Canvas Learning Management System Research Articles

Multi-inquiry hybrid e-learning: Instructor-learner experiences

Background: Hybrid teaching methodologies involve the purposeful combination of traditional teaching with technology advances. Despite some challenges, they have gained popularity recently, especially during the coronavirus pandemic. This study evaluated hybrid e-learning with multiple inquiries involving students’ receptiveness, preferences, behaviours and instructor observations. Method: The methodology involved a mixed-method approach with a qualitative observational case study, surveys and interviews for problem-based learning alternatives to traditional lectures. Instruction included: 1) Assigned primary literature reading with study questions to be completed before class; 2) Out-of-class online video-clips with visual, practical application (i.e. lithium and non-lithium induced tremor assessment) and online discussion in CANVAS Learning Management System; 3) Start-of-class quiz in ExamSoft, in-class team-based application questions with instructor-led discussion; 4) Out-of-class team final exam review assignment in CANVAS. Results: Qualitative themes were student engagement, flexibility, preferences, academic and non-academic stressors, etiquette, and defining responsibility for academic success. The majority of students preferred primary literature review, video clips, followed by online CANVAS discussions. Written assignments were the least desirable. Conclusion: These experiences are useful for qualitative evaluation of teaching and learning methods.

Effectiveness of Virtual Reality Simulations for Civilian, Ab Initio Pilot Training

Aviation training in the immersive Virtual Reality (VR) world has the power to overcome physical constraints, presenting cues and stimuli that would not be available in flight, nor in a two-dimensional (2D) environment. This gives VR powerful potential as a simulation tool for learning complex skills and maneuvers in the cockpit. This study evaluated the effectiveness of VR simulations as compared to traditional 2D desktop simulations in teaching maneuvers and skills to ab initio (inexperienced) civilian pilot trainees. This quasi-experimental project involved 17 freshman pilot students in an experimental college course at a private university campus in the fall semester of 2020. The participants were split into two sections: Section 1 completed CBT activities and simulations in 2D only, while Section 2 completed CBT activities in 2D and simulations in VR. Academic performance data was collected in the Canvas Learning Management System, broken down by understanding of a maneuver learned in a given lesson module. Descriptive statistics collected included quizzes, discussion board activity, and simulation completion scores. Paired samples t-tests compared perceived benefits of using the various course materials. Researchers also administered post-semester surveys to gather both qualitative and quantitative data, in which participants shared their perceptions of the course, preference for learning material type, and general feedback. Results indicated that students in both groups found the sims/tutorials and VR to be enjoyable and gratifying; the majority of students indicated that simulations were preferred over other learning materials. Early results indicate that although the students perceived that the simulations were beneficial, there were no significant differences in the final course scores or learning rates between those who utilized 2D sims as opposed to VR sims. The most important finding is that for ab initio pilots, VR simulations do not hinder learning mastery, as compared with traditional 2D desktop simulations.

Sending our faculty to MaRS: The Materials Request System

The Salisbury University (SU) Libraries developed a hosted library materials ordering system in 2018 and has begun to survey discipline faculty users to determine enhancements that they recommend and are possible to enact. Now, before we go any further, we would like to point out that I, James Parrigin, am not in a collection management or library technology unit. I am SU Libraries’ coordinator of library instruction. At our mid-size, public, regional comprehensive university of approximately eight thousand FTE and more than four hundred full-time faculty, eight faculty librarians liaise with forty academic schools and programs. I am the subject librarian to the communication, English, and modern languages departments. Like my librarian colleagues, I provide several kinds of support including information literacy instruction one-shots, personal research consultations for students and faculty, research guide creation, course-embedded research support in the Canvas learning management system, and associated development of learning objects ranging from handouts to learning tutorials.

Using Canvas for an Interprofessional Virtual Team Visit

The is session will demonstrate how to use the Canvas learning management system (LMS) to organize and facilitate interprofessional education experiences (IPE) amongst students and faculty. Emphasis will be placed on the use modules as a way to organize content and facilitate requirements associated with IPE. In addition, the session will include demonstration on how to assign disciplines to sections to aide in faculty abilities to review of student submissions.

