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"Learning management system"
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Antecedents of continued usage intentions of web-based learning management system in Tanzania
Purpose
– The purpose of this paper is to examine factors that predict students’ continued usage intention of web-based learning management systems (LMS) in Tanzania, with a specific focus on the School of Business of Mzumbe University. Specifically, the study investigated major predictors of actual usage and continued usage intentions of e-learning system, and challenges of using the e-learning system.
Design/methodology/approach
– Data were collected through a questionnaire survey of 300 third year undergraduate students, with a rate of return of 77 per cent. A total of 20 faculty members were also interviewed. The unified theory of acceptance and use of technology (UTAUT) was utilized in the study.
Findings
– The results show that actual usage was determined by self-efficacy, while continued usage intentions of web-based learning system was predicted by performance expectancy, effort expectancy, social influence, self-efficacy, and actual usage. Challenges for using web-based LMS were related to information and communications technology (ICT) infrastructure barrier, LMS user interface was not user friendly, weak ICT policies, management and technical support, limited skills, lack of awareness, resistance to change, and lack of time to prepare e-content and use the e-learning system.
Practical implications
– The study findings are useful to e-learning managers and university management to identify important factors and develop appropriate policies and strategies to encourage long-term usage of e-learning systems for future studies and lifelong learning.
Originality/value
– By using UTAUT in the context of continued usage intentions and the integration of an additional construct (“self-efficacy”), the extended UTAUT model fits very well in the web-based learning systems in Tanzania, in particular where such studies are scant. The findings can be used in other institutions with similar conditions in investigating the continued usage intentions of e-learning systems.
Journal Article
Investigating online tests practices of university staff using data from a learning management system : The case of a business school
While research on online tests in higher education is steadily growing, there is little evidence in the literature of the use of learning management systems (LMS), such as Blackboard(TM), as rich sources of data on online tests practices. This paper reports on an investigation that used data from Blackboard(TM) LMS to gain insight into the purpose for and practice of online tests at the Charles Darwin University (CDU) Business School in Australia. Focussing on curriculum and pedagogical practices, the paper identifies indications of good practice as well as potential issues related to curriculum mapping, including possible misalignment between learning outcomes and online tests. It also affirms the versatility of using data from LMSs in the study of e-assessment in general and online tests in particular. [Author abstract]
Journal Article
Predicting student outcomes using digital logs of learning behaviors: Review, current standards, and suggestions for future work
Using traces of behaviors to predict outcomes is useful in varied contexts ranging from buyer behaviors to behaviors collected from smart-home devices. Increasingly, higher education systems have been using Learning Management System (LMS) digital data to capture and understand students’ learning and well-being. Researchers in the social sciences are increasingly interested in the potential of using digital log data to predict outcomes and design interventions. Using LMS data for predicting the likelihood of students’ success in for-credit college courses provides a useful example of how social scientists can use these techniques on a variety of data types. Here, we provide a primer on how LMS data can be feature-mapped and analyzed to accomplish these goals. We begin with a literature review summarizing current approaches to analyzing LMS data, then discuss ethical issues of privacy when using demographic data and equitable model building. In the second part of the paper, we provide an overview of popular machine learning algorithms and review analytic considerations such as feature generation, assessment of model performance, and sampling techniques. Finally, we conclude with an empirical example demonstrating the ability of LMS data to predict student success, summarizing important features and assessing model performance across different model specifications.
Journal Article
Integrating micro-learning content in traditional e-learning platforms
Lifelong learning requires appropriate solutions, especially for corporate training. Workers usually have difficulty combining training and their normal work. In this context, micro-learning emerges as a suitable solution, since it is based on breaking down new concepts into small fragments or pills of content, which can be consumed in short periods of time. The purpose of this paper is twofold. First, we offer an updated overview of the research on this training paradigm, as well as the different technologies leading to potential commercial solutions. Second, we introduce a proposal to add micro-learning content to more formal distance learning environments (traditional Learning Management Systems or LMS), with the aim of taking advantage of both learning philosophies. Our approach is based on a Service-Oriented Architecture (SOA) that is deployed in the cloud. In order to ensure the full integration of the micro-learning approach in traditional LMSs, we have used two well-known standards in the distance learning field: LTI (Learning Tools Interoperability) and LIS (Learning Information Service). The combination of these two technologies allows the exchange of data with the LMS to monitor the student’s activity and results. Finally, we have collected the opinion of lectures from different countries in order to know their thoughts about the potential of this new approach in higher education, obtaining positive feedback.
Journal Article
Convergent approach to synthesis of the information learning environment for higher education
The article considers a convergent approach to the synthesis of the information learning environment for higher education, which includes tools for managing educational content and learning trajectories. The process of convergence is defined as synchronization and coordination of electronic educational resources, educational programs and skill levels of specialists. The process is presented within the framework of interaction and lifecycle model synchronization for components of the information learning environment. The environment ensures the convergence of new educational models (electronic, mobile, cloud, mixed, ubiquitous) on the basis of a unified educational management system. The system includes the Alfresco educational content management subsystem, the Moodle learning management subsystem, the learning material presentation subsystem, the knowledge assessment subsystem, the learning activity management subsystem, the requirements of education standards and employers analysis subsystem.
