Cloud-based Learning Management System Research Articles

Moodle as online platform for cardiac nurses’ competency: nursing staff experiences

Abstract Background Aswan Heart Centre competency project were started in 2017, nurse’s competency were tillered and implemented within the nursing units. Self-assessment and preceptor grading ideationally to constrictive comment should be documented in the competency tool for every staff, was no unified way to keep tracking these documentations and very hard to secure the hard copy. Aim Is to establish an online platform where the competencies are accessible and high secured that also controls and facilitates the use of nursing competencies. Process Moodle as a cloud-based learning management system (LMS) selected to be the new Online competency platform. Moodle expert were contacted by the nursing education department to assist and support the process. Online could server to host and upload the platform were established by the information technology department. After competencies and users uploaded pilot phase were started to identify the gap in the Moodle platform. After 4 months of use survey were conducted to get a clear view from the staff. Data analysis Most of the staff were satisfied about Moodle use, but the form still need farther support from the information technology department to host the Moodle cloud in stable server to avoid the browser render. Recommendation The use of cloud-based learning management system like Moodle will maintain the easy accessibility and the high security of the data also will facilitate the data audit for further plans.

Implementation of Anonymization Algorithms for Log Data Analysis on a Cloud-Based Learning Management System

Implementation of Anonymization Algorithms for Log Data Analysis on a Cloud-Based Learning Management System

CRITERIA FOR SELECTING A CLOUD-BASED LEARNING MANAGEMENT SYSTEM FOR A HIGHER EDUCATION INSTITUTION

The paper explores the essence of the criteria and indicators which can be used to select a cloud-oriented learning support system for a higher education institution. The following criteria with corresponding indicators are identified: design criterion (reliability, accessibility, multilinguality, security, adaptability, ease of use and administration, free use); technological criterion (user access rights differentiation, cloud storage of data, integration with other cloud-based services, ability to download different types of files); communication criterion (user registration, communication between registered users, creating groups, creating forums and chats); information-didactic criterion (structuredness, calendar, assessment of student achievement, file sharing, testing and surveys, group and individual modes of work; analytics for a particular course). The most downloaded LMS are shown based on the results published by LMS Market Share. The paper offers an analysis of a number of cloud-based learning management systems (Google Classroom, Moodle, Edmodo, Studyboard, Oracle, Learner Nation, iSpring, Canvas, Schoology, Blackboard, NeoLms) in terms of the above-mentioned criteria and indicators. The systems were selected based on the method of expert evaluation. The expert evaluation showed that the most convenient and high-quality cloud-based learning management system for building a cloud-oriented learning environment of a higher education institution which best meets all the criteria are NeoLMS, Canvas and Google Classroom. These LMS offer all the functionalities which are essential in the educational process. We see the development of methodological recommendations for higher education regarding the high-quality and successful implementation of such learning management systems in the educational process as prospects for further research.

What roles do quality and cognitive absorption play in evaluating cloud-based e-learning system success? Evidence from medical professionals