Hybrid Learning Using Canvas LMS

Hybrid learning refers to the learning style where online components are used to replace some face-to-face elements of the course. In the current era, where COVID-19 pandemic has highly impacted higher education, online and remote forms of learning have become critical success factors to deliver engaging and rich teaching and learning experience to the students. With the partial return of face-to-face interaction with the students this year after easing restrictions, universities have no choice but to offer hybrid learning experience. In the journey towards this type of learning, a transition in both pedagogy and vehicle (tools) is inevitable. Hybrid learning pedagogy has been in literature for many years now and many institutions worldwide have enough experience to run courses and programs as a hybrid model. For the vehicle, a number of tools are necessary to facilitate delivery, but the most important tool is obviously the learning management system (LMS). Canvas LMS is now considered one of the most commonly used electronic learning systems, offering a large number of features and options to make teaching and learning easier and effective for both teachers and students. In this paper, two hybrid learning models are proposed. An example of implementing one of the two models using Canvas LMS and other supporting tools is provided. Anecdotal student feedback has shown that the students were highly engaged and their experience has been improved as a result of the hybrid delivery format.

California's COVID-19 Virtual Training Academy: Rapid Scale-Up of a Statewide Contact Tracing and Case Investigation Workforce Training Program.

Case investigation (CI) and contact tracing (CT) are key to containing the COVID-19 pandemic. Widespread community transmission necessitates a large, diverse workforce with specialized knowledge and skills. The University of California, San Francisco and Los Angeles partnered with the California Department of Public Health to rapidly mobilize and train a CI/CT workforce. In April through August 2020, a team of public health practitioners and health educators constructed a training program to enable learners from diverse backgrounds to quickly acquire the competencies necessary to function effectively as CIs and CTs. Between April 27 and May 5, the team undertook a curriculum design sprint by performing a needs assessment, determining relevant goals and objectives, and developing content. The initial four-day curriculum consisted of 13 hours of synchronous live web meetings and 7 hours of asynchronous, self-directed study. Educational content emphasized the principles of COVID-19 exposure, infectious period, isolation and quarantine guidelines and the importance of prevention and control interventions. A priority was equipping learners with skills in rapport building and health coaching through facilitated web-based small group skill development sessions. The training was piloted among 31 learners and subsequently expanded to an average weekly audience of 520 persons statewide starting May 7, reaching 7,499 unique enrollees by August 31. Capacity to scale and sustain the training program was afforded by the UCLA Extension Canvas learning management system. Repeated iteration of content and format was undertaken based on feedback from learners, facilitators, and public health and community-based partners. It is feasible to rapidly train and deploy a large workforce to perform CI and CT. Interactive skills-based training with opportunity for practice and feedback are essential to develop independent, high-performing CIs and CTs. Rigorous evaluation will continue to monitor quality measures to improve the training experience and outcomes.

The effect of the e-mentoring-based education program on professional development of preschool teachers.

The qualification of a preschool teacher is one of the important factors that determine the quality of preschool education. To increase the quality in education, teachers should be equipped with the necessary knowledge starting from pre-service training, and in-service training should support the upgrading of their knowledge. Thus, the aim of this study was to develop an e-Mentoring-Based Education Program (e-MENTE:PT) for preschool teachers and to test its effectiveness on their professional development during the in-service support period. The study used a design-based research approach. First, focus group interviews were conducted with one-hundred-and-five preschool teachers to find out their needs. Then, an e-MENTE:PT Program was developed based on these needs and devised to be used on the Canvas learning management system (LMS), which involves all opportunities of e-learning and allows one-to-one e-mentoring. The e-MENTE:PT Program involved twelve modules related to the pedagogical content knowledge of the preschool education program. Each module included contents, goals, module materials, e-books, videos, pre- and post-module evaluation questions, discussion questions, live lessons and e-portfolios, all of which were integrated in the LMS. Next, eighteen full-time and nine substitute voluntary teachers from five different provinces were selected as mentees by means of criterion sampling. Nine academicians working in these provinces acted as mentors and implemented the application, each working with two mentees for two months. Qualitative data were analysed by means of descriptive analysis and quantitative data were analysed by means of the Wilcoxon signed rank test. The research concluded that the e-MENTE:PT program supported preschool teachers’ professional knowledge, learning environments and classroom applications, and an e-mentoring based teaching management system was effective on professional development.

