Lecturers' Perceptions of Learning Management Systems Within a Previously Disadvantaged University

2019 ◽  
pp. 1-28
Author(s):  
Suzanne Sackstein ◽  
Emma Coleman ◽  
Tsakani Violet Ndobe
Keyword(s):  
Developing Economies ◽  
Learning Management Systems ◽  
Pedagogical Practices ◽  
Management Systems ◽  
Technical Literacy ◽  
Potential Benefits ◽  
Future Potential ◽  
Learning Management ◽  
Integration Of Learning ◽  
Reasons For Use

The integration of learning management systems into an educational context can prepare students to cope with the current information society, as well as enhance pedagogical practices and knowledge transmission. In order to realize these potential benefits, it is important to understand lecturers' reasons for use and non-use of LMS. This chapter argues that when introducing digital technologies into education in developing economies, contextual issues need to be taken into account, as users have to grapple with issues that may prevent use such as low technical literacy, poor technical support, and limited internet access. For education to be truly inclusive in developing economies, these contextual issues need to be addressed so that students from such contexts are able to reap the same benefits of technology as their contemporaries worldwide, such as improved education in terms of content, and improving the future potential of students in the workplace, with its ever-increasing reliance on technical skills and global connection to the digital economy.

scholarly journals The Integration of Learning Management Systems with PLE – a Review Paper

2020 ◽  
pp. 94-96
Author(s):  
W. M. Amir Fazamin W. Hamzah ◽  
Waheeb Abu-Ulbeh ◽  
Najeeb Abbas Al-Sammarraie ◽  
Yousef A.Baker El-Ebiary ◽  
M. Hafiz Yusoff ◽  
...  
Keyword(s):  
Review Paper ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management ◽  
Integration Of Learning

Development and Validation of an Instrument for Online Learning Fatigue in Higher Education

2022 ◽  
pp. 566-586
Author(s):  
Ufuk Tugtekin
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Reliability And Validity ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management ◽  
Integration Of Learning ◽  
Development And Validation

The rapid and relatively compulsory integration of learning management systems (LMS) in educational settings has triggered the everchanging needs once again to assess the potential negative outcomes of online learning environments amid the COVID-19 pandemic. This study presents the rationale for developing an instrument for doing such an assessment, and the research demonstrates evidence of reliability and validity qualifications in assessing the fatigue resulting from the excessive online learning experience in higher education. The instrument consists of 28 items and seven factors. The data were collected via learning management systems from a sample of 884 online learning experienced students in higher education. Results of factor analyses revealed that the scale demonstrated no indication of deficiency in reliability or validity when evaluating the fatigue levels resulting from the excessive online learning experience. Consequently, the scale could be used to assess and improve the fatigue levels of individuals who experienced excessive online learning in higher education.

Integrating Visual Representaiton of Knowledge with Learning Management Systems

2011 ◽  
pp. 971-987
Author(s):  
John W. Coffey
Keyword(s):  
Visual Representations ◽  
Learning Management Systems ◽  
Management Systems ◽  
Prototype System ◽  
Instructional Resources ◽  
Design Elements ◽  
Underlying Basis ◽  
Potential Benefits ◽  
Explicit Realization ◽  
Learning Management

After a review of literature pertaining to representative constituent parts of contemporary learning management systems (LMS) and features of other systems that support visual representations of information and knowledge in support of learning, a summarization of desirable design elements for a system that is meant to support distance learning is developed and elaborated. These elements include the potential benefits of having an explicit realization of a viable pedagogical theory as the underlying basis for the software, the possible benefits of integrating a variety of capabilities in as simple and usable a fashion as possible, the value of presenting a customizable interface, and the desirability of providing for sharing and reuse of instructional resources. The chapter concludes with a description of a prototype system that embodies many of the principles laid out in the paper.

scholarly journals The integration of learning object repositories and learning management systems

2010 ◽  
Vol 7 (3) ◽  
pp. 387-407 ◽  
Author(s):  
Kresimir Fertalj ◽  
Natasa Bozic-Hoic ◽  
Hrvoje Jerkovic
Keyword(s):  
Learning Management Systems ◽  
Management Systems ◽  
Excellent Performance ◽  
Digital Repository ◽  
Web Technologies ◽  
Architecture Framework ◽  
E Learning ◽  
Learning Object Repositories ◽  
Learning Management ◽  
Integration Of Learning

The systems aimed for manipulating large number of courses and students are called Learning Management Systems (LMS). A LMS can have excellent performance implemented through advanced Web technologies but it is often accompanied by a poor or rarely used repository of institution?s educational content. It has still remained. Still remains a problem how to allow users of a LMS to easily modify and integrate the content from federated e-learning repositories into their courses. This article presents an analysis of present repository frameworks and projects. FEDORA (Flexible Extensible Digital Repository Object Architecture) framework is explained as an alternative repository solution. A pilot application has been developed to demonstrate the interaction between a LMS and its repository.

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.

scholarly journals An analysis of users’ preferences on learning management systems: a case on German versus Spanish students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Hasan Tinmaz ◽  
Jin Hwa Lee
Keyword(s):  
Information And Communication Technologies ◽  
Age Groups ◽  
Learning Management Systems ◽  
Content Management ◽  
Ease Of Use ◽  
Management Systems ◽  
Smart Learning ◽  
School Year ◽  
Design For All ◽  
Learning Management

Abstract The recent advancements in information and communication technologies have altered instructional contexts and re-shaped them into smart learning environments. One of the most common practices of these environments are learning management systems (LMS) where the learners and instructors utilize a software platform to fulfill, support and manage instructional activities around predefined objectives. Successful implementations of LMS have brought a variety on its usage from different cultures, genders, age groups or schooling levels. Hence, this study focuses on understanding the role of culture on LMS design, in along with the effects of gender, age and school year variables. The study participants were German (n = 83) and Spanish (n = 83) university students attending a fully online course offered by a South Korean university. At the end of the course, the students were asked to fulfill a survey on effective LMS design by pointing which features of LMS were more important for them. The survey included twenty questions on four major design factors; content management (six items), ease of use (five items), communication within LMS (four item) and screen design (five items). The dataset was analyzed by non-parametric statistical techniques around four variables on four dimensions (and their related survey questions). The most important result was insufficiency of one unique LMS design for all students which demonstrates the necessity of student demographics tailored smart systems. Additionally, age and gender variables were not making significant differences on LMS design as much as culture and school year variables. The study also revealed that while German students would appreciate goal-oriented individual learning, Spanish students would value process-oriented group learning with active communication. Furthermore, many features of LMS were highly valued by the freshman students more than other levels. The paper discusses these variables with possible explanations from the literature and depicts implementations for future design practices.

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