scholarly journals Designing the Emergency Online Study Bubble

2020 ◽  
Author(s):  
Emre Erturk
Keyword(s):  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Future Research ◽  
Teaching Staff ◽  
Learning Technology ◽  
Or Education ◽  
Face To Face ◽  
Online Study ◽  
Learning Management

In 2020, although many students around the world are studying online from home as a result of the COVID-19 global pandemic, this situation is quite different from ordinary online study. For example, in the past, most students studying online would have still had access to campus or education centre resources, face-to-face advisors, or libraries. This research has been conducted at a New Zealand institution of higher learning, which has had to adapt quickly to these special circumstances. The researchers were actively teaching courses face-to-face prior to the lockdown; although there already were well-designed course sites, they have had to go from a blended course delivery to a completely online and isolated study mode. The current literature is already resourceful in discussing the range of technologies, different levels of using learning management systems, and the variety of instructional strategies used within e-learning. However, these accounts are of a mechanical nature and tend to look at individual pieces either on their own or as a progression, rather than looking at the learning technology environment holistically. This practical research paper is informed by reflection and concrete evidence collected while working with students remotely. There are three aims: (1) To qualitatively explore how far this team has successfully pushed their learning management systems and technologies to completely online learning, (2) To note and recommend for future research some the challenges involved including technical ones, security, and teaching staff workload, and (3) To demonstrate how the different teaching and learning elements and tools complement each other to form a digital study bubble that can be sustained. During the semester, the researchers shared a Student Engagement Matrix, which documents the teaching staff and the students’ participation in the Learning Management System (Moodle) and other tools that are used alongside the online courses, including live class sessions and meetings. The matrix columns are the levels of online engagement, the description or criteria for each level, and the third column for the evidence and comments. This paper summarizes and presents these findings. Finally, it concludes with recommendations for other practitioners and researchers.

scholarly journals Challenges Facing Faculty Members When Using a Learning Management System

2020 ◽  
Vol 16 (4) ◽  
pp. 35-47
Author(s):  
Emad A. Abu-Shanab ◽  
Jumana Samara ◽  
Mohamed Arselene Ayari
Keyword(s):  
Educational System ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Faculty Members ◽  
Management Systems ◽  
Gulf Region ◽  
Face To Face ◽  
System A ◽  
Learning Management

Universities use learning management systems (LMS) to support teaching practices and add value to the educational system. A leading university in the gulf region (XYZ) provides support for faculty members (FMs) through its Center of Excellence in Teaching and Learning (CETL), where experts respond to their enquiries on how to use the LMS features. This study analyzed data available from such interactions and concluded that FMs preferred office (face-to-face) contacting method, assessment is the major generator of FMs enquiries, and also the majority of enquiries were clustered into five major dimensions. Full details and analyses are available in this study.

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 Challenges when introducing electronic exam

2014 ◽  
Vol 22 ◽  
Author(s):  
Matti Kuikka ◽  
Markus Kitola ◽  
Mikko-Jussi Laakso
Keyword(s):  
Applied Sciences ◽  
Quantitative Data ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Technology ◽  
Essential Services ◽  
Personal Experiences ◽  
University Of Applied Sciences ◽  
Learning Management

Time pressures often necessitate the use of more efficient exam tools, such as electronic exams (e-exams), instead of traditional paper exams. However, teachers may face challenges when introducing e-exams in a higher education context. This paper describes what kinds of challenges teachers may face when introducing e-exams, based on experiences in Turku University of Applied Sciences (TUAS) where e-exams have been used since 2012. For this research, the authors used their personal experiences as administrators and teachers of current e-systems used for e-exams in universities in Turku, Finland. Quantitative data were collected by survey from teachers in TUAS (the case study). The learning management systems, Moodle, Optima and ViLLE, and dedicated e-examination systems, Soft Tutor and Tenttis, were also compared to clarify what kind of features are available in order to ease teachers’ work with examinations. The results identified various challenges during e-exam introduction in TUAS. The paper also provides a list of essential services or features for teachers to ease the introduction of e-exams. Among the analysed systems, ViLLE supported most of the required features, and can be used for both learning management and e-examination systems, providing teachers with one single system, which was found to be important to teachers. The key service found by this paper is ‘support for teachers’, which is in line with previous studies.Keywords: e-assessment; e-examination; e-exam; teacher; feature(Published: 8 October 2014)Citation: Research in Learning Technology 2014, 22: 22817 -http://dx.doi.org/10.3402/rlt.v22.22817

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.

Acadly: An Online Platform for Engaged Learning

2020 ◽  
pp. 237929812094709
Author(s):  
Tiffany D. Kriz
Keyword(s):  
Organizational Behavior ◽  
Mobile Application ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Management Systems ◽  
Engaged Learning ◽  
Online Platform ◽  
Face To Face ◽  
Discussion Threads

Faculty and students alike can benefit from the use of educational technology, yet keeping up with the latest developments can pose a challenge for busy faculty. This article reviews one tool that could be used to facilitate teaching and learning in face-to-face, hybrid, or online courses. Acadly is an online platform and mobile application providing capabilities such as automated attendance, in-page discussion threads, and participation tracking. Acadly functions similarly to learning management systems yet differs in ways that some faculty and students may find appealing. The article discusses the strengths and limitations of the tool based on usage in five sections of an undergraduate organizational behavior course. Acadly appears to be useful in helping students organize their work and in facilitating greater student engagement. A notable limitation is that it currently lacks advanced grading capabilities.

scholarly journals A Study on the Factors Influencing Students’ Acceptance of Learning Management Systems (LMS): A Brunei Case Study

2020 ◽  
Vol 4 (3) ◽  
pp. 203-217
Author(s):  
Muliadi Abdul Hamid ◽  
Sallimah Salleh ◽  
Kumar Laxman
Keyword(s):  
Technology Acceptance ◽  
System Design ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Subjective Norm ◽  
Educational Process ◽  
Management Systems ◽  
Design System ◽  
Factors Influencing ◽  
Learning Management

The present study sought to explore and explain the factors influencing students’ acceptance of the Learning Management Systems (LMS) as well as to explain the effectiveness of using LMS in teaching and learning in the School of Business. The research model employed the Technology Acceptance Model (TAM) as the theoretical framework and extends it by adding System Design, System Accessibility, Technical Support and Subjective Norm as external variables. The model was tested using responses from 98 students (n=98) taking Business Information Systems module through the data gathered by means of survey questionnaire. The analysis of the collected data supported all of the generated hypotheses and was found consistent with the TAM original findings on behavioral intention. The study also revealed that the Subjective Norm and System Design have significant influence on the students’ LMS acceptance. Findings indicate that content delivery over the web portal helped to engage students and established viable interaction which allowed them to better understand and gain knowledge on each concept. Besides this, there are several key factors to consider when conducting educational process or activity over the technology such as originality of students’ ideas, specificity of content, comments and feedback as well as class size. Theoretical and applied implications of the obtained results are discussed at the end of this report within the context of education.

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