Universal Models and Platforms in E-Learning

The study describes the effectiveness of digital technological solutions in education. Students, postgraduates, teachers, and medical business representatives have tested a comprehensive educational product based on the capabilities of learning management system (LMS) platforms. The online course was implemented on the e-learning platforms such as Moodle, Schoology, TalentLMS, Canvas LMS, Docebo, iSpringLearn's, Brightspace, Absorb LMS. The implementation of advanced e-learning models ensured the effectiveness of the educational process. The focus on the development of the personal potential of each educational process participant made it possible to create a personalized learning environment and evoke a sense of personal significance and importance. The focus on feedback has created a creative communication environment for the exchange of knowledge, thoughts and ideas satisfying participants' educational needs for self-expression and creativity. The collective creativity of the educational process participants made it possible to develop a high-quality corporate culture of the students involved, which became the basis for establishing business partnerships in the system of education, science, and business. Based on the observations, a universal model of an effective educational process in the digital age has been developed.

Canvas Learning Management System Feature Analysis Using Feature-Oriented Domain Analysis (FODA)

The impact of Covid-19 on the world of education requires the implementation of online learning. Information and computer technology can provide solutions in education through the Learning Management System (LMS). Canvas LMS is a form of LMS that can be utilized by lecturers and students in online learning during the Covid-19 pandemic. In this study, researchers analyzed the features of Canvas LMS using the Feature-Oriented Domain Analysis (FODA) method. Researchers also conducted a mapping of canvas LMS features with the National Standard of Higher Education (SN Dikti). This study showed two stages of validation by Education and LMS experts to verify the results of the analysis. At the end of the course, we recommended a new LMS feature that complies with SN Dikti for Lecturer and Student users.

An Analysis of Application of Interact Function in Higher Education Internet System—A Case Study of Canvas Learning Management System

An Analysis of Application of Interact Function in Higher Education Internet System—A Case Study of Canvas Learning Management System

Using Personalized Adaptive Learning to Promote Industry-Specific Language Skills in Support of Spanish Internship Students

This essay offers a response to the challenge of preparing student interns to successfully utilize Spanish professional terminology in legal and medical settings. The authors developed a personal adaptive learning (PAL) course to address vocabulary language deficits experienced by Spanish internship students. PAL technologies provide students of Language for Specific Purposes (LSP) the opportunity to engage in vocabulary learning through personalized feedback and alternative learning content. Implementing Cavanagh et al.’s (2020) Framework for Adapting Learning Design, the authors designed Spanish language modules for legal and medical terminology using Realizeit, a PAL platform that allows instructors to create their own content and assessment items. PAL modules for both legal and medical terminology were added to the Canvas learning management system of the Spanish Internship course and students could select the Realizeit module that fit their internship placement (legal or medical). PAL holds enormous potential to help LSP learners build mastery of industry-specific terminology that will be attractive to potential employers.

Developing Arabic Language Instructional Content in Canvas LMS for the Era and Post Covid-19 Pandemic

Online and offline learning practices must not ignore pedagogy, psychology, technology, instructional content, and other aspects of teaching and learning process. Instructional content needs more attention during and after Covid-19 pandemic because it must match the characteristics of students. Therefore, this problem has led to the development of mE-Book for Arabic learning in Canvas Learning Management System (LMS). This research aimed to investigate the effectiveness of mE-Book as instructional content for Arabic language learning in Canvas LMS and the extent of mE-Book acceptance by students in the framework of the Technology Acceptance Model (TAM) 3. This research used a nonrandomized control group pretest-posttest design by comparing two groups with and without mE-Book and the interview to know the students’ point of view about mE-Book. The results showed that mE-Book was effective as instructional content for Arabic language learning in Canvas LMS with large effect based on effect size criteria. Students’ perspectives showed that the use of mE-Book as instructional content for Arabic language learning in Canvas LMS is interesting for online and offline learning. In conclusion, students could accept mE-Book in learning activity in Canvas LMS because it eased students in Arabic language learning.

