scholarly journals The Effects of Using a Fully Integrated Mobile Application to Access Learning Management Systems in Higher Education

2020 ◽  
Vol 26 (9) ◽  
pp. 1213-1229
Author(s):  
José Martín-Núñez ◽  
Susana Sastre ◽  
José Peiró ◽  
José Hilera
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Mobile Application ◽  
Learning Experience ◽  
Learning Management Systems ◽  
Academic Major ◽  
Management Systems ◽  
Fully Integrated ◽  
Learning Management ◽  
The Web

The use of mobile devices in the classroom is increasingly frequent. However, the LMS are still not completely adapted to this format, preventing students from using all the LMS web-functionalities in their mobiles. Hence, we present and evaluate the use of a new mobile application fully integrated with Learning Management Systems (LMS). We examined access to LMS by 95 postgraduate university students, differentiating between the services accessed and the means used. Students belonged to four consecutive promotions. In the first two, access to the system was through the web, while in the third and fourth, an app fully integrated with the LMS was available. The results showed an overall increase in access to LMS, with a considerable reduction in access via the web in favor of access via the application. Significant differences were found in the access patterns to communication and assessment services depending on the students' age, gender, academic major and previous m-learning experience. Satisfaction with the LMS rose when the app was available, with greater growth within the academic major on IT and previous m-learning experience group. Finally, students with high performance accessed the system significantly more than those with low performance. In conclusion, the integration of the app with the system showed useful and efficient results. The app eased the use of the system, increased student satisfaction with LMS, and student performance improved with increased access.

Learning Patterns of Learners’ Interaction in Learning Management Systems

2012 ◽  
pp. 537-567
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Learning Patterns of Learner's Interaction in the Learning Management Systems

2010 ◽  
pp. 123-146
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

scholarly journals Taking Advantage of the “Big Data” in Learning Management Systems

2019 ◽  
Author(s):  
Francis B. Lavoie ◽  
Pierre Proulx
Keyword(s):  
Artificial Intelligence ◽  
Big Data ◽  
Student Performance ◽  
Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Completion Status ◽  
Learning Management ◽  
Predicting Student Performance ◽  
The Web

This work presents a novel learning management system (LMS), named Catalyseur, which allows the students to easily access pedagogic contents as well as allowing them to directly complete the exercises on the web. Meanwhile, the LMS acquires data about the students’ completion status of exercises and lessons and the time before the examinations these exercises and lessons were completed. An artificial intelligence (AI) predicting student performance at an examination depending of their completion status is continuously updated with new data acquired by the LMS. This AI model is then used to automatically send messages to students about how they are expected to perform at the next examination.

eLearning X.0

2016 ◽  
pp. 1860-1873
Author(s):  
Mohamed E. Edrees
Keyword(s):  
Management System ◽  
Evaluation Model ◽  
Learning Management Systems ◽  
Management Systems ◽  
System Research ◽  
Web 3.0 ◽  
Institutional Practice ◽  
Web Technologies ◽  
Learning Management ◽  
The Web

Web technologies evolved from Web 1.0 in early 1990s to Web 3.0 nowadays. Alongside Web technologies, eLearning has been evolving from eLearning 1.0 to eLearning 3.0, which integrates the Web X.0 technologies and tools into educational and institutional practice resulting in eLearning X.0. Universities and schools are investing substantial amounts of time and money in implementing Learning Management Systems (LMS). If not designed with eLearning X.0 support in mind, the LMS can pose difficulty for instructors and students to benefit from these technologies through LMS directly. The aim of this study is to evaluate the readiness of learning management systems to support eLearning X.0. This research reviewed the literature for the most common Web X.0 tools or features used in the eLearning process. Then an evaluation model was developed and applied on two respective learning management systems: BlackBoard and MOODLE. The results of readiness evaluation shows that MOODLE is more ready for eLearning X.0 than BlackBoard. The findings of this study provide several important implications for learning management system research and management.

eLearning X.0

2014 ◽  
Vol 5 (4) ◽  
pp. 1-13
Author(s):  
Mohamed E. Edrees
Keyword(s):  
Management System ◽  
Evaluation Model ◽  
Learning Management Systems ◽  
Management Systems ◽  
System Research ◽  
Web 3.0 ◽  
Institutional Practice ◽  
Web Technologies ◽  
Learning Management ◽  
The Web

Web technologies evolved from Web 1.0 in early 1990s to Web 3.0 nowadays. Alongside Web technologies, eLearning has been evolving from eLearning 1.0 to eLearning 3.0, which integrates the Web X.0 technologies and tools into educational and institutional practice resulting in eLearning X.0. Universities and schools are investing substantial amounts of time and money in implementing Learning Management Systems (LMS). If not designed with eLearning X.0 support in mind, the LMS can pose difficulty for instructors and students to benefit from these technologies through LMS directly. The aim of this study is to evaluate the readiness of learning management systems to support eLearning X.0. This research reviewed the literature for the most common Web X.0 tools or features used in the eLearning process. Then an evaluation model was developed and applied on two respective learning management systems: BlackBoard and MOODLE. The results of readiness evaluation shows that MOODLE is more ready for eLearning X.0 than BlackBoard. The findings of this study provide several important implications for learning management system research and management.

