutor, Blackboard and SuccessFactors. The comparison is made based on a literature review of the characteristics of the selected LMS providers. Among the characteristics considered are flexibility, ease of use, accessibility and user-friendliness. This paper also provides some conclusions on the selection of the platform to be used. The results of this study give readers information to make their own decisions when choosing an LMS platform based on the needs of their institution.

scholarly journals CHALLENGES DURING THE PANDEMIC: USE OF E-LEARNING IN MATHEMATICS LEARNING IN HIGHER EDUCATION

2020 ◽  
Vol 9 (2) ◽  
pp. 147
Author(s):  
Muhammad Irfan ◽  
Betty Kusumaningrum ◽  
Yuyun Yulia ◽  
Sri Adi Widodo
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mathematics Education ◽  
Management System ◽  
Online Survey ◽  
Learning Management System ◽  
Mathematics Learning ◽  
Education Study ◽  
Study Programs ◽  
Learning Management

On March 16, 2020, many universities in Indonesia began implementing online-based learning to replace lectures in the classroom. This is done as a way to reduce the transmission of the Covid-19 outbreak in Indonesia. There is an opinion that with the implementation of online learning, especially in mathematics education study programs, there are many obstacles when learning takes place. This study aims to determine the obstacles that arise after the implementation of online learning in mathematics learning in Higher Education. This research is a qualitative case study, assisted by an online survey. The researcher collected data through an online survey consisting of 27 questions. The survey is aimed at lecturers who teach in Mathematics Education study programs in Indonesia. The survey contains structured questions and leads to three parts, namely; basic skills challenges, teaching and learning challenges, and university challenges. The 27 questions contained questions about the ability of platform mastery to support online learning owned by each lecturer. The research involved 26 lecturers from universities in Sumatra, Java, Kalimantan, and Sulawesi. The results of this study reveal that all lecturers affected by the pandemic use a Learning Management System (LMS) based website as a means of online learning. The learning management system-based platform is the most widely used (google class and Edmodo) while video conferencing is the second choice (Zoom and Skype). What is interesting is that the LMS available on campus is less attractive to lecturers. However, there are obstacles faced such as the limitations of writing mathematical symbols and the limited basic capabilities of the learning management system and multimedia software to support online learning.

scholarly journals Understanding Faculty Use of the Learning Management System

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Jason Rhode ◽  
Stephanie Richter ◽  
Peter Gowen ◽  
Tracy Miller ◽  
Cameron Wills
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Management System ◽  
Online Courses ◽  
Learning Management System ◽  
Database Queries ◽  
Face To Face ◽  
System Logs ◽  
Learning Management ◽  
Pedagogical Innovations

The learning management system (LMS) has become a critical tool for nearly all institutions of higher education, and a driving force in online learning. According to a 2014 report by the Educause Center for Analysis and Research, 99% of higher education institutions have an LMS in place, and the LMS is used by 85% of faculty and 83% of students. This was not always the case, however. There was a time in the not-so-distant past when using an LMS was considered highly innovative. Understanding the growth and adoption of the LMS is a stepping stone to understanding how faculty may choose to adopt other technological and pedagogical innovations. This study was conducted at a large, research-intensive public university in the Midwest, which has used the same LMS for 15 years. From a small pilot, adoption has grown to nearly universal use. This study used system logs and database queries to examine how faculty used the LMS. The results identified the features that were used most frequently and how usage had changed over time. In addition, the study compared the usage data for face-to-face and online courses to determine if there are differences in LMS use due to course modality. Based on this, it is possible to better understand the role the LMS plays in higher education and online learning, to inform development of next generation learning systems or other innovative technologies.

scholarly journals Higher Education in India in the Time of Pandemic, Sans a Learning Management System

AERA Open ◽  
2022 ◽  
Vol 8 ◽  
pp. 233285842110695
Author(s):  
Sudipta Roy ◽  
Shannon Brown
Keyword(s):  
Higher Education ◽  
Management System ◽  
Learning Management System ◽  
Educational Institutions ◽  
Private Institutions ◽  
Institutional Leadership ◽  
Viable Solution ◽  
Education In India ◽  
Learning Management ◽  
Teaching Learning

Higher education in India was caught completely unawares by the COVID-19 pandemic and the necessitated closure of educational institutions. Despite almost a decade of experience with online and distance learning at some top-tier and private institutions, the vast majority were unprepared and looked for quick solutions for different components of teaching–learning depending on the need of the hour. The immediate tool sought was a videoconferencing platform to substitute in-class lectures. With no access to a learning management system, faculty chose one platform for videoconferencing, one for interaction with students, and another for uploading class notes. Disparity in students’ access to devices and the internet presented challenges. Assessment of learning, which hitherto was largely pen and paper based, was delayed for lack of a viable solution. Experiences documented in this study demonstrate faculty resilience, but lack of institutional leadership and preparedness is starkly evident.

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