scholarly journals Challenges Facing Faculty Members When Using a Learning Management System

2020 ◽  
Vol 16 (4) ◽  
pp. 35-47
Author(s):  
Emad A. Abu-Shanab ◽  
Jumana Samara ◽  
Mohamed Arselene Ayari
Keyword(s):  
Educational System ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Faculty Members ◽  
Management Systems ◽  
Gulf Region ◽  
Face To Face ◽  
System A ◽  
Learning Management

Universities use learning management systems (LMS) to support teaching practices and add value to the educational system. A leading university in the gulf region (XYZ) provides support for faculty members (FMs) through its Center of Excellence in Teaching and Learning (CETL), where experts respond to their enquiries on how to use the LMS features. This study analyzed data available from such interactions and concluded that FMs preferred office (face-to-face) contacting method, assessment is the major generator of FMs enquiries, and also the majority of enquiries were clustered into five major dimensions. Full details and analyses are available in this study.

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.

scholarly journals Learning Management Systems: The Game Changer for Traditional Teaching and Learning at Adult and Higher Education Institutions

2019 ◽  
pp. 1-14
Author(s):  
Dr. Lester Reid
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Management Systems ◽  
Faculty Members ◽  
Management Systems ◽  
Traditional Teaching ◽  
Learning Management ◽  
Adult And Higher Education

This qualitative case study explored how learning management systems influence adult learners' method of acquiring higher education, how learning management systems influence adult learners transformative learning and how learning management systems is a game-changer for traditional teaching and learning at adult and higher education institutions. This empirical study focused on the perspectives of faculty members, students, and academic leadership concerning learning management systems utilization, benefits, preference, and satisfaction that influenced traditional teaching and learning at adult and higher education institutions. The qualitative and quantitative research methods conducted by the scholars in this empirical study shows positive and optimistic responses from faculty members and students regarding learning management system preference, utilization, appreciation, and satisfaction for online teaching-learning at adult and Higher education institutions. The study shows the trend, and directions adult and higher education institutions are taking to meet the demands and competition to deliver online education to adult learners.

Exploring lecturer and student perceptions and use of a learning management system in a postgraduate public health environment

2020 ◽  
Vol 17 (3) ◽  
pp. 183-198 ◽  
Author(s):  
James Kite ◽  
Timothy E Schlub ◽  
Ying Zhang ◽  
Silvia Choi ◽  
Sarah Craske ◽  
...  
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Management System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Teaching And Learning ◽  
Learning Management

Learning management systems have become a key component of teaching and learning in higher education. However, the evidence on the importance of learning management systems to learning is still in its infancy. Therefore, we aimed to investigate the role that the Canvas learning management system played in the Sydney School of Public Health at the University of Sydney, Australia. To do this, we conducted interviews with lecturers ( n = 9) and postgraduate coursework students ( n = 7) from the School during Semester 2, 2018. We analysed the interviews thematically, identifying one overarching theme: that Canvas is predominantly used and perceived as an information repository by teaching academics and students. This means that lecturers place course materials on the learning management system for students to use and are making limited use of other, more interactive features of the learning management system, despite interaction being seen as essential to effective teaching and learning. This use of Canvas was explained by two factors: (1) face-to-face learning is perceived as superior to online learning and (2) the existence of skill and capacity barriers that hinder improved online teaching and learning practice, even where professional development opportunities exist for lecturers. We argue that this represents suboptimal use of a learning management system, especially when online learning is likely to become more significant in the coming years. To address this issue, we recommend employing and appropriately resourcing educational designers within higher education settings. These specialists can aid lecturers in the creation of genuinely interactive online environments so that the benefits of online teaching and learning can be fully realised.

scholarly journals Designing the Emergency Online Study Bubble

2020 ◽  
Author(s):  
Emre Erturk
Keyword(s):  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Future Research ◽  
Teaching Staff ◽  
Learning Technology ◽  
Or Education ◽  
Face To Face ◽  
Online Study ◽  
Learning Management

In 2020, although many students around the world are studying online from home as a result of the COVID-19 global pandemic, this situation is quite different from ordinary online study. For example, in the past, most students studying online would have still had access to campus or education centre resources, face-to-face advisors, or libraries. This research has been conducted at a New Zealand institution of higher learning, which has had to adapt quickly to these special circumstances. The researchers were actively teaching courses face-to-face prior to the lockdown; although there already were well-designed course sites, they have had to go from a blended course delivery to a completely online and isolated study mode. The current literature is already resourceful in discussing the range of technologies, different levels of using learning management systems, and the variety of instructional strategies used within e-learning. However, these accounts are of a mechanical nature and tend to look at individual pieces either on their own or as a progression, rather than looking at the learning technology environment holistically. This practical research paper is informed by reflection and concrete evidence collected while working with students remotely. There are three aims: (1) To qualitatively explore how far this team has successfully pushed their learning management systems and technologies to completely online learning, (2) To note and recommend for future research some the challenges involved including technical ones, security, and teaching staff workload, and (3) To demonstrate how the different teaching and learning elements and tools complement each other to form a digital study bubble that can be sustained. During the semester, the researchers shared a Student Engagement Matrix, which documents the teaching staff and the students’ participation in the Learning Management System (Moodle) and other tools that are used alongside the online courses, including live class sessions and meetings. The matrix columns are the levels of online engagement, the description or criteria for each level, and the third column for the evidence and comments. This paper summarizes and presents these findings. Finally, it concludes with recommendations for other practitioners and researchers.

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 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.

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.

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.

Knowledge Innovation Through Update Propagation in Collaborative Data Sharing Systems

2018 ◽  
pp. 191-203
Author(s):  
Mehedi Masud
Keyword(s):  
Data Sharing ◽  
Educational System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educational Systems ◽  
System Architectures ◽  
Update Propagation ◽  
Heterogeneous Learning ◽  
Learning Management ◽  
Correct Data

Innovative knowledge discovery comes through collaboration of knowledge in educational systems. In a collaborative educational system the heterogeneity of data in different learning management systems presents many difficulties for data sharing; some of these difficulties are how to integrate data, produce results for user queries, and find the correct data from heterogeneous learning management systems. In the past few years, various educational system architectures have been proposed; however, issues related to sharing data from different systems have been given less attention. Considering the lack of collaboration of knowledge this chapter investigates a problem of sharing of innovative knowledge among collaborative educational institutes. The knowledge is shared by propagation of updates. Updating innovative knowledge is done by propagating update from the originating source to other collaborative partners. The author examines update propagation in both cyclic and acyclic networks. Moreover, the authors considers cases where a source is temporarily unavailable or offline.

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