scholarly journals COVID-19 and Online Learning: A SWOT Analysis of Users’ Perspectives on Learning Management System of University of Education, Winneba, Ghana

2020 ◽  
Vol 19 (9) ◽  
pp. 382-401
Author(s):  
Dandy George Dampson ◽  
Richardson Addai-Mununkum ◽  
Stephen Kwakye Apau ◽  
Joseph Bentil
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Swot Analysis ◽  
Structured Interview ◽  
Management Systems ◽  
Sampling Techniques ◽  
Online Platforms ◽  
Sequential Mixed Methods ◽  
Learning Management ◽  
The University

This study investigated users’ perceptions of the University of Education, Winneba (UEW) Learning Management Systems (LMS) based on SWOT. The study adopted the explanatory sequential mixed methods which sampled 3272 students and 20 lecturers by using the stratified and purposive sampling techniques, respectively. The study used questionnaires and semi-structured interview guides to collect quantitative and qualitative data. Quantitative data were analyzed using Means and Standard Deviations, Independent Samples t-test, and ANOVA. The qualitative data was analyzed thematically. The study found that UEW LMS is perceived to have elements of weaknesses and threats as well as strengths and opportunities. The study further found that the users of LMS differ in their perceptions in terms of SWOT based on students’ age. The students, however, did not differ significantly in their perceptions of SWOT based on gender. The study recommended that the management of UEW LMS need to educate both lecturers and students about the benefits that LMS offers to its users. Management of the UEW should make the usage of the LMS compulsory for teaching and learning while taking into consideration the age, level as well as the programme of study in the design and implementation of subsequent online platforms for students and lecturers.

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.

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 Valoración del uso de la plataforma virtual Moodle como recurso pedagógico en la enseñanza universitaria de la informática

2017 ◽  
Vol 2 (1) ◽  
pp. 51 ◽  
Author(s):  
Juan Manuel Claro-Vásquez
Keyword(s):  
Teaching And Learning ◽  
Collaborative Work ◽  
Structured Interview ◽  
University Teaching ◽  
Subjective Experiences ◽  
Learning Spaces ◽  
Virtual Platform ◽  
The University ◽  
Trabajo Colaborativo ◽  
Estudiantes Universitarios

ResumenEl presente artículo describio las valoraciones que hacen los docentes sobre los usos de la plataforma virtual como un recurso de enseñanza y aprendizaje en los cursos de informática de la Universidad de Santander, sede Cúcuta.  Para la recolección de la información necesaria para la investigación se empleó una encuesta aplicada a ocho profesores pertenecientes al Departamento de Sistemas de la Universidad. Esta encuesta se complementó con una entrevista semiestructurada centrada en las experiencias subjetivas de tres docentes. Entre los resultados más relevantes aparece que los profesores que participaron en el estudio utilizan frecuentemente la plataforma virtual como complemento para el desarrollo de sus cursos. El manejo apropiado de la plataforma se lleva a cabo como un proceso dinámico e interactivo de tal manera que el profesor constituye la base fundamental de la construcción de ideas en su entorno y muestra que el uso de la plataforma virtual en la formación de los estudiantes universitarios ha logrado que se reflexione sobre las técnicas elementales de la educación y puedan ser aplicadas en los procesos de enseñanza basados en la formación virtual.Palabras clave: recursos pedagógicos, espacios virtuales de aprendizaje, plataforma virtual Moodle, trabajo colaborativo Assessment of the use of the Moodle virtual platform as a pedagogical resource in the university teaching of computer scienceAbstractThis article describes teachers’ assessments regarding the uses of the virtual platform as a teaching and learning resource in informatics courses of the University of Santander, Cúcuta. As a means of collecting the information necessary for the investigation, a survey of eight professors belonging to the Systems Department of the university was carried out. This survey was complemented by a semi-structured interview centered on the subjective experiences of three teachers. Among the most relevant results, it appears that the professors who participated in the study frequently use the virtual platform as a complement for the development of their courses. The appropriate management of the platform is executed as a dynamic and interactive process, in such a way that the teacher functions as the fundamental basis for the construction of ideas in its environment. Furthermore, it demonstrates that the use of the virtual platform in the training of university students has managed to reflect on the elementary techniques of education and can be applied in teaching processes based on virtual training.Keywords: pedagogical resources, virtual learning spaces, Moodle virtual platform, collaborative work, Valoração do uso da plataforma virtual Moodle como recurso pedagógico no ensino universitário da informática.Avaliação do uso da plataforma virtual Moodle como recurso pedagógico no ensino Universitário de informáticaResumoResumo: Este artigo descreve as avaliações feitas pelos professores sobre os usos da plataforma virtual como recurso de ensino e aprendizagem nos cursos de informática da Universidade de Santander, Cúcuta. Para a recolha das informações necessárias para a investigação, foi utilizada uma pesquisa aplicada a oito professores pertencentes ao Departamento de Sistemas da Universidade. Esta pesquisa foi complementada por uma entrevista semi-estruturada centrada nas experiências subjetivasde três professores. Entre os resultados mais relevantes, parece que os professores que participaram no estudo freqüentemente usam a plataforma virtual como complemento para o desenvolvimento de seuscursos. O gerenciamento apropriado da plataforma é realizado como um processo dinâmico e interativo, de tal forma que o professor é a base fundamental da construção de idéias em seu ambiente e mostra que o uso da plataforma virtual na formação de estudantes universitários conseguiu refletir sobre as técnicas elementares de educação e pode ser aplicado em processos de ensino baseados em treinamento virtual.Palavras-chave: recursos pedagógicos, espaços virtuais de aprendizagem, plataforma virtual Moodle, trabalho colaborativo 

