The Evolution of E-learning Management Systems

2013 ◽  
pp. 93-106 ◽  
Author(s):  
Nuno Sotero Alves da Silva ◽  
Gonçalo Jorge Morais da Costa ◽  
Mary Prior ◽  
Simon Rogerson
Keyword(s):  
Learning Environments ◽  
Ethical Dilemmas ◽  
Learning Management Systems ◽  
Learning Systems ◽  
Management Systems ◽  
Cultural Contexts ◽  
E Learning ◽  
Learning Management ◽  
Learning Concept ◽  
Model Personalization

The development of educational technologies is enhancing a distinctive feature of learning environments: the learner’s personalized environment. However, the current literature in e-learning seems to neglect an important discussion: will individuals (learners and lecturers) and organizations face an enhancement concerning ethical dilemmas due to this evolution? To promote this discussion, this paper builds on a consideration of e-learning definition and its ethical dilemmas, and human-centred learning concept and its dimensions, to examine the implications of integrating social and cultural contexts. By examining the evolution of e-learning management systems the argument progresses to a discussion of the relationships between pedagogy and ethics. By framing evidence at different scales, the authors critically reflect on the ethical dilemmas embedded in e-learning systems. The discussion concludes with advocating the adoption of an extension of “three P” mode of pedagogy to become the “P3E” model: personalization, participation, productivity, lecturer’s ethics, learner’s ethics, and organizational ethics.

The Evolution of E-learning Management Systems

2012 ◽  
pp. 67-79
Author(s):  
Nuno Sotero Alves da Silva ◽  
Gonçalo Jorge Morais da Costa ◽  
Mary Prior ◽  
Simon Rogerson
Keyword(s):  
Learning Environments ◽  
Ethical Dilemmas ◽  
Learning Management Systems ◽  
Learning Systems ◽  
Management Systems ◽  
Cultural Contexts ◽  
E Learning ◽  
Learning Management ◽  
Learning Concept ◽  
Model Personalization

The development of educational technologies is enhancing a distinctive feature of learning environments: the learner’s personalized environment. However, the current literature in e-learning seems to neglect an important discussion: will individuals (learners and lecturers) and organizations face an enhancement concerning ethical dilemmas due to this evolution? To promote this discussion, this paper builds on a consideration of e-learning definition and its ethical dilemmas, and human-centred learning concept and its dimensions, to examine the implications of integrating social and cultural contexts. By examining the evolution of e-learning management systems the argument progresses to a discussion of the relationships between pedagogy and ethics. By framing evidence at different scales, the authors critically reflect on the ethical dilemmas embedded in e-learning systems. The discussion concludes with advocating the adoption of an extension of “three P” mode of pedagogy to become the “P3E” model: personalization, participation, productivity, lecturer’s ethics, learner’s ethics, and organizational ethics.

scholarly journals The Evolution of E-learning Management Systems

2011 ◽  
Vol 1 (3) ◽  
pp. 12-24 ◽  
Author(s):  
Nuno Sotero Alves da Silva ◽  
Gonçalo Jorge Morais da Costa ◽  
Mary Prior ◽  
Simon Rogerson
Keyword(s):  
Learning Environments ◽  
Ethical Dilemmas ◽  
Learning Management Systems ◽  
Educational Technologies ◽  
Management Systems ◽  
Cultural Contexts ◽  
E Learning ◽  
Learning Management ◽  
Learning Concept ◽  
Model Personalization

The development of educational technologies is enhancing a distinctive feature of learning environments: the learner’s personalized environment. However, the current literature in e-learning seems to neglect an important discussion: will individuals (learners and lecturers) and organizations face an enhancement concerning ethical dilemmas due to this evolution? To promote this discussion, this paper builds on a consideration of e-learning definition and its ethical dilemmas, and human-centred learning concept and its dimensions, to examine the implications of integrating social and cultural contexts. By examining the evolution of e-learning management systems the argument progresses to a discussion of the relationships between pedagogy and ethics. By framing evidence at different scales, the authors critically reflect on the ethical dilemmas embedded in e-learning systems. The discussion concludes with advocating the adoption of an extension of “three P” mode of pedagogy to become the “P3E” model: personalization, participation, productivity, lecturer’s ethics, learner’s ethics, and organizational ethics.

scholarly journals The eFundi learning management system as communication and relationship building instrument

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Michelle Mays ◽  
Magrita N. Wiggill
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Management System ◽  
Learning Management Systems ◽  
Relationship Building ◽  
Management Systems ◽  
Learning And Teaching ◽  
Semistructured Interviews ◽  
E Learning ◽  
Learning Management

Learning management systems (LMSs) are used by universities to support learning and teaching. Two-way communication and strong relationships can contribute to successful learning, however, LMSs are not generally viewed as an instrument to facilitate just that in an e-learning environment. The perceptions of lecturers and students on the eFundi LMS as communication and relationship building instrument was studied in this case by means of semistructured interviews and group-administered surveys. It was found that although students have a need for engaging in two-way communication with lecturers and costudents by means of the eFundi LMS and viewed it favourably as a relationship- building instrument, most lecturers did not make use of its interactive functionalities. Further research from a communication and relationship building perspective is therefore necessary to assure optimal LMS use in e-learning environments.

scholarly journals What drives Success of Learning Management Systems in Sri Lanka: Student Perspective

