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 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.

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.

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.

scholarly journals Model of Semantic interoperability between Learning Management Systems

2015 ◽  
Vol 79 (1) ◽  
pp. 53
Author(s):  
Alex Julián Dorado ◽  
Carolina González Serrano ◽  
Jovani Alberto Jiménez Builes
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Semantic Interoperability ◽  
Management Systems ◽  
E Learning ◽  
Learning Management

 Actualmente existen gran variedad de Sistemas de Gestión de Aprendizaje - Learning Management System (LMS) al servicio de todos los niveles educativos y las áreas académicas. Esta diversidad origina un problema de semántica en el conocimiento haciéndolo disperso e inexacto debido a que cada LMS maneja sus propios formatos, arquitecturas y especificaciones. Esto dificulta la interoperabilidad de la información entre diferentes plataformas afectando principalmente a los estudiantes. En el artículo se describe la propuesta de un modelo de interoperabilidad semántica para resolver las necesidades de intercambio de información caracterizadas de los LMS, a partir de las propuestas existentes de solución en el campo de las especificaciones de e-learning, los servicios Web y las ontologías en general.

Learning Management Systems

2020 ◽  
pp. 158-175 ◽  
Author(s):  
Omer Abdelrahim Fadil ◽  
Mohamed Khaldi
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Educational Process ◽  
Course Management System ◽  
Management Systems ◽  
Course Management ◽  
E Learning ◽  
Learning Management ◽  
Education Process

This chapter deals with several details related to e-learning represented in the concept of learning management systems, types of learning management systems in terms of learning management system and course management system, learning and content. The authors will clarify the importance of e-learning management systems in the educational process and features of e-learning management systems. In addition, the authors will explain the steps chosen for e-learning management systems with inference on some examples of e-learning management systems. At the end of the chapter, they will talk about learning management systems in Arab universities in the education process.

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 Learning Management System-Based Evaluation to Determine Academic Efficiency Performance

2020 ◽  
Vol 12 (10) ◽  
pp. 4256 ◽  
Author(s):  
Brenda Juárez Santiago ◽  
Juan Manuel Olivares Ramírez ◽  
Juvenal Rodríguez-Reséndiz ◽  
Andrés Dector ◽  
Raúl García García ◽  
...  
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Architecture Design ◽  
Virtual Library ◽  
Efficiency Performance ◽  
E Learning ◽  
Learning Management ◽  
One Year

At present, supporting e-learning with interactive virtual campuses is a future goal in education. Models that measure the levels of acceptance, performance, and academic efficiency have been recently developed. In light of the above, we carried out a study to evaluate a model for which architecture design, configuration, metadata, and statistical coefficients were obtained using four Learning Management Systems (LMSs). That allowed us to determine reliability, accuracy, and correlation, using and integrating the factors that other researchers have previously used, only using isolated models, such as Anxiety–Innovation (AI), Utility and Use (UU), Tools Learning (TL), System Factors (SF), Access Strategies (AS), Virtual Library (VL), and Mobile Use (MU). The research was conducted over one year in nine groups. The results from an LMS Classroom, architecturally and configuration-wise, had the highest level of performance, with an average of 73% when evaluated using statistical coefficients. The LMS Classroom had a good acceptance and a greater impact: SF, 82%, AI, 80%, and VL, 43%, while out of the seven factors, those with the most significant impact on academic efficiency were TL, 80%, VL, 82%, and MU, 85%.

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.

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