scholarly journals Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

2019 ◽  
Vol 10 ◽  
Author(s):  
María Consuelo Sáiz-Manzanares ◽  
Raúl Marticorena-Sánchez ◽  
José Francisco Díez-Pastor ◽  
César Ignacio García-Osorio
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Management Systems ◽  
Student Learning Outcomes ◽  
Management Systems ◽  
Learning Management ◽  
Improved Student Learning

scholarly journals Slack It to Me: Complementing LMS With Student-Centric Communications for the Millennial/Post-Millennial Student

2019 ◽  
Vol 41 (2) ◽  
pp. 91-108 ◽  
Author(s):  
Spencer M. Ross
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Real World ◽  
Learning Experience ◽  
Learning Management Systems ◽  
Past Research ◽  
Management Systems ◽  
Group Communications ◽  
Attitudes And Perceptions ◽  
Engaging Student

Past research has found that students and instructors may be disaffected with many of the most widely used learning management systems (LMS). Other research has found that Millennials and post-Millennials have come to expect open and frequent communication and technologies that facilitate greater teamwork in their business careers. The purpose of this article is to first assess the general attitudes and perceptions of widely used LMS platforms in creating an engaging student learning experience and then present and assess Slack, a business communications tool, as an LMS complement. The author finds that many of the LMS platforms present challenges for students and instructors with respect to course communications, and group communications in particular. The author also finds that Slack positively enhances students’ perceptions of the marketing class as a real-world experience, as well as enhances perceived learning outcomes from groupwork.

scholarly journals Implementasi Learning Manegement System (LMS) Berbantukan Edmodo untuk Meningkatkan Hasil Belajar Siswa pada Materi Fluida Dinamis

2020 ◽  
Vol 13 (1) ◽  
pp. 7-13
Author(s):  
Julius Zai ◽  
Suji Ardianti ◽  
Franciska Ayuningsih Ratnawati ◽  
Suci Nujul Hayati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Management System ◽  
Learning Management System ◽  
Student Learning Outcomes ◽  
Data Collection Instrument ◽  
Quasi Experimental ◽  
Information And Communication ◽  
Learning Management ◽  
Improve Student Learning

In the 21st century, emphasizing renewal learning systems using information and communication technology (ICT). One uses a learning management system (LMS). This study aims to determine the effectiveness in implementing the learning Management System (LMS) aided by Edmodo to improve student learning outcomes on dynamic fluid material. This research was conducted at one of the Gamping 1 High Schools with a quasi-experimental research design. As a sample in this study were 11th grade X students, selected by random sampling. The research data collection instrument used to pretest and posttest and the results of the study were tested by N-Gain analysis. The results showed that the learning outcomes of students increased in the high category with very good student responses. This means Edmodo-assisted Learning Management System (LMS) is very effective to improve student learning outcomes on dynamic fluid material.

Will personalized e-Learning increase deep learning in higher education?

2019 ◽  
Vol 47 (1) ◽  
pp. 53-63 ◽  
Author(s):  
María Consuelo Sáiz-Manzanares ◽  
César Ignacio García Osorio ◽  
José Francisco Díez-Pastor ◽  
Luis Jorge Martín Antón
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Teaching Practice ◽  
Learning Management Systems ◽  
Learning System ◽  
Management Systems ◽  
Content Type ◽  
E Learning ◽  
Learning Management

PurposeRecent research in higher education has pointed out that personalized e-learning through the use of learning management systems, such as Moodle, improves the academic results of students and facilitates the detection of at-risk students.Design/methodology/approachA sample of 124 students following the Degree in Health Sciences at the University of Burgos participated in this study. The objectives were as follows: to verify whether the use of a Moodle-based personalized e-learning system will predict the learning outcomes of students and the use of effective learning behaviour patterns and to study whether it will increase student satisfaction with teaching practice.FindingsThe use of a Moodle-based personalized e-learning system that included problem-based learning (PBL) methodology predicted the learning outcomes by 42.3 per cent, especially with regard to the results of the quizzes. In addition, it predicted effective behavioural patterns by 74.2 per cent. Increased student satisfaction levels were also identified through the conceptual feedback provided by the teacher, arguably because it facilitated a deeper understanding of the subject matter.Research limitations/implicationsThe results of this work should be treated with caution, because of the sample size and the specificity of the branch of knowledge of the students, as well as the design type. Future studies will be directed at increasing the size of the sample and the diversity of the qualifications.Originality/valueLearning methodology in the twenty-first century has to be guided towards carefully structured work from the pedagogic point of view in the learning management systems allowing for process-oriented feedback and PBL both included in personalized e-learning systems.

scholarly journals The Effect of Various Learning Approaches on Mathematical Learning Outcomes based on the Multiple Intelligences of Students