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 Evolving Role of the Instructor in the Digital Age

2013 ◽  
pp. 233-247 ◽  
Author(s):  
Michael F. Beaudoin
Keyword(s):  
Online Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Management Systems ◽  
Management Systems ◽  
Self Directed Learning ◽  
Student Centered ◽  
Learning Management

In this era of student-centered, collaborative, constructivist learning, augmented by social networks and other virtual environments featuring learner autonomy, self-direction and independence, the role of instructors in online education is undergoing continuous evolution since the advent of the Internet, and the proliferation of Learning Management Systems (LSM) to support teaching and learning. This chapter examines the role of the online instructor, and indeed, poses the provocative question: does there remain a useful and meaningful role for what is arguably the increasingly ‘invisible’ instructor in many online settings. Factors that contribute to this phenomenon, such as the proliferation of new technology, the emphasis on self-directed learning, a changing student clientele, emerging modes of assessment, etc. are noted. Findings from a various studies of student attitudes, behaviors, and perceptions of what is critical for success in online courses are highlighted, including data suggesting that the role of instructors and the features of Learning Management Systems are relatively minor factors for achieving success in online learning. The implications of these trends for the future role of the professoriate are also considered.

Enculturation of the Utilization of Learning Management System

2010 ◽  
pp. 323-340
Author(s):  
Aida Suraya Md. Yunus ◽  
Hamidah Meseran ◽  
Zaidan Abdul Wahab
Keyword(s):  
Management System ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Management System ◽  
Professional Service ◽  
Knowledge Repository ◽  
Extension Work ◽  
E Learning ◽  
Learning Management ◽  
The University

Universiti Putra Malaysia’s (UPM) vision is to become a university with international repute. The Strategic Plan Document 2001- 2010 includes a goal for the university to be fully wired through ICT in enhancing research, extension work, professional service, strengthening teaching and learning environment and enhancing the culture of ICT in supporting teaching and learning. Two strategies were drawn; namely (i) implement the use of one learning management system (LMS) and (ii) enhance competency of academic staff in using the LMS. It has been a practice that each faculty decides on a platform for implementing e-Learning. However, the use of various LMSs had created difficulties in the sharing of integrated database, continuous monitoring of the effectiveness of the e-Learning system, and depository of e-Learning resources in the UPM’s knowledge repository. This paper reports on UPM’s experience in adapting the use of LMS from the early 1990s until today.

Choosing MOODLE

2011 ◽  
pp. 167-173 ◽  
Author(s):  
Brian Stewart ◽  
Derek Briton ◽  
Mike Gismondi ◽  
Bob Heller ◽  
Dietmar Kennepohl ◽  
...  
Keyword(s):  
Learning Management Systems ◽  
Management Systems ◽  
Open University ◽  
Third Place ◽  
Lotus Notes ◽  
Evaluative Criteria ◽  
Weighted Score ◽  
Learning Management ◽  
The University ◽  
Place Preferences

Athabasca University—Canada’s Open University evaluated learning management systems (LMS) for use by the university. Evaluative criteria were developed in order to ensure that different platforms were tested against weighted criteria representing the needs of the university. Three LMSs (WebCt, LotusNotes, and Moodle) were selected for the evaluation. Moodle was chosen with 11 first place ratings and with only one third place rating. Lotus Notes was second with five first place ratings. Moodle garnered 40% of the total weighted score with Lotus Notes getting 32%, and WebCT 29%. The first place preferences within individual criteria show the following: WebCT 6; LotusNotes 7; and Moodle 58.

Factors Affecting University Students' Use of Moodle

2017 ◽  
Vol 13 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Daniel Danso Essel ◽  
Osafo Apeanti Wilson
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Management Systems ◽  
Perceived Ease Of Use ◽  
Factors Affecting ◽  
Acceptance Model ◽  
The University

Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate of Moodle use.

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