scholarly journals O USO DE UM AMBIENTE VIRTUAL DE APRENDIZAGEM COMO APOIO PARA O ENSINO DE INGLÊS NA PERSPECTIVA DE LÍNGUA COMO DISCURSO

2015 ◽  
Vol 17 (20) ◽  
Author(s):  
Edna Marta Oliveira da Silva ◽  
Adriana Cristina S. de Mattos Brahim ◽  
Iara Maria Bruz
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
English Language ◽  
Learning Management Systems ◽  
Management Systems ◽  
Office Management ◽  
Learning Management ◽  
The Impact ◽  
The Web

<p align="center"><strong>RESUMO</strong></p><p>O presente artigo tem por objetivo apresentar algumas reflexões a respeito do uso de ambientes virtuais de aprendizagem no ensino de língua inglesa em um curso de graduação de Secretariado Executivo Trilíngue na modalidade presencial, a partir de uma pesquisa realizada em uma instituição de ensino superior (IES). São apresentadas algumas questões sobre o impacto das tecnologias nos modos de vida dos indivíduos e do uso das tecnologias de informação e comunicação (TICs) no âmbito educacional. Em se tratando dos processos de aprendizagem mediado pelas TICs, discutiremos aspectos relacionados ao ciberespaço e as possibilidades de seu uso em ambientes virtuais de aprendizagem (AVA). Nesse sentido, não poderíamos deixar à parte a discussão a respeito da interatividade, característica da Web 2.0 e, consequentemente, como os estudos sobre o interacionismo proposto por Vygotsky podem ser aí aplicados. Ainda, por tratarmos de língua estrangeira, concepções sobre língua são apresentadas e vinculadas ao seu ensino mediado pelas TICs.  Por fim, são apresentadas conclusões e possibilidades obtidas a partir da pesquisa realizada com alunos do curso de Secretariado Executivo Trilíngue em relação ao uso de um AVA durante dois semestres letivos.<strong>  </strong>A pesquisa mostrou que apenas o uso do AVA não leva o aluno a utilizar a praticar a língua alvo dentro de uma concepção de língua como discurso.</p><p><strong> </strong></p><p><strong>Palavras-chave: </strong>ambientes virtuais de aprendizagem; TICs; língua inglesa; ensino e aprendizagem.</p><p> </p><p align="center"><strong>ABSTRACT</strong></p><p>The present article aims to present some reflections on  the use of   learning management system environments in the teaching of English language in a Trilingual Office Management undergraduate course from a research conducted in an institution of  higher education. Some questions about the impact of technologies in the way  of life of the individuals and the use of information and communication technologies (ICTs) within education are presented. In the case of the learning processes mediated by ICTs,  we intend to discuss some aspects related to cyberspace and the tools available on the Web 2.0 as well as the possibilities for their use in learning management systems (LMS)  which presence is paramount  in distance education courses. In this sense, it is necessary to mention some issues on about interactivity, which is a fundamental characteristic of  the Web 2.0 and, consequently, as the studies on the interactionism proposed by Vygotsky can be applied to such space. Moreover, as we are dealing with a foreign language, conceptions about language are presented and linked to its teaching mediated by ICTs. Finally, conclusions and possibilities obtained from the study carried out with undergraduate  students of the Trilingual Office Management course  in relation to the use of a AVA during two school semesters are presented.</p><p> </p><p><strong>Key words:</strong> learning management systems; ICTs; English language; teaching and learning.</p>

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 Intelligent Decision Support System for Predicting Student’s E-Learning Performance Using Ensemble Machine Learning

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2078
Author(s):  
Farrukh Saleem ◽  
Zahid Ullah ◽  
Bahjat Fakieh ◽  
Faris Kateb
Keyword(s):  
Machine Learning ◽  
Student Performance ◽  
Learning Management Systems ◽  
Machine Learning Algorithms ◽  
Learning Performance ◽  
Management Systems ◽  
Electronic Learning ◽  
Ensemble Techniques ◽  
Proposed Model ◽  
Learning Management

Electronic learning management systems provide live environments for students and faculty members to connect with their institutional online portals and perform educational activities virtually. Although modern technologies proactively support these online sessions, students’ active participation remains a challenge that has been discussed in previous research. Additionally, one concern for both parents and teachers is how to accurately measure student performance using different attributes collected during online sessions. Therefore, the research idea undertaken in this study is to understand and predict the performance of the students based on features extracted from electronic learning management systems. The dataset chosen in this study belongs to one of the learning management systems providing a number of features predicting student’s performance. The integrated machine learning model proposed in this research can be useful to make proactive and intelligent decisions according to student performance evaluated through the electronic system’s data. The proposed model consists of five traditional machine learning algorithms, which are further enhanced by applying four ensemble techniques: bagging, boosting, stacking, and voting. The overall F1 scores of the single models are as follows: DT (0.675), RF (0.777), GBT (0.714), NB (0.654), and KNN (0.664). The model performance has shown remarkable improvement using ensemble approaches. The stacking model by combining all five classifiers has outperformed and recorded the highest F1 score (0.8195) among other ensemble methods. The integration of the ML models has improved the prediction ratio and performed better than all other ensemble approaches. The proposed model can be useful for predicting student performance and helping educators to make informed decisions by proactively notifying the students.

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