Academia : Web Platform for E-learning.

This paper illustrates how we can improve the existing manual system with the help of E-learning management system. The method aims to build an E-learning web application having better and safer user experience and provides an interactive teaching-learning platform for students and teachers. E-learning Management System is way of solving the educational problems using the modern technologies. It gives an error free, secure, reliable and fast management system. It can assist the user to concentrate on learning rather to concentrate on the record keeping and other stuff. It will help organization in better utilization of resources. Keywords: Web application, Database, backend, frontend, platform, E-learning, Frameworks

Disciplinary Differences in the Uptake of a Learning Management System: A Case of a South African Historically Disadvantaged Institution

The provision of a Learning Management System (LMS) for use in distributed, blended or open distance e-learning as a management tool has become a basic standard requirement in higher learning institutions globally. Many students and lecturers use an LMS in support of innovative and engaged teaching and learning, both inside and outside the classroom—whether blended or open leaning. However, many academics choose not to make use of the institutional LMS. This is the specific issue that this study addresses, with a particular focus on the role played by disciplinary differences in the uptake of an LMS. The research question guiding the study is thus: To what extent do disciplinary differences affect the uptake of an LMS? The research study drew on Legitimation Code Theory, a sociological theory that explains the knowledge principles underpinning practices, in this case, the practice of the uptake (or non-uptake) of an institutional LMS. The study made use of quantitative data collection and data analysis methods, drawing on the institutional LMS activity data. The study found that there was a significant relationship between the disciplines and LMS uptake. However, the study also found a number of unexpected exceptions, where the nature of the discipline did not seem to impact uptake or non-uptake. The contribution that the study makes is to show the significant role that the academics’ home discipline plays in LMS uptake.

PENERAPAN GOOGLE CLASSROOM BERBANTUKAN GOOGLE MEET DALAM PEMBELAJARAN EKONOMI DAN PENGARUHNYA TERHADAP HASIL BELAJAR

Pemberlakuan Surat Edaran Kemendikbud Nomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Corona Virus Disease (Covid-19) berimplikasi pada pilihan Pembelajaran Jarak Jauh (PJJ) dalam jaringan (daring) atau pembelajaran jarak jauh luar jaringan (luring). PJJ moda daring memunculkan permasalahan kesiapan satuan pendidikan dalam membuat Learning Management System (LMS) dengan kemampuan finansial terbatas. Umumnya pimpinan satuan pendidikan menetapkan kebijakan menggunakan aplikasi pendidikan umum. Salah satu aplikasi pendidikan umum yang banyak digunakan pada satuan pendidikan menengah adalah Google Classroom berbantukan Google Meet. Penerapan aplikasi tersebut menuntut penjelasan ilmiah, yakni seberapa besar pengaruh penerapan Google Classroom berbantukan Google Meet pada pembelajaran ekonomi terhadap hasil belajar peserta didik. Penelitian menggunakan pendekatan kuantitatif dengan metode penelitian survai. Subjek penelitian terdiri dari peserta didik pembelajaran ekonomi yang dilakukan tim peneliti. Hasil uji instrumen menunjukkan instrumen memenuhi kriteria validitas, reliabilitas, dan normalitas. Hasil uji hipotesis menunjukkan penerapan Google Classroom berbantukan Google Meet pada pembelajaran kompetensi dasar konsep ekonomi memberikan pengaruh sebesar 82,1% terhadap hasil belajar. Pengaruh tersebut berasal dari dimensi tujuan pembelajaran daring dan dimensi kemudahan pembelajaran daring.

Implementation of Microservices Architecture in Learning Management System E-Course Using Web Service Method

Building a learning system using the Learning Management System is already too much but there are many problems that make people think about using it because it is difficult to maintain the system, so to build a system takes a lot of time because the basis for developing the system is monolith-based and difficult to develop if the system development team grows or change. Learning Management System needs to be implemented for easy access to learning because online learning is very important to be a good alternative. From these problems led to the idea to create a Learning Management System in which it can solve services and communicate between services to facilitate efficient development. This study aims to apply the Web Service Implementation Methodology used in building a Learning Management System for an E-Course that facilitates online learning by implementing web services. To perform inter-service solving the methodology used in making this application is the web service method which is implemented on the microservices architecture. Programming languages for differentiating services are PHP and JavaScript. For the user interface, ReactJS is used as the API data manager for each service and the database uses MySQL. This application will later be used as a medium to facilitate online learning, there are members (users) as student actors and admins to manage mentor and course data that will be displayed.

Using Moodle Quiz to Create Language Consolidating and Testing Activities

The recent pandemic outbreak (2019-2021) shed light on the practical difficulties of technology use in education and forced many instructors to seek training or train themselves in using technologies, including learning management system (LMS). During this time, we noticed that, although many tutorials are available, for example, to help instructors in the use of the Moodle LMS, these are mostly generic and do not focus on languages. Furthermore, there is a scarcity of papers demonstrating how to pair pedagogy with technology. In fact, only 1.1% of the papers published between 2006-2016 in ReCALL, CALICO, and CALL Journals deal with virtual learning environments (VLE). This chapter shows the case of two instructors who originally worked individually, and then collaborated in using Moodle Quiz for languages. Their quest in creating activities with constructivist characteristics is described; the knowledge, skills, and experiences gained are shared; the end products are displayed; and some conclusions are drawn.

Higher Education in India in the Time of Pandemic, Sans a Learning Management System

Higher education in India was caught completely unawares by the COVID-19 pandemic and the necessitated closure of educational institutions. Despite almost a decade of experience with online and distance learning at some top-tier and private institutions, the vast majority were unprepared and looked for quick solutions for different components of teaching–learning depending on the need of the hour. The immediate tool sought was a videoconferencing platform to substitute in-class lectures. With no access to a learning management system, faculty chose one platform for videoconferencing, one for interaction with students, and another for uploading class notes. Disparity in students’ access to devices and the internet presented challenges. Assessment of learning, which hitherto was largely pen and paper based, was delayed for lack of a viable solution. Experiences documented in this study demonstrate faculty resilience, but lack of institutional leadership and preparedness is starkly evident.