Effective Design and Delivery of Learning Materials in Learning Management Systems

2012 ◽  
pp. 1341-1351
Author(s):  
Mehregan Mahdavi ◽  
Mohammad H. Khoobkar
Keyword(s):  
Learning Process ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Material ◽  
Learning Materials ◽  
Software Applications ◽  
Learning Management ◽  
Learner Activity ◽  
Audio Video ◽  
Effective Design

Learning Management Systems (LMS) enable effective design and delivery of learning materials. They are Web-based software applications used to plan, implement, and assess a specific learning process. LMSs allow learners to connect to and interact with the educational material through the Internet. They enable tools for authors (instructors) to design learning materials that include text, html, audio, video, etc. They also enable learner activity management in the learning process. Moreover, they provide tools for effective and efficient assessment of the learners. This chapter explores learning management systems and their key components that enable instructors organize and monitor learning activities of the learners. It also introduces the authoring features provided by such systems for preparing learning material. Moreover, it presents assessment methods and tools that enable evaluation of the learners in the learning process. Furthermore, existing challenges and issues in this field are explored.

Effective Design and Delivery of Learning Materials in Learning Management Systems

2010 ◽  
pp. 175-185 ◽  
Author(s):  
Mehregan Mahdavi ◽  
Mohammad H. Khoobkar
Keyword(s):  
Learning Process ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Material ◽  
Learning Materials ◽  
Software Applications ◽  
Learning Management ◽  
Learner Activity ◽  
Audio Video ◽  
Effective Design

Learning Management Systems (LMS) enable effective design and delivery of learning materials. They are Web-based software applications used to plan, implement, and assess a specific learning process. LMSs allow learners to connect to and interact with the educational material through the Internet. They enable tools for authors (instructors) to design learning materials that include text, html, audio, video, etc. They also enable learner activity management in the learning process. Moreover, they provide tools for effective and efficient assessment of the learners. This chapter explores learning management systems and their key components that enable instructors organize and monitor learning activities of the learners. It also introduces the authoring features provided by such systems for preparing learning material. Moreover, it presents assessment methods and tools that enable evaluation of the learners in the learning process. Furthermore, existing challenges and issues in this field are explored.

Mobile Learning Management Systems in Higher Education

2012 ◽  
pp. 1249-1264
Author(s):  
Demetrios G. Sampson ◽  
Panagiotis Zervas
Keyword(s):  
Higher Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educational Services ◽  
Learning Material ◽  
Educational Organizations ◽  
Mobile Web ◽  
Educational Institute ◽  
Learning Management

Learning Management Systems (LMS) are widely used in Higher Education offering important benefits to students, tutors, administrators and the educational organizations. On the other hand, the widespread ownership of mobile devices has lead to educational initiatives that investigate their potential as the means to change the way that students interact with their tutors, their classmates, the learning material, the administration services and the environment of their educational institute. This mainly aims to support the continuation of these interactions not only outside the classroom, but also beyond desktop restrictions, towards to a truly constant and instant access from anywhere. As a result, the development of mobile LMS (mLMS) is important for the deployment of feasible mobile-supported educational services in Higher Education. In this book chapter, we address the issue of designing mLMS for Higher Education by studying and applying the W3C Mobile Web Best Practices 1.0 to a widely used existing LMS, namely, the Moodle.

scholarly journals Effectiveness of Blended Learning Using LMS-Edmodo in Teaching Economics at Higher Secondary Level

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Himanshu Tripathi
Keyword(s):  
Blended Learning ◽  
Classroom Instruction ◽  
Learning Management Systems ◽  
Secondary Level ◽  
Management Systems ◽  
Control Group ◽  
Learning Material ◽  
Teaching Economics ◽  
Learning Management ◽  
Experimental Group

