scholarly journals Learning Management Systems Comparison

10.28945/2873 ◽  
2005 ◽  
Author(s):  
Barbara Lewis ◽  
Virginia MacEntee ◽  
Shirley DeLaCruz ◽  
Catherine Englander ◽  
Thomas Jeffrey ◽  
...  
Keyword(s):  
Active Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Traditional Classroom ◽  
Management Systems ◽  
Learning Theories ◽  
Online Course ◽  
Social Nature ◽  
Product Features ◽  
Learning Management

The trend toward conversion from traditional classroom to online courses follows the shift of learning theories from the behaviorist orientation that portrays learning as a primarily passive activity to theorist orientation which emphasize the active, reflective and social nature of learning. Learners are increasingly considered to be active constructors rather than passive recipients of knowledge. As this trend increases, questions have surfaced regarding the choice of a learning management system (LMS) to use in developing an online course. The selection of an LMS is critical to student success. That selection needs to be based on both the objectives of the online course and the students’ needs. The LMS must have components that will allow the instructor to create a course that emphasizes active learning experiences. This paper will compare nine learning management systems and highlight the product features which enhance their ability to accommodate active learning.

scholarly journals History of Distance Education

2014 ◽  
pp. 25-49
Keyword(s):  
Distance Education ◽  
Teacher Training ◽  
Online Courses ◽  
Learning Management Systems ◽  
Management Systems ◽  
History Of ◽  
Online Teacher ◽  
Learning Management ◽  
Online Teacher Training ◽  
Correspondence Courses

Distance education has taken on a number of different roles throughout history. As technology has changed and grown, so has the definition and possibilities of educating at a distance. This chapter examines the chronological history of distance education beginning with correspondence courses and moving into a present day examination of learning management systems and the expansive network of online courses and universities. This chapter also discusses the development of online teacher training (or lack thereof) in the same timeframe.

Assessing Adult Learning in Online Courses

2011 ◽  
pp. 191-209
Author(s):  
Lesley Farmer ◽  
Judith Parker
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Management Systems ◽  
Assessment Practices ◽  
Education Assessment ◽  
Assessment And Evaluation ◽  
Online Environments ◽  
Learning Management

This chapter focuses on assessment and evaluation of adult learning, and provides examples of strategies and techniques in online environments. Adult education assessment practices using learning management systems are detailed. Emerging assessment practices tend to take advantage of technology’s interactive potential, which reinforces andragogical principles.

scholarly journals Introducing a learning management system at a Russian university: Students' and teachers' perceptions

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Natalya Emelyanova ◽  
Elena Voronina
Keyword(s):  
Active Learning ◽  
University Students ◽  
Research University ◽  
Learning Management Systems ◽  
Management Systems ◽  
Constructive Approach ◽  
Teachers Perceptions ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Management

<p class="BODYTEXT">Learning management systems (LMS) have been proven to encourage a constructive approach to knowledge acquisition and support active learning. One of the keys to successful and efficient use of LMS is how the stakeholders adopt and perceive this learning tool. The present research is therefore motivated by the importance of understanding teachers' and students' perceptions of LMS in order to anticipate possible issues (problems) and help to build a productive learning environment and a committed user community. The paper looks at this process at a Russian university (National Research University Higher School of Economics – HSE) where the system is being implemented and examines the following issues: qualification and readiness of the stakeholders to use LMS and their perceptions of the system's convenience, effectiveness, and usefulness. The research reveals remarkable divergence of students’ and teachers’ perceptions of various aspects of LMS which must be considered when raising the effectiveness of the system and building commitment to e-learning. They are analyzed and explicated in the present paper.</p><p class="BODYTEXT"><span lang="EN-US"><br /></span></p>

scholarly journals Faculty Perception, Attitude, and Readiness Towards e-Learning in Ar Rass Dental College A Comparison of Moodle and Blackboard Learning Management Systems

2020 ◽  
Vol 10 (1) ◽  
pp. 313-320
Keyword(s):  
Teaching And Learning ◽  
Learning Management Systems ◽  
Traditional Classroom ◽  
Management Systems ◽  
Educational Institutions ◽  
Teaching Methodology ◽  
Traditional System ◽  
E Learning ◽  
Blackboard System ◽  
Learning Management

With advances in technology, revolutionary changes have been taking place in educational institutions. The traditional classroom method of teaching no longer fulfills all teaching outcomes. A blended teaching methodology, involving the traditional system and the addition of e-learning through the application of Learning Management Systems (LMS), provides newer opportunities to achieving the expected learning outcomes. The functionality of these systems must be studied and analyzed for proper application. This study compared the faculty experience and perception of using two of the most widely used LMS, namely Blackboard and Moodle. The results of the survey revealed that these systems help to enhance the effectiveness of teaching and learning and increase student-staff interaction. The analysis concludes that the Blackboard system of e-learning by LMS is widely preferred.

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 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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