Using Learning Management Systems to Provide 4-H Programming During the COVID-19 Pandemic and Beyond

Using a learning management system (LMS), such as Canvas, to provide 4-H programming can support program growth. With the onset in 2020 of the COVID-19 pandemic, 4-H professionals have been forced to move face-to-face activities online and challenged to work differently and in innovative ways to continue offering youth development opportunities. Responding to this challenge, Missouri 4-H created an online resource using the Canvas LMS to offer 4-H volunteers and families project opportunities and research-based project materials in one easily accessible and affordable platform.

Determining if There is a Relationship Between How Much Time a Faculty Member Spends Assessing Student Assignments and Final Grades at a Rural University: A One Year Analysis

[This research paper was an extension of a previous study that evaluated if there were statistically significant relationships between the amount of time students spent on course assignments and final course grades. The focus of this exploratory investigation was to ascertain if there were statistically significant associations between the amount of time a faculty member spent reading, assessing and grading student assignments and the final grade given. In this investigation the researcher utilized data recorded from the University’s Canvas Learning Management System (LMS) regarding his total activity time spent evaluating student assignments for the same 11 courses (5 face-to-face, 6 online) taught by this researcher during the 2018 academic year. The total student population consisted of 308 students enrolled in a small, liberal arts, rural public university located in the Pacific Northwest. Four main discoveries were derived from this exploratory research investigation; a) data derived from this study supports the premise that when a faculty member allocates more time to carefully review student assignments, greater grade variations occur with a Chi-Square of 289.5 significant at the .005 level; b) statistically significant differences were found between the instructor’s total activity time spent in the Learning Management System and grades assigned to undergraduate male and female students enrolled in Principles of Management courses taught by the faculty member, with a Chi-Square of 56.7 significant at the .05 level; c) no statistically significant difference was found between the instructor’s total activity time spent in the Learning Management System and course grades of Masters degree students enrolled in face to face and online courses and d) a statistical significant relationship was found between the instructor’s total activity time spent in the Learning Management System and course grades of students enrolled in face to face courses taught by the faculty member, with a Chi-Square of 26.89 significant at the .05 level. Two suggestions for future research on this topic are suggested; more research needs to be conducted on how much time faculty spend evaluating student assignments and expanding the number of subjects in the research population (faculty and students) that can enlarge the amount and diversity of courses and disciplines observed to create a baseline from which further research can be conducted and perhaps drive improvements regarding student study and faculty grading methodologies.

Postgraduate Students’ Experiences on the Use of Moodle and Canvas Learning Management System

It is argued that learning management systems (LMS) are mainly used for formal and informal learning at the expense of non-formal learning. This ignites reluctance in students to use LMS to their maximum potential in institutions of higher education (IHE). Through two contrasting qualitative case studies in two IHEs, ways in which LMS can be used for non-formal learning are proposed. Data were generated using reflective activities, Zoom group meetings and one-on-one semi-structured interviews with 31 students who were purposively and conveniently sampled from teacher education programmes at a South African and an American university. The theoretical framework of connectivism was used as a lens to make meaning of data that were thematically analysed. Findings suggest that students did not have a love of using LMS but used the Moodle and Canvas LMS primarily for downloading readings and participating in discussion forums. The study therefore, proposes a non-formal learning framework for self-direction, and concludes that ignoring students’ personal (non-formal) experiences which stimulate a love of using LMS may result in IHE to needing to change from one LMS to another.

Collaboration and Integration

The University of North Florida (UNF) transitioned to Canvas as its Learning Management System (LMS) in summer 2017. This implementation brought on opportunities that allowed for a more user-friendly learning environment for students. Working with students in courses which were in-person, hybrid, or online, brought about the need for the library to have a place in the Canvas LMS. Students needed to remember how to access and locate library resources and services outside of Canvas. During this time, the Thomas G. Carpenter Library’s online presence was enhanced, yet still not visible in Canvas. It became apparent that the library needed to be integrated into Canvas courses. This would enable students to easily transition between their coursework and finding resources and services to support their studies. In addition, librarians who worked with students, looked for ways for students to easily find library resources and services online. After much discussion, it became clear to the Online Learning Librarian (OLL) and the Director of Technical Services and Library Systems (Library Director) that the library needed to explore ways to integrate more with Canvas.