Teaching is not a mechanical process. It is an intricate, exacting and a very challenging one. The demand of new technology and uninterrupted global environment could not be met with the only source of classroom instruction. Blended learning is a formal education program in which a student learns at least in part through delivery of educational content with the best features of classroom instruction via digital and online media to personalize learning and to facilitate some element of student control over time, place, path, or pace. Educational methods have become advanced and changed dramatically in the last decade. The revolution in communication technologies, especially after the invention of the internet, has introduced new methods of teaching and new ways of managing education. Various Learning Management Systems, such as WebCT, Black Board and Learning Spaces are now available for these purposes. Both open source and commercial versions of these Learning Management Systems offer combined services such as creating learning material online and its distribution, facilitating communications between various users etc. The availability of Learning Management Systems has enabled stakeholders in creating a platform that aids in web-based teaching in a convenient and flexible manner. The present paper is an experimental study where participants are 80 students from 4 different schools of Trivandrum district of Kerala. 80 students were distributed into two groups, one experimental group consisting of 40 students and another group having the same number of students to be treated as the control group. Pre and post achievement test was conducted in both the groups to know the effectiveness of teaching Macroeconomics at Higher Secondary level using LMS: Edmodo. After analysis researcher found that teaching Economics using LMS: Edmodo is effective as academic achievement of the experimental group in the study is more than the control group.

scholarly journals EXPLORING THE FREQUENT USE OF THE LEARNING MANAGEMENT SYSTEMS (LMS) FEATURES AND LEARNERS’ INTERACTIONS IN HIGHER EDUCATION / EXPLORER L'UTILISATION FRÉQUENTE DES FONCTIONNALITÉS DES SYSTÈMES DE GESTION DE L'APPRENTISSAGE (LMS) ET DES INTERACTIONS AVEC LES APPRENANTS DANS L'ENSEIGNEMENT SUPÉRIEUR

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Shaibou Abdoulai Haji
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Learning Process ◽  
Structural Equation ◽  
Learning Management Systems ◽  
Management Systems ◽  
Equation Modelling ◽  
Frequent Use ◽  
Collecte De Données ◽  
Learning Management

The purpose of this study is to explore how the frequent use of Learning Management Systems (LMS) features improve learners’ interactions. In this structural equation, modelling was applied to examine how the regular use of LMS features improve learners’ interactions. The study was a survey that made use of the questionnaire for data collection. A total of 362 students responded to the questionnaires used in the study. The results indicated that the frequent use of LMS features help learners to interact with content as well as the instructor but not with their peers during the learning process. It is hoped that the outcomes of this study can be used in shaping Innovative practices in Higher Education and beyond. Le but de cette étude est d’explorer comment l’utilisation fréquente des systèmes de gestion de l’apprentissage (SGA) améliore les interactions des apprenants. Dans cette équation structurelle, une modélisation a été appliquée pour examiner comment l’utilisation régulière des SGA améliore les interactions des apprenants. L'étude a porté une enquête à l’aide du questionnaire pour la collecte de données. Au total, 362 étudiants ont répondu été interrogés. Les résultats indiquent que l'utilisation régulière des SGA aide les apprenants à interagir avec le contenu ainsi qu'avec l'enseignant, mais pas avec leurs pairs pendant le processus d'apprentissage. L’on espère que les résultats de cette recherche pourront être utilisés pour améliorer des pratiques innovantes d’enseignement dans l'enseignement supérieur et au-delà. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

scholarly journals From LMS to adaptive training systems

2019 ◽  
pp. 58-64 ◽  
Author(s):  
Y. B. Popova
Keyword(s):  
Learning Process ◽  
Adaptive Learning ◽  
Learning Management Systems ◽  
Individual Characteristics ◽  
Educational Process ◽  
Learning Systems ◽  
Learning System ◽  
Management Systems ◽  
Artificial Neural ◽  
Learning Management

The use of information technology and, in particular, learning management systems, increases the ability of both the teacher and the learner to achieve their goals in the educational process. Such systems provide educational content, help organize and monitor training, collect progress statistics, and can also take into account the individual characteristics of each user of the system. The purpose of this study is to determine the direction of development of modern learning systems and technologies for their implementation. The evolution of learning management systems, the transition to intelligent learning systems, the main stages of such systems were reviewed, the types of learning sequences were analyzed, the transformationinto adaptive learning systems was identified, and the scheme of the system and its mathematical model were presented. Expertise systems, the theory of fuzzy sets and fuzzy logic, cluster analysis, as well as genetic algorithms and artificial neural networks are defined as the mechanisms for implementing the learning systems. An artificial neural network in an adaptive learning system will allow you to create a unique training program that will build on existing knowledge and the level of perception of educational material by students. By formalizing the intellectual processes that both the teacher and the student carry out, it is possible to automate a certain part of the teacher’s functions, reduce the cost of manual labor, which will make it easier to monitor the learning process and also make the learning process more efficient.

