scholarly journals Incorporating Mobile Learning into Athletic Training Education

2009 ◽  
Vol 4 (4) ◽  
pp. 152-156 ◽  
Author(s):  
Emily Davie
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Athletic Training ◽  
Mobile Learning ◽  
Learning Management Systems ◽  
Athletic Training Education ◽  
Management Systems ◽  
Personal Digital Assistants ◽  
E Learning ◽  
Learning Management

Objective: To introduce and present techniques for incorporating mobile learning into athletic training education. Background: The matriculation of digital natives into college has stimulated the identification and development of new teaching and learning strategies. Electronic learning (e-learning), including the use of learning management systems, has been combined with traditional classroom lectures and lab activities to address the needs of these technologically savvy students. Learning management systems offer valuable options to students, but still rely on a computer terminal to interface with the material. Restrictions on when and where a student can “plug-in” to learn places limitations on e-learning. Mobile learning (m-learning) is a sub-set of e-learning that uses hand-held devices to allow flexibility in learning at any time and any place. M-learning involves the use of mobile devices such as mobile phones, personal digital assistants (PDAs), and portable media players for the purposes of acquiring and disseminating knowledge. A variety of methods have been identified for incorporating m-learning into higher education. Articles regarding the use of m-learning, specifically in health care education, are limited. Description: Descriptions of m-learning applications in higher education are presented. Examples of techniques are offered to aid the athletic training instructor in implementing the m-learning principles into the classroom and clinical settings. Application: Athletic training education lends itself well to m-learning. Athletic training students can utilize mobile devices to prepare for an upcoming class session, participate during class, review and study course materials, communicate with teachers and peers, enhance clinical education, and document clinical experiences.

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.

Will personalized e-Learning increase deep learning in higher education?

2019 ◽  
Vol 47 (1) ◽  
pp. 53-63 ◽  
Author(s):  
María Consuelo Sáiz-Manzanares ◽  
César Ignacio García Osorio ◽  
José Francisco Díez-Pastor ◽  
Luis Jorge Martín Antón
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Teaching Practice ◽  
Learning Management Systems ◽  
Learning System ◽  
Management Systems ◽  
Content Type ◽  
E Learning ◽  
Learning Management

PurposeRecent research in higher education has pointed out that personalized e-learning through the use of learning management systems, such as Moodle, improves the academic results of students and facilitates the detection of at-risk students.Design/methodology/approachA sample of 124 students following the Degree in Health Sciences at the University of Burgos participated in this study. The objectives were as follows: to verify whether the use of a Moodle-based personalized e-learning system will predict the learning outcomes of students and the use of effective learning behaviour patterns and to study whether it will increase student satisfaction with teaching practice.FindingsThe use of a Moodle-based personalized e-learning system that included problem-based learning (PBL) methodology predicted the learning outcomes by 42.3 per cent, especially with regard to the results of the quizzes. In addition, it predicted effective behavioural patterns by 74.2 per cent. Increased student satisfaction levels were also identified through the conceptual feedback provided by the teacher, arguably because it facilitated a deeper understanding of the subject matter.Research limitations/implicationsThe results of this work should be treated with caution, because of the sample size and the specificity of the branch of knowledge of the students, as well as the design type. Future studies will be directed at increasing the size of the sample and the diversity of the qualifications.Originality/valueLearning methodology in the twenty-first century has to be guided towards carefully structured work from the pedagogic point of view in the learning management systems allowing for process-oriented feedback and PBL both included in personalized e-learning systems.

Monitoring Students' Activity and Performance in Online Higher Education

2010 ◽  
pp. 131-148 ◽  
Author(s):  
Fernando Lera-López ◽  
Javier Faulin ◽  
Angel A. Juan ◽  
Victor Cavaller
Keyword(s):  
Higher Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Analysis Model ◽  
Online Instructors ◽  
Online Higher Education ◽  
Monitoring Tools ◽  
E Learning ◽  
Learning Management ◽  
And Performance

In this chapter the authors first explain the recently created European Higher Education Area and its implications over instructors’ and students’ roles. They also analyze how e-learning management systems are contributing to modify higher education around the world, and which are the benefits and the challenges associated to their use. In this new educational scenario, the authors discuss the importance of monitoring students’ and groups’ activity and performance, and some of the monitoring tools already available in the most popular learning management systems are reviewed. Then, after identifying the informational necessities of online instructors and students, the authors propose a data-analysis model to assist instructors by providing them with easy-to-understand and updated visual reports. Instructors can use these reports to classify students and groups according to their activity and learning outcomes, track their evolution, and identify those who might need immediate guidance or assistance.