Journal Article
Effectiveness of Blended Learning in Nursing Education
Currently, teaching in higher education is being heavily developed by learning management systems that record the learning behaviour of both students and teachers. The use of learning management systems that include project-based learning and hypermedia resources increases safer learning, and it is proven to be effective in degrees such as nursing. In this study, we worked with 120 students in the third year of nursing degree. Two types of blended learning were applied (more interaction in learning management systems with hypermedia resources vs. none). Supervised learning techniques were applied: linear regression and k-means clustering. The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. It therefore appears that blended learning applied in Learning Management System (LMS) with hypermedia resources favors greater achievement of effective learning. Likewise, with this type of Blended Learning (BL) a larger number of students were found to belong to the intermediate cluster, suggesting that this environment strengthens better results in a larger number of students. BL with hypermedia resources and project-based learning increase students´ learning outcomes and interaction in learning management systems. Future research will be aimed at verifying these results in other nursing degree courses.
Journal Article
Application of Learning Management System (LMS) during the COVID-19 Pandemic: A Sustainable Acceptance Model of the Expansion Technology Approach
The COVID-19 pandemic led to the closure of universities and colleges throughout the world, with the hope that public health officials’ suggestion of social distancing would help flatten the sickness curve and reduce overall mortality from the outbreak. However, the Learning Management System (LMS) is the perfect approach for fostering the dedication of students to content in education like sustainability. Previous studies have seldom investigated an integrated approach in the context of LMS in industrialized nations. In addition, this paper aims to include a literature analysis of recent research conducted during the COVID-19 pandemic in the area of LMS usage, as well as to investigate variables predicting the usage of LMS by higher education students during the COVID-19 pandemic for students’ engagement. On the basis of LMS usage data obtained from an online survey, structural equation modeling (SEM) and route analysis were utilized to verify the research model, a survey consisting of student LMS users King Saud University. The findings showed that the desire of students to use LMS had beneficial effects during the COVID-19 pandemic on learning as sustainability engagement. Also, student-perceived closeness, peer references and subjective well-being are favorably associated with the perceived ease of use and perceived usefulness, this, in turn, influences students’ intentions to utilize, which, in turn, effects the usage of LMS for student engagement during COVID-19.
Journal Article
An Overview of the Common Elements of Learning Management System Policies in Higher Education Institutions
Learning management systems form an integral part of the learning environments of most universities and support a wide range of diverse activities and operations. However, learning management systems are often regulated by institutional policies that address the general use of Information Technology and Communication services rather than specific learning management system policies. Hence, we propose that learning management system environments are complex techno-social systems that require dedicated standalone policies to regulate their operation. This preliminary study examined a selection of learning management system policies from twenty universities in four countries to identify some of the elements that are considered necessary for inclusion in policy documents. Seventeen individual elements of learning management system policy documents were identified from a synthesis of the policies. These were classified into six policy categories: Accounts, Courses, Ownership, Support, Usage, and Protection. The study also identified three additional qualities of learning management system policy documents: standalone comprehensibility, platform-neutral statements, and contemporary relevance. The findings of this study will serve as a useful template for developing dedicated standalone policies for the governance of university learning management systems.
Journal Article
Transforming universities in interactive digital platform: case of city university of science and information technology
The purpose of this research was to understand the automation of Higher Education Institutes (HEIs), and to evaluate the automated process from the perspective of developing country. A single case study of City University of Science and Information Technology (CUSIT), Pakistan was selected as a unit of analysis. Mix methodology was used in this research. Semi-structured in-depth interviews were conducted from the top management as a primary source while secondary data regarding usage and functions of LMS was collected for the period of 2 years (four semesters Fall-2017–Spring 2019). Data from both sources was utilized, and triangulated for case building and analysis. It was found that CUSIT has a state-of-the-art automated infrastructure, management information system (MIS) and learning management system (LMS) which facilitates faculty, staff and administration. LMS provides an integrated and digital platform to key stakeholders particularly to the teachers for sharing course outlines, lesson plan, assignment generation and submission, announcements and generating assessment reports. Similarly, the student gets access to all course material, assignments, assessment report, notices, and other relevant information at any point of time. However, the system lacks some of the major E-learning features with limited support to the large file size, real time learning, online classes, real time feedback and query system etc. Furthermore, this study identified few seldomly used functions of automated system as well as few duplications and operational activities which requires consideration by the management. The case of CUSIT proves to be a practical case for all those universities who are facing challenges due to corona virus pandemic and are looking for a solution to continue education through distance learning and e-learning platforms. This study supports the automation of HEIs and provides lesson learned for the academia and management of HEIs by identification of success features as well as limitations of the system.
Journal Article