Abstract
AbstractThe modernization of the education system, the digitalization of the educational environment and learning management systems (LMS), where one of the solutions is learning platforms, are the most urgent directions today’s pedagogical work is taking to reap the benefits of the digital environment. Education quality can be improved in different ways: by changing the content of learning, forms of learning, learning methods and teaching aids; promoting the use of learning platforms in schools; introducing programming and robotics; using learning management systems and other systems. Technologies and digital solutions are transforming the educational landscape in technology-enhanced learning environments. On one hand, there are many possible solutions that provide technology-enhanced learning; while on the other, there is a need to transform educational processes, to transform competence in teaching, to analyze learning outcomes so that technology-enhanced environments can support knowledge construction. The authors of this paper analyze the results of research on learning platforms, in which several research methods were used: systematic literature analyses; development of learning platform evaluation tools; analyses of learning platforms; and surveys on teachers’ attitudes to learning platforms. Altogether 705 teachers expressed their opinion on using learning platforms as a tool for enhancing knowledge construction, providing feedback and analyzing students’ learning results. In this paper, the authors will discuss the results of analyses on nine learning platforms developed in Latvia, conducted using an evaluation tool with 22 criteria and 43 sub-criteria.
Highlights
The modernization of the education system, the digitalization of the educational environment and learning management systems (LMS), where one of the solutions is learning platforms, are the most urgent directions today’s pedagogical work is taking to reap the benefits of the digital environment
Various online solutions have been developed which in turn led to the online learning solutions known to the world by different terms: learning management systems (LMS), learning platforms (LP), massive open online courses (MOOC), online learning, digital education tools, etc
We can conclude that digital forms of learning can be considered digital learning tools and that, in order to be defined as an online learning platform, they must meet the basic criteria of providing:
Summary
The modernization of the education system, the digitalization of the educational environment and learning management systems (LMS), where one of the solutions is learning platforms, are the most urgent directions today’s pedagogical work is taking to reap the benefits of the digital environment. There are many possible solutions that provide technology-enhanced learning; while on the other, there is a need to transform educational processes, to transform competence in teaching, to analyze learning outcomes so that technology-enhanced environments can support knowledge construction. LMS are systems designed to capture student information digitally, create learning content for students and analyze student activity, and student learning outcomes [4] They are excellent tools for educators, and their main difference from learning platforms (LP) is that the curriculum is created by the educators themselves. One important factor that transforms the teaching environment is students’ ability and willingness to self-manage their learning This is essential in situations where students can themselves use a variety of online materials to organize their learning.
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