scholarly journals Learning Management Systems: A Shift Toward Learning and Academic Analytics

2016 ◽  
Vol 11 (04) ◽  
pp. 77 ◽  
Author(s):  
Adam Marks ◽  
Maytha AL-Ali ◽  
Kees Rietsema
Keyword(s):  
Online Survey ◽  
Learning Management Systems ◽  
Learning Performance ◽  
Management Systems ◽  
Degree Programs ◽  
College Level ◽  
Learning Management ◽  
The University

This paper presents the major findings from a study conducted with six different universities in the U.S. regarding their use of the learning analytics (LA) capabilities available within their learning management systems (LMS). Data was collected from an online survey instrument, in-depth interviews with IT directors and academic administrators, and a case study in Embry-Riddle Aeronautical University. One observation is that universities are attempting to make better use of new analytics functions and the data stored in the university LMS in order to make more informed decisions regarding short-term and long-term goals and objectives. The new functions include analytics performed at the institutional level, college level, degree-program level, course level, and even course section level. Courses and degree programs as well as learning performance and objectives can be measured and analyzed using different goals, criteria, and accreditation requirements.

scholarly journals Lecturers' attitudes about the use of learning management systems in engineering education: A Swedish case study

2007 ◽  
Vol 23 (3) ◽  
Author(s):  
Ramon Garrote ◽  
Tomas Pettersson
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Learning Management Systems ◽  
Management Systems ◽  
Initial Amount ◽  
Standard Tool ◽  
Learning Management ◽  
Expected Benefits ◽  
The University

<span>The purpose of this study was to examine lecturers' attitudes towards learning management systems (LMS), with particular reference to identifying obstacles to increased use. At the University College of Borås, Sweden, 22 lecturers who had used </span><em>WebCT</em><span> during the previous 9 months were interviewed. The answers show that most of the lecturers, including those who only used minor parts of the LMS, believed that they could benefit from using a LMS in the future. The study did not support the hypothesis that fear of the complexity of the system or unwanted effects on education are important reasons for lecturers not to use the LMS. When lecturers decide individually to use tools in the LMS, the major concern is the initial amount of work compared with the expected benefits. Due to the benefits of a fully implemented LMS and the results of this study, it is recommended that institutions in higher education take actions to establish LMS as a standard tool, and support development of the lecturers' professional competence.</span>

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

scholarly journals Behavioral Patterns for Automatic Detection of Learning Styles in Learning Management Systems: a Case Study

2015 ◽  
Vol 106 (1) ◽  
pp. 69-77 ◽  
Author(s):  
Guillermo Salazar Lugo ◽  
Luis-Felipe Rodríguez ◽  
Ramona Imelda García López ◽  
Adrián Macías Estrada ◽  
Moisés Rodríguez Echeverría
Keyword(s):  
Learning Styles ◽  
Automatic Detection ◽  
Learning Management Systems ◽  
Management Systems ◽  
Behavioral Patterns ◽  
Learning Management

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.

Digital Learning Management Systems Case Study

2020 ◽  
pp. 143-168
Author(s):  
Abdeleh Bassam Al Amoush ◽  
Kamaljeet Sandhu
Keyword(s):  
Management System ◽  
Qualitative Methodology ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Digital Learning ◽  
Structured Interviews ◽  
Study Methodology ◽  
Learning Management

Digital learning management systems (DLMSs) are an important and necessary educational tool for learning activities. Universities are using the Digital LMS tools that are unique to their environment. Different universities have different DLMS tools that are software driven and allow the users (management, instructors, and students) to use them for regular tasks. This research discusses the qualitative data collected using a case study methodology. In this research, a case study design was selected for the qualitative methodology and semi-structured interviews were employed as the data collection method. This case study is based on a deanship of a university implementing a digital learning management system in the country of Jordan. The research provides an analysis of the interviews to gain insights into instructors' perspectives regarding the factors influencing the implementation of the digital learning management system in a higher education sector.

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.

scholarly journals An Assessment of Students’ Satisfaction Level from Learning Management Systems: Case Study of Payamnoor and Farhangian Universities

2017 ◽  
Vol 7 (4) ◽  
pp. 1874-1878 ◽  
Author(s):  
P. Shayan ◽  
E. Iscioglu
Keyword(s):  
Significant Role ◽  
Research Method ◽  
Quantitative Research ◽  
Learning Management Systems ◽  
Management Systems ◽  
Level Of Satisfaction ◽  
Spss Software ◽  
Learning Management ◽  
Students Satisfaction

Learning Management Systems (LMS) have played a significant role in education. The purpose of this study is to investigate the acceptance level of LMS amongst students of two Universities in Tehran, Payamnoor and Farhangian. The total number of participants was 200. This study was directed based on a quantitative research method and data collection from a questionnaire which was then interpreted according to accurate statistical procedures through SPSS software. Results show that most students, regardless their gender, age, and department were satisfied with the usage of Payamnoor and Farhangian LMSs. However, a student’s grades seem to play a significant role regarding his or hers level of satisfaction from the LMS.

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