scholarly journals Teachers' Perspective on Personal Learning Environments via Learning Management Systems Platform

2021 ◽  
Vol 16 (24) ◽  
pp. 57-73
Author(s):  
Sarah Alserhan ◽  
Noraffandy Yahaya
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Information And Communications Technologies ◽  
Personal Learning ◽  
Communications Technologies ◽  
Personal Learning Environments ◽  
Learning Management ◽  
K 12

In recent years, the landscapes of teaching and learning has changed because of the utilization of information and communications technologies. In this context, the most illustrative innovations are Learning Management Systems (LMS) and Personal Learning Environments (PLEs). Despite of the LMS and PLEs popularity in ed-ucational contexts as well as the expand set of tools and services that they offer to learners and teachers; they are still in fancy stages. In order to present the challenges Personal Learning Environments were presented; however, it is obvious that PLEs will not replace LMS. Therefore, both types of environments should coexist and interact. In this manner, the current study took teachers’ perspective on integrating the third generation LMS into PLEs. In addition, this study conducted to find out the teachers’ perspective on how the LMS could enhance PLEs in terms of planning before applying the PLE's; designing a framework in the PLE’s; imple-menting the PLEs; interacting in PLEs; managing the learning process through the PLEs and utilizing technolo-gy in PLEs. The participants of the study were 575 teachers who were selected randomly from Saudi Arabia schools. The findings of this study found that teachers must apply a positive teaching approach, holding that knowledge is composed upon student-to-student interaction as well as student-to-teacher interaction. Further-more, this study revealed that teachers must enterprise, deliver, and support K-12 online learning.

Personal Knowledge Integrators

2013 ◽  
Vol 4 (4) ◽  
pp. 59-68 ◽  
Author(s):  
David C. White
Keyword(s):  
Learning Environments ◽  
Design Science ◽  
File Systems ◽  
Learning Management Systems ◽  
Personal Knowledge ◽  
Management Systems ◽  
Personal Learning ◽  
Sources And Sinks ◽  
Exchange Information ◽  
Personal Learning Environments

This paper discusses, in the context of personal learning environments, the need for Personal Knowledge Integrators – PKI’s or Knowers. It first illustrates and establishes the need for Knowers with usage scenarios and people’s requirements. It then describes the elements required to make a Knower which can exchange information with other Knowers, regardless of different platforms or technologies. Knowers will provide a person with a knowledge hub synchronising with learning management systems, personal learning environments, file systems and other sources and sinks of information. A design science approach is described with iterative cycles of design and prototyping.

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.

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.

Through the Looking Glass

2013 ◽  
pp. 446-465
Author(s):  
Phil Ice ◽  
Melissa Burgess
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Emerging Technologies ◽  
Learning Management Systems ◽  
Digital Publishing ◽  
Management Systems ◽  
On Demand ◽  
Learning Management ◽  
Looking Glass

This chapter explores how emerging technologies may challenge the CoI framework to evolve and account for new types of learner and instructor interactions. An exploration of processes inherent within the three presences is contextualized against the architecture of learning management systems, with attention given to those elements that are most likely to be impacted moving forward. As examples, innovations in digital publishing, multi-screen, multi-user virtual environments, on-demand education, adaptive learning environments and analytics are discussed, with a focus on how advancements in these areas may require rethinking and realignment of some aspects of the CoI framework.

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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