scholarly journals Review of standards for creating training materials in learning management systems

2020 ◽  
pp. 88-94
Author(s):  
V.О. Soldatenko
Keyword(s):  
Learning Management Systems ◽  
Structural Features ◽  
Negative Answer ◽  
Management Systems ◽  
Educational Content ◽  
Learning Materials ◽  
Training Course ◽  
Hierarchical Structuring ◽  
E Learning ◽  
Learning Management

Creating educational content requires certain rules for creating content, as well as a number of specific stages of its creation, mechanisms and tools that are directly involved in this process. This paper provides an overview of the standards of creation, maintenance of electronic learning materials using learning management systems, as well as analysis and evaluation of their use of ontological systems. Four generations of standards for the creation and maintenance of e-learning materials and a description of each of them: the name of the standards for creating and maintaining the life cycle of e-learning course, as the basic principle of grouping e-learning materials. For some standards, the abbreviation of the standard name and a description of the features of the version are provided. Separately for each such standard the architecture and features of construction of a training course as the carrier of the educational information, its structural features, the applied software interface, principles of construction of electronic educational content with use of the above-stated standards are described. The question of further prospects for their development remains unanswered. Issues related to the process of designing the components of the training course, establishing links and relationships between them are considered separately. In particular, this review is an attempt to consider the standards of the course as allowing to create materials using ontological systems with hierarchical structuring of teaching materials and its subsequent support, as well as to assess the availability of tools to create ontologies as components for the presentation knowledge. In case of a negative answer, a constructive solution to this problem should be offered.

Mobile Learning Management Systems in Higher Education

2012 ◽  
pp. 162-177
Author(s):  
Demetrios G. Sampson ◽  
Panagiotis Zervas
Keyword(s):  
Higher Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educational Services ◽  
Learning Material ◽  
Educational Organizations ◽  
Mobile Web ◽  
Educational Institute ◽  
Learning Management

Learning Management Systems (LMS) are widely used in Higher Education offering important benefits to students, tutors, administrators and the educational organizations. On the other hand, the widespread ownership of mobile devices has lead to educational initiatives that investigate their potential as the means to change the way that students interact with their tutors, their classmates, the learning material, the administration services and the environment of their educational institute. This mainly aims to support the continuation of these interactions not only outside the classroom, but also beyond desktop restrictions, towards to a truly constant and instant access from anywhere. As a result, the development of mobile LMS (mLMS) is important for the deployment of feasible mobile-supported educational services in Higher Education. In this book chapter, we address the issue of designing mLMS for Higher Education by studying and applying the W3C Mobile Web Best Practices 1.0 to a widely used existing LMS, namely, the Moodle.

COVID-19 and E-learning: challenges for Russian professors

2020 ◽  
Vol 1 (2) ◽  
pp. 34-41
Author(s):  
Darya Rozhkova ◽  
Nadezhda Rozhkova
Keyword(s):  
Learning Process ◽  
Language Skills ◽  
Learning Management Systems ◽  
Management Systems ◽  
The Internet ◽  
Electronic Form ◽  
Learning Challenges ◽  
E Learning ◽  
Learning Management ◽  
Student’S Attitude

In recent years, the term E-learning has become widespread, meaning the process of learning in electronic form via the Internet or Intranet using learning management systems. We analyzed practical instruments that have been used in e-learning in Russia during the pandemic crisis of COVID-19 and students’ reaction. It is emphasized that the e-learning was obligatory for the introduction, which means that the professors and students mostly were not ready for such a decision. Both students and professors had to adapt to the new environment, find new ways of interaction and collaboration. Based on challenges, student’s attitude and perception of the e-learning process, we have shown findings of e-learning barrier factors (including personal perception and language skills). We have provided some practical ways to overcome barrier factors.

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