scholarly journals EFL Instructors’ Perceptions of Blackboard Learning Management System (LMS) at University Level

2017 ◽  
Vol 11 (1) ◽  
pp. 1 ◽  
Author(s):  
Thaer Issa Tawalbeh
Keyword(s):  
Professional Development ◽  
Management System ◽  
Positive Attitude ◽  
Learning Management System ◽  
Descriptive Statistics ◽  
The Other ◽  
System A ◽  
Starting Point ◽  
University Level ◽  
Learning Management

The present paper aims to investigate EFL instructors’ perceptions of Blackboard learning management system (LMS) at Taif University in Saudi Arabia. To achieve this purposes, the researcher attempted to answer two questions. The first question investigates EFL instructors’ perceptions of Blackboard LMS. The second question aims to identify instructors’ suggestions to overcome difficulties encountered while using the system. A questionnaire of 4- Likert Scale was used to gather data from one hundred and two instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics. The results, on one hand, revealed that 75% of the instructors have not used Blackboard technology before coming to university, which would affect their perceptions of the system. It was also evident that most of the instructors believe that the different features of Blackboard LMS are either poor or very poor. In addition, the instructors, in most of their responses to the functionalities of using the Blackboard LMS, rarely or never used the system. On the other hand, the results revealed that the instructors have a positive attitude towards the system in terms of its impact on learning, which can be the starting point to help them be familiarized more with the system’s features and functionalities through professional development. Based on the results, the researcher presented a number of conclusions and recommendations.

scholarly journals Scenario Approach to the Development and Use of Learning Management System in Universities

2017 ◽  
Vol 22 (6) ◽  
pp. 45-55 ◽  
Author(s):  
Y.G. Martyushova
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Educational Process ◽  
The Other ◽  
Learning Management ◽  
The One ◽  
Main Component ◽  
Functional Components ◽  
Knowledge Evaluation ◽  
Scenario Approach

The article offers a scenario approach to the design of learning management system (LMS) structure. It is argued that the LMS structure and it functional components depend on the scenarios of its use in educational process which, in turn, are determined by the type of subject that is based on the main component of education content. There are three categories of the LMS users in the educational process in university: students, teachers, and administrators, and their roles differ from each other. The article provides detailed scenarios of how the LMS is used by various categories of users and describes the structure of the LMS in relation to these scenarios. On the one hand, the LMS represents a structured base of content: that is, it contains theoretical materials as well as tasks and exercises along with certain scales that reflect their difficulty. The weight of these tasks, initially determined by experts, can then be automatically corrected using the methods of mathematical statistics. On the other hand, implementing the described scenarios requires an electronic operating cover of the LMS, among the functions of which is the organization of control and self-checking, as well as providing storage and processing statistics of the LMS use. These statistics should then be automatically turned into the current rating of users which is important for knowledge evaluation and support of learning motivation in students during a semester.

scholarly journals Implementing an open source learning management system: A critical analysis of change strategies

2010 ◽  
Vol 26 (7) ◽  
Author(s):  
Philip M. Uys
Keyword(s):  
Open Source ◽  
Management System ◽  
Best Practice ◽  
Learning Management System ◽  
Management Support ◽  
Implementing Change ◽  
System A ◽  
Local Institution ◽  
Learning Management ◽  
Free Flow Of Information

<span>This paper analyses the change and innovation strategies that Charles Sturt University (CSU) used from 2007 to 2009 during the implementation and mainstreaming of an open source learning management system (LMS), Sakai, named locally as </span><em>CSU Interact</em><span>. CSU was in January 2008 the first Australian University to implement an open source learning management system institution wide. The unique characteristics of implementing change and innovation in higher education are discussed as well as CSU's change model, which comprises eight dimensions that can occur in any order and also in parallel, and is based on the work of Kotter, Cohen and Synnot. Two key strategies have emerged to support change, namely the building of learning communities and the sharing of best practice in implementing educational technology. Other findings were that the change was largely driven from the bottom up and with top management support and through the writer's role, from middle management in terms of top down strategies. Technological innovations in the context of an open source learning management system have wider, external implications than the local institution given the free flow of information and intellectual property within the community.</span>

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