scholarly journals Teaching Lexical Chunks in the Online English Language Classroom through Learning Management Systems

2021 ◽  
pp. 1-12
Author(s):  
Marie Deissl-O’Meara ◽  
Isabella Tinkel
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Learning Management Systems ◽  
Management Systems ◽  
Digital Learning ◽  
Learning Approaches ◽  
Exploratory Research ◽  
Wide Range ◽  
Language Classroom ◽  
Learning Management

Current educational trends, globalization and the global Covid-19 pandemic have forced institutions of higher education (HEI) worldwide to accelerate the changes already in progress in teaching and learning approaches incorporating more technological enhanced learning. Among the wide range of information-communication-technology tools, the focus here is on Learning Management Systems (LMS), which play a major role in teaching and learning pedagogy, and can help HEIs to achieve more effective learning outcomes. This exploratory research examines the usage of Learning Management Systems to support the teaching of lexical chunks in the online English language classroom at HEIs. The investigation will focus on Moodle and will identify the factors that support students’ interaction with language content and input in this digital learning environment, by looking at the use of Moodle features and activities to teach and practice lexical chunks. Findings suggest that Moodle proves of great value for online English language teaching and the practice of lexical chunks, whereby quiz activities can be used to great effect, producing motivation to engage with lexical chunks among students.

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.

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.

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.

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.

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 O USO DE UM AMBIENTE VIRTUAL DE APRENDIZAGEM COMO APOIO PARA O ENSINO DE INGLÊS NA PERSPECTIVA DE LÍNGUA COMO DISCURSO

2015 ◽  
Vol 17 (20) ◽  
Author(s):  
Edna Marta Oliveira da Silva ◽  
Adriana Cristina S. de Mattos Brahim ◽  
Iara Maria Bruz
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
English Language ◽  
Learning Management Systems ◽  
Management Systems ◽  
Office Management ◽  
Learning Management ◽  
The Impact ◽  
The Web

<p align="center"><strong>RESUMO</strong></p><p>O presente artigo tem por objetivo apresentar algumas reflexões a respeito do uso de ambientes virtuais de aprendizagem no ensino de língua inglesa em um curso de graduação de Secretariado Executivo Trilíngue na modalidade presencial, a partir de uma pesquisa realizada em uma instituição de ensino superior (IES). São apresentadas algumas questões sobre o impacto das tecnologias nos modos de vida dos indivíduos e do uso das tecnologias de informação e comunicação (TICs) no âmbito educacional. Em se tratando dos processos de aprendizagem mediado pelas TICs, discutiremos aspectos relacionados ao ciberespaço e as possibilidades de seu uso em ambientes virtuais de aprendizagem (AVA). Nesse sentido, não poderíamos deixar à parte a discussão a respeito da interatividade, característica da Web 2.0 e, consequentemente, como os estudos sobre o interacionismo proposto por Vygotsky podem ser aí aplicados. Ainda, por tratarmos de língua estrangeira, concepções sobre língua são apresentadas e vinculadas ao seu ensino mediado pelas TICs.  Por fim, são apresentadas conclusões e possibilidades obtidas a partir da pesquisa realizada com alunos do curso de Secretariado Executivo Trilíngue em relação ao uso de um AVA durante dois semestres letivos.<strong>  </strong>A pesquisa mostrou que apenas o uso do AVA não leva o aluno a utilizar a praticar a língua alvo dentro de uma concepção de língua como discurso.</p><p><strong> </strong></p><p><strong>Palavras-chave: </strong>ambientes virtuais de aprendizagem; TICs; língua inglesa; ensino e aprendizagem.</p><p> </p><p align="center"><strong>ABSTRACT</strong></p><p>The present article aims to present some reflections on  the use of   learning management system environments in the teaching of English language in a Trilingual Office Management undergraduate course from a research conducted in an institution of  higher education. Some questions about the impact of technologies in the way  of life of the individuals and the use of information and communication technologies (ICTs) within education are presented. In the case of the learning processes mediated by ICTs,  we intend to discuss some aspects related to cyberspace and the tools available on the Web 2.0 as well as the possibilities for their use in learning management systems (LMS)  which presence is paramount  in distance education courses. In this sense, it is necessary to mention some issues on about interactivity, which is a fundamental characteristic of  the Web 2.0 and, consequently, as the studies on the interactionism proposed by Vygotsky can be applied to such space. Moreover, as we are dealing with a foreign language, conceptions about language are presented and linked to its teaching mediated by ICTs. Finally, conclusions and possibilities obtained from the study carried out with undergraduate  students of the Trilingual Office Management course  in relation to the use of a AVA during two school semesters are presented.</p><p> </p><p><strong>Key words:</strong> learning management systems; ICTs; English language; teaching and learning.</p>

scholarly journals A Study on the Factors Influencing Students’ Acceptance of Learning Management Systems (LMS): A Brunei Case Study

2020 ◽  
Vol 4 (3) ◽  
pp. 203-217
Author(s):  
Muliadi Abdul Hamid ◽  
Sallimah Salleh ◽  
Kumar Laxman
Keyword(s):  
Technology Acceptance ◽  
System Design ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Subjective Norm ◽  
Educational Process ◽  
Management Systems ◽  
Design System ◽  
Factors Influencing ◽  
Learning Management

The present study sought to explore and explain the factors influencing students’ acceptance of the Learning Management Systems (LMS) as well as to explain the effectiveness of using LMS in teaching and learning in the School of Business. The research model employed the Technology Acceptance Model (TAM) as the theoretical framework and extends it by adding System Design, System Accessibility, Technical Support and Subjective Norm as external variables. The model was tested using responses from 98 students (n=98) taking Business Information Systems module through the data gathered by means of survey questionnaire. The analysis of the collected data supported all of the generated hypotheses and was found consistent with the TAM original findings on behavioral intention. The study also revealed that the Subjective Norm and System Design have significant influence on the students’ LMS acceptance. Findings indicate that content delivery over the web portal helped to engage students and established viable interaction which allowed them to better understand and gain knowledge on each concept. Besides this, there are several key factors to consider when conducting educational process or activity over the technology such as originality of students’ ideas, specificity of content, comments and feedback as well as class size. Theoretical and applied implications of the obtained results are discussed at the end of this report within the context of education.

Digital Learning Management Systems Case Study

2019 ◽  
Vol 11 (3) ◽  
pp. 42-60
Author(s):  
Abdeleh Bassam Al Amoush ◽  
Kamaljeet Sandhu
Keyword(s):  
Qualitative Methodology ◽  
Qualitative Data ◽  
Learning Management Systems ◽  
Management Systems ◽  
Digital Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Learning Management

Digital learning management systems (DLMSs) are an important and a necessary educational tool for learning activities. The universities are using the digital LMS (DLMS) 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 the case study methodology. In this research, case study design was selected for the qualitative methodology and semi-structured interviews were employed as the data collection method. 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 the higher education sector.

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