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 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.

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 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.

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.

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.

scholarly journals Beyond Learning Management Systems: Designing for Interprofessional Knowledge Building in the Health Sciences

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Leila Lax ◽  
Marlene Scardamalia ◽  
Judy Watt-Watson ◽  
Judith Hunter ◽  
Carl Bereiter
Keyword(s):  
Management System ◽  
Knowledge Building ◽  
Learning Management System ◽  
Collaborative Work ◽  
Learning Management Systems ◽  
Health Sciences ◽  
Health Science ◽  
Management Systems ◽  
Knowledge Forum ◽  
Learning Management

This paper examines theoretical, pedagogical, and technological differences between two technologies that have been used in undergraduate interprofessional health sciences at the University of Toronto. One, a learning management system, WebCT 2.0, supports online coursework. The other, a Knowledge Building environment, Knowledge Forum 2.0, supports the collaborative work of knowledge-creating communities. Seventy students from six health science programs (Dentistry, Medicine, Nursing, Occupational Therapy, Pharmacy and Physical Therapy) participated online in a 5-day initiative to advance understanding of core principles and professional roles in pain assessment and management. Knowledge Forum functioned well as a learning management system but to preserve comparability between the two technologies its full resources were not brought into play. In this paper we examine three distinctive affordances of Knowledge Forum that have implications for health sciences education: (1) supports for Knowledge Building discourse as distinct from standard threaded discourse; (2) integration of sociocognitive functions as distinct from an assortment of separate tools; and (3) resources for multidimensional social and cognitive assessment that go beyond common participation indicators and instructor-designed quizzes and analyses. We argue that these design characteristics have the potential to open educational pathways that traditional learning management systems leave closed.

A Novel Communication Model Based on SOAP and SCORM in E-Learning

2013 ◽  
Vol 655-657 ◽  
pp. 1791-1794
Author(s):  
Xiao Fen Zhang ◽  
Yi Hou ◽  
Jia Lin Ma
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Communication Model ◽  
Learning Resources ◽  
Model Based ◽  
Wide Range ◽  
E Learning ◽  
Learning Management

In order to increase the utilization of learning resources and produce interchangeable components, a novel communication model is proposed. The model utilizes SCORM to standardize the learning contents and learning management systems and specify the behaviors of the learning contents independent of the learning management system used. At the same time, the model utilizes SOAP to increase interoperability within the wide range of programs and environments. By doing this, different learning groupwares and learning management systems can be integrated.

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