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
S. M. Samarasinghe ◽  
G D T D Chandrasiri
Keyword(s):  
Higher Education ◽  
Sri Lanka ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Learning Systems ◽  
Management Systems ◽  
Sri Lankan ◽  
Success Model ◽  
E Learning ◽  
Learning Management

Developments in Information technology has made rapid changes in the traditional teaching and learning methods in organizations, such as higher education institutions. This new method of teaching and learning is enabled mainly through Learning Management Systems. Issues in effective implementation and management of such systems have drawn the attention of many researchers. However, LMS success research still lacks particularly in the Sri Lankan higher education context. Hence, the purpose of this research was to examine the success of e-Learning systems in the Sri Lankan higher education context. The conceptual model was tested by fitting it to data collected from undergraduate students using learning management systems. This was the first study to test a multidimensional e-Learning systems success model (DeLone and McLean’s, 2003, IS success model) in the Sri Lankan context. Of the quality dimensions considered, quality of the information/content provided by the system was the most influential. Student satisfaction had the largest effect size on benefits to students. This study provides meaningful insights particularly relevant to e-Learning implementers in higher education in Sri Lanka.

scholarly journals THE ANALYSIS OF FUNCTIONAL COMPLETENESS OF THE ONLINE LEARNING SYSTEMS

2020 ◽  
pp. 56-64
Author(s):  
T. A. Shkodina ◽  
Keyword(s):  
Online Learning ◽  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Learning Systems ◽  
Management Systems ◽  
Functional Completeness ◽  
Completeness Criterion ◽  
E Learning ◽  
Learning Management

Currently, there are many online learning systems, which support online learning management processes. However, it is rather hard to choose an e-learning management system on your own. The paper considers a comprehensive assessment method based on the use of the developed comparison algorithm and the algorithm for the optimal choice of complex e-learning management systems according to the functional completeness criterion. The study shows to what extent the e-learning management systems selected for comparison have similarities or differences in terms of functional completeness. The author analyzed whether they contain the most typical e-learning systems and what additional functions each of the compared systems has. The paper shows how it is possible to assess how the functional completeness of a particular system meets the user’s requirements. The developed comparison algorithm allows grouping the features of the considered complex e-learning management systems and highlighting the most significant functions or groups of functions. The study determined the degree of absorption of one complex system over another. The author carried out the ranking of the considered e-learning management systems according to the functional completeness criterion. To identify the system that is superior to the others and to determine the presence of the unique functions, the author constructed the graphs of similarity, absorption, and superiority of the considered systems with varying threshold values. This method allows evaluating and selecting such e-learning management systems that best meet the software requirements and, based on the recommendations received, choosing the most appropriate version of the online-learning management system, taking into account the user’s preferences.

scholarly journals Recommendation System Based On Association Rules For Distributed E-Learning Management Systems

2015 ◽  
Vol 67 (1) ◽  
pp. 99-104 ◽  
Author(s):  
Gabroveanu Mihai
Keyword(s):  
Association Rules ◽  
Management System ◽  
Recommendation System ◽  
Learning Management System ◽  
Distributed Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
User Data ◽  
E Learning ◽  
Learning Management

Abstract Traditional Learning Management Systems are installed on a single server where learning materials and user data are kept. To increase its performance, the Learning Management System can be installed on multiple servers; learning materials and user data could be distributed across these servers obtaining a Distributed Learning Management System. In this paper is proposed the prototype of a recommendation system based on association rules for Distributed Learning Management System. Information from LMS databases is analyzed using distributed data mining algorithms in order to extract the association rules. Then the extracted rules are used as inference rules to provide personalized recommendations. The quality of provided recommendations is improved because the rules used to make the inferences are more accurate, since these rules aggregate knowledge from all e-Learning systems included in Distributed Learning Management System.

scholarly journals Towards Model-Based User Interface Development of e-Learning Management Systems

2012 ◽  
Vol 47 (1) ◽  
pp. 59-71
Author(s):  
Josefina Guerrero-García ◽  
Juan Manuel González-Calleros ◽  
Jaime Muñoz-Arteaga ◽  
Miguel Ángel León-Chávez ◽  
Carlos Reyes-García
Keyword(s):  
User Interface ◽  
Learning Management Systems ◽  
Management Systems ◽  
Model Based ◽  
E Learning ◽  
Learning Management

scholarly journals From Cognitive Landscapes to Digital Hyperscapes

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Jose Bidarra ◽  
Ana Dias
Keyword(s):  
Learning Styles ◽  
Learning Management Systems ◽  
Learning Objects ◽  
Management Systems ◽  
Digital Information ◽  
Cognitive Profiles ◽  
E Learning ◽  
Learning Management ◽  
Key Terms ◽  
Massive Information

<P> The widespread diffusion of e-Learning in organizations has encouraged the discovery of more effective ways for conveying digital information to learners, for instance, via the commonly called Learning Management Systems (LMS). A problem that we have identified is that cognitive variables and pedagogical processes are rarely taken into consideration and sometimes are confused with the mere use by learners of “diversified” hypermedia resources. Within the context of widespread dissemination of multimedia content that has followed the emergence of massive information resources, we discuss the need for more powerful and effective learner-centered tools capable of handling all kinds of design configurations and learning objects. </p> <P class=abstract><B>Key Terms: </B>cognitive profiles, learning styles, mind mapping, multimedia and hypermedia content, hyperscapes, e-Learning, learning objects, Learning Management Systems (LMS).</P>

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