2021 ◽  
Vol 8 (3) ◽  
pp. 213-228
Author(s):  
Yerizon Yerizon ◽  
Atus Amadi Putra
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Approaches ◽  
Learning Models ◽  
Team Games ◽  
Improved Student Learning

The aim of this paper is to describe the research results on multiple intelligences in mathematics learning, using a descriptive approach. It also ascertains the influence of various learning models on mathematics learning outcomes based on students’ multiple intelligences. Student Teams-Achievement Divisions (STAD) and Team Games Tournament (TGT) learning models improved learning outcomes for students possessing logical-mathematical, kinesthetic, and interpersonal intelligences. Furthermore, Group Investigation (GI) and Numbered Head Together (NHT) learning models improved student learning outcomes with logical-mathematical intelligence. Two Stay Two Stray (TSTS) learning model with peer tutors improved student learning outcomes with linguistic, logical-mathematical, and interpersonal intelligences. Team Assisted Individualization (TAI) and Jigsaw learning improved student learning outcomes with linguistic intelligence. Also, TSTS and NHT learning models improved student learning outcomes with logical-mathematical, and interpersonal intelligences. Keywords: compound intelligence, learning model, mathematics

Learning Outcomes Design Authoring Tool

2012 ◽  
Vol 8 (4) ◽  
pp. 22-34
Author(s):  
Tania Al. Kerkiri ◽  
Spyros Papadakis
Keyword(s):  
Learning Outcomes ◽  
Scientific Knowledge ◽  
Learning Management Systems ◽  
Technical Skills ◽  
Authoring Tool ◽  
Management Systems ◽  
Essential Factor ◽  
Web Based ◽  
Learning Domains ◽  
Learning Management

Creating a course is a demanding process that presupposes the scientific knowledge and various technical skills on effectively delivering content. Contemporary Learning Management Systems (LMSs) do not adequately support the structural appropriateness of content, despite being able to provide the lesson. Moreover, they are not readily capable of determining learning outcomes – the essential factor against which the effectiveness of a lesson is validated. The authors propose and describe the Learning Outcomes Design Authoring Tool (as of now LeODAT), which is a web-based tool conceived and constructed to support correct coding and authoring of a course by additionally creating descriptors for its learning outcomes. Furthermore, LeODAT comes along with a number of pedagogical theories, organized as Taxonomies of Learning Domains. LeODAT is designed to be used as a standalone application or as a service into worldwide popular LMSs, such as Moodle, LAMS etc.

The Role of Learning Management Systems in the Administration of a Multi-Section Course

2017 ◽  
pp. 126-136
Author(s):  
Devin Scott ◽  
Lindsey B. Anderson ◽  
Elizabeth E. Gardner ◽  
Andrew D. Wolvin ◽  
Rowena Kirby Straker
Keyword(s):  
Student Learning ◽  
Learning Analytics ◽  
Learning Experience ◽  
Learning Management Systems ◽  
Management Systems ◽  
Course Materials ◽  
Learning Management ◽  
Teaching Learning

This chapter will examine how course administrators of multi-section classes can use learning management systems (LMSs) to create consistency, support instructors, and enhance the student learning experience. The authors draw upon their experience using a campus-wide LMS to illustrate the ways in which this technology can be used to enhance the teaching/learning experience. Specifically, they detail the development of a master course page and distribution of common course materials. In turn, the focus on consistency created new assessment opportunities through learning analytics.

scholarly journals Effectiveness of Blended Learning in Nursing Education

2020 ◽  
Vol 17 (5) ◽  
pp. 1589 ◽  
Author(s):  
María Consuelo Sáiz-Manzanares ◽  
María-Camino Escolar-Llamazares ◽  
Álvar Arnaiz González
Keyword(s):  
Nursing Education ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Management Systems ◽  
Project Based Learning ◽  
Management Systems ◽  
Future Research ◽  
Effective Learning ◽  
Learning Management ◽  
Teaching In Higher Education

Currently, teaching in higher education is being heavily developed by learning management systems that record the learning behaviour of both students and teachers. The use of learning management systems that include project-based learning and hypermedia resources increases safer learning, and it is proven to be effective in degrees such as nursing. In this study, we worked with 120 students in the third year of nursing degree. Two types of blended learning were applied (more interaction in learning management systems with hypermedia resources vs. none). Supervised learning techniques were applied: linear regression and k-means clustering. The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. It therefore appears that blended learning applied in Learning Management System (LMS) with hypermedia resources favors greater achievement of effective learning. Likewise, with this type of Blended Learning (BL) a larger number of students were found to belong to the intermediate cluster, suggesting that this environment strengthens better results in a larger number of students. BL with hypermedia resources and project-based learning increase students´ learning outcomes and interaction in learning management systems. Future research will be aimed at verifying these results in other nursing degree courses.

Sign in / Sign up

Export Citation Format

Share Document