eLearning

2014 ◽  
pp. 217-226 ◽  
Author(s):  
Firoz Alam ◽  
Roger G. Hadgraft ◽  
Quamrul Alam
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Business Model ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Assessment ◽  
Learning Resources ◽  
Widespread Availability ◽  
Learning Management

eLearning will revolutionise higher education in the next decade. Although this has likely been said regularly over the last 20 years, the widespread availability of mobile devices, ubiquitous wifi connections, and the globalisation of industry, driven by global networking infrastructure, will finally deliver the promises of learning anytime anywhere. This chapter reviews the most common forms of eLearning, both synchronous and asynchronous: recorded lectures, learning management systems, online assessment, blogs, and wikis are slowly transforming education towards a student-centred model of learning. The question remains: what is the university’s business model when students can collect their learning resources for free from iTunesU?

An e-Learning Environment Based on the Moodle Platform for Iraq Universities

2015 ◽  
Vol 3 (2) ◽  
pp. 5-67 ◽  
Author(s):  
Muayed S AL-Huseiny
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Virtual Environment ◽  
Learning Management Systems ◽  
Financial Resources ◽  
Management Systems ◽  
Web Based ◽  
E Learning ◽  
University Level ◽  
Learning Management

This paper proposes the deployment of learning management systems to provide virtual environment to higher education in Iraq. In this paper we show that implementing a learning management system (LMS) to manage learning process is within reach even with little material and human resources. This paper proposes an open source popular and free of charge platform called Moodle. We also show that other solutions such as web-based alternatives to LMS are completely unaffordable given the limited financial resources of our universities. The system is aimed for use by university level students and educators (teachers and instructors). Further, a deployment plan is given in this paper to provide a guidance and reference for the implementation requirements and steps of this LMS operation.

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 Open educational resources or closed learning management systems? –The Challenge of Designing ICT Support for Learning Communities in Higher Education

2011 ◽  
Vol 6 (3) ◽  
Author(s):  
Patricia Arnold
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Management System ◽  
Learning Strategy ◽  
Learning Management Systems ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Management Systems ◽  
E Learning ◽  
Learning Management

ICT support for learning communities in higher education has become commonplace over the last decade. Within universities, there are usually various bottom-up initiatives, using different tools and educational designs to support learning and teaching. As this often takes place with little or no strategic approach to sustainability, at a given point universities strive for an “e-learning strategy”: They try to streamline the various initiatives and to endorse a learning management system that works across faculties. But how to design a strategy and sustainable support services that embrace the expectations of all stakeholders? To add complexity to this design process, there is not only a broad selection of learning management systems available for higher education, but also a strong movement pushing for web 2.0 applications and open educational resources instead of closed learning management systems. Thus – often incommensurate - expectations fly high from all sides. This situation forms the backdrop of the investigation at hand: The paper describes and analyses a participatory planning and implementation process of an e-learning strategy and implementation system at a higher education institute. It focuses on expectations that arise and have to be dealt with - both expected and unexpected ones, with a special emphasis on the inherent tension between implementing a closed learning management system and designing for open educational resources. Furthermore, it looks at unanticipated alliances and at unexpected turns in the development process. Results can inform similar design processes that need to resolve the inherent contradictions between open and closed systems as well as top-down and bottom-up approaches to changes of a learning culture.

Monitoring Students’ Activity and Performance in Online Higher Education

2012 ◽  
pp. 1276-1293
Author(s):  
Fernando Lera-López ◽  
Javier Faulin ◽  
Angel A. Juan ◽  
Victor Cavaller
Keyword(s):  
Higher Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Analysis Model ◽  
Online Instructors ◽  
Online Higher Education ◽  
Monitoring Tools ◽  
E Learning ◽  
Learning Management ◽  
And Performance

In this chapter the authors first explain the recently created European Higher Education Area and its implications over instructors’ and students’ roles. They also analyze how e-learning management systems are contributing to modify higher education around the world, and which are the benefits and the challenges associated to their use. In this new educational scenario, the authors discuss the importance of monitoring students’ and groups’ activity and performance, and some of the monitoring tools already available in the most popular learning management systems are reviewed. Then, after identifying the informational necessities of online instructors and students, the authors propose a data-analysis model to assist instructors by providing them with easy-to-understand and updated visual reports. Instructors can use these reports to classify students and groups according to their activity and learning outcomes, track their evolution, and identify those who might need immediate guidance or assistance.

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