Academic Integrity: Developing an Approach Students Can Own!

At Penn State Altoona, undergraduate students consistently miss the mark with MLA in-text citations, Works Cited page citations, and articulating an understanding of the purpose of citing. A likely underlying cause is the impact of the decline of public school librarians over the last two decades. Current post-high school approaches to help remediate this issue, including collaborations between a librarian and a general education history instructor at Penn State Altoona, are explored. Their informal project to incorporate online academic integrity training modules in the Canvas learning management system is outlined with next-step measures.

Investigating Differences in Nutrition Knowledge Between a Face-to-Face and Online College-Level General Nutrition Course

Abstract Objectives Nutrition 10: Discoveries and Concepts in Nutrition is a three-unit, high-enrollment, general education class offered at the University of California, Davis in both a face-to-face (f2f) and online format. The primary objective of this pilot study was to investigate potential differences in the change in nutrition knowledge between college-aged students participating in the f2f versus the online format. Methods Prior to spring quarter 2019, a 29-question nutrition knowledge survey was developed from the six course learning objectives. During spring quarter, the nutrition knowledge survey was administered as pre- and post-tests online through the Canvas Learning Management system to assess nutrition knowledge. Demographic data was also collected on the survey. As this was a pilot study, all data collected was anonymous and used as aggregate data for subsequent analyses. Analyses were conducted on data using STATA 16.0. Tests performed were paired t-tests and Student's t test, as appropriate. Results There were 290 students in the f2f course and 347 students in the online course that completed the survey. Baseline nutrition knowledge scores were 7.5 + 4.1 and 7.2 + 4.5 out of 29 points for the f2f and online course, respectively. Students that took Nutrition 10 significantly improved nutrition knowledge, regardless of whether they took the f2f version or the online version. Nutrition knowledge improved in the f2f course by +6.2 points (P < 0.01) and by +6.1 points in the virtual course (P < 0.01). There were no differences in change in knowledge between the two courses (P = 0.9). There were some significant differences in student characteristics between the f2f and online course, including the amount of transfer and International students, age, and ethnicity. Conclusions These results demonstrate that in this sample, Nutrition 10 is effective at improving knowledge related to nutrition and the course format did not affect knowledge gain. Future research should investigate differences between the two courses with matched data and the differences in student characteristics also needs to be further explored. Funding Sources No funding was used for this study.

The case of Canvas: Longitudinal datafication through learning management systems

ABSTRACT The Canvas Learning Management System (LMS) is used in thousands of universities across the United States and internationally, with a strong and growing presence in K-12 and higher education markets. Analyzing the development of the Canvas LMS, we examine 1) ‘frictionless’ data transitions that bridge K12, higher education, and workforce data 2) integration of third party applications and interoperability or data-sharing across platforms 3) privacy and security vulnerabilities, and 4) predictive analytics and dataveillance. We conclude that institutions of higher education are currently ill-equipped to protect students and faculty required to use the Canvas Instructure LMS from data harvesting or exploitation. We challenge inevitability narratives and call for greater public awareness concerning the use of predictive analytics, impacts of algorithmic bias, need for algorithmic transparency, and enactment of ethical and legal protections for users who are required to use such software platforms.

Promoting Instructional Designers’ Participation in Free, Asynchronous Professional Development: A Formative Evaluation

Instructional designers (IDs) are continually seeking opportunities to share teaching and learning design strategies and learn from their fellow IDs. An application of Community of Practice (CoP) has allowed instructional design professionals to participate in an open learning setting as a way to continue their professional development (PD), share thoughts and ideas, and keep up on the trends and issues related to the field of instructional design. This formative evaluation examined semi-annual, CoP-based PD opportunities held openly in Canvas Learning Management System (LMS), which gathered IDs from around the world to participate in online discussions, presentations, and other knowledge-sharing activities without any cost. Data were collected from the LMS usage log and corroborated by insights from co-founders of the group, presenters, and participants of PD obtained through an anonymous survey. Findings show that the lack of time, issues with trust, bonding, and open communication, as well as less-favored activities influenced ID’s participation in the PD events. Implications for improving the CoP-based PD events are additionally presented.