Purpose The purpose of this study is to propose a hybrid model integrating the expectation-confirmation model with the views of cognitive absorption (CA) theory and updated DeLone and McLean information system success model to examine whether quality factors as antecedents to medical professionals’ beliefs can affect their continuance intention of the cloud-based e-learning system. Design/methodology/approach This study’s sampling frame was taken from among medical professionals working in hospitals with over 300 beds in Taiwan which had implemented the cloud-based learning management system (LMS) with a blend of asynchronous and synchronous technologies. Sample data for this study were collected from medical professionals at six hospitals in Taiwan. The data for this study were gathered by means of a paper-and-pencil survey, and each sample hospital that participated in this study was asked to identify a contact person who could distribute the survey questionnaires to medical professionals who had experience in using the cloud-based LMS in their learning. A total of 600 questionnaires were distributed, and 378 (63.0%) usable questionnaires were analyzed using structural equation modeling in this study. Findings This study proved that medical professionals’ perceived learner–content interaction quality, learner–system interaction quality, service quality, cloud storage service quality and learner–human interaction quality all positively caused their perceived usefulness, confirmation and CA elicited by the cloud-based e-learning system, which jointly explained their satisfaction with the system, and resulted in their continuance intention of the system. Research limitations/implications Several limitations and suggestions may open avenues for future research. First, the limitation of self-reported measures should be considered; future research may combine with qualitative data (e.g. semi-structured, narrative, in-depth interviews, focus group interviews and open-ended questions) to get more complete interpretations of medical professionals’ cloud-based e-learning continuance intention. Next, this study’s data were collected from hospitals in Taiwan only; given this study’s limited scope, future research may generalize this study’s sample to the respondents of other national cultural backgrounds and make cross-country comparisons to enhance the completeness of this study. Finally, this study’ results were based on cross-sectional data; future research may use a longitudinal analysis by taking into account the evolution of medical professionals’ cloud-based e-learning continuance intention over time. Originality/value This study fully evaluates interaction-related and cloud-related quality determinants through an understanding of medical professionals’ state of CA in explaining their cloud-based e-learning system continuance intention that is difficult to expound with only their utilitarian perception of the system. Hence, the results contribute to deep insights into an all-round quality evaluation in the field of medical professionals’ cloud-based e-learning continuance intention, and extrinsic and intrinsic motivators are both taken into consideration in this study’s theoretical development of medical professionals’ cloud-based e-learning continuance intention to acquire a more comprehensive and robust analysis.

Exploring the Determinants of Service Quality of Cloud E-Learning System for Active System Usage

E-Learning through a cloud-based learning management system, with its various added advantageous features, is a widely used pedagogy at educational institutions in general and more particularly during and post Covid-19 period. Successful adoption and implementation of cloud E-Learning seems difficult without significant service quality. Aims: This study aims to identify the determinant of cloud E-Learning service quality. Methodology: A theoretical model was proposed to gauge the cloud E-Learning service quality by extensive literature search. The most important factors for cloud E-Learning service quality were screened. Instruments for each factor were defined properly, and its content validity was checked with the help of Group Decision Makers (GDMs). Empirical testing was used to validate the proposed theoretical model, the self-structured closed-ended questionnaire was used to conduct an online survey. Findings: Internal consistency of the proposed model was checked with reliability and composite reliability and found appropriate α ≥ 0.70 and CR ≥ 0.70. Indicator Reliability was matched with the help of Outer Loading and found deemed fit OL ≥ 0.70. To establish Convergent Validity Average Variance Extracted, Factor Loading and Composite Reliability were used and found deemed suitable with AVE ≥ 0.50. The HTMT and Fornell–Lacker tests were applied to assess discriminant validity and found appropriate (HTMT ≤ 0.85). Finally, the Variance Inflation Factor was used to detect multicollinearity if any and found internal and external VIF < 3. Conclusions: Theoretical model for cloud E-Learning service quality was proposed. Information Quality, Reliability, Perceived ease of use and Social Influence were considered as explanatory variables whereas actual system usage was the dependent variable. Empirical testing on all parameters stated that the proposed model was deemed fit in evaluating cloud E-Learning service quality.

Se-LMS: Secured learning management systems for smart school

One of the research topics that focus on Information Communication Technology in Education is Learning Management System (LMS). LMS is a web-based software application developed to create, manage, and delivered e-learning courses. Many research works have been conducted on different learning options in LMS. However, the increased use of LMS has brought with it the security issues such as the denial of service attack, malware and privacy. In order to protect the different actors of LMS such as students, instructors and controlling authorities, this paper proposes a multi-factor authentication and identity management for securing LMS. Se-LMS is capable of dynamically authenticating users using different methods such as a seamless combination of Oauth2.0 and 2FA or Username/Password and 2FA as proposed. Also, the paper explains the situation and existing research relating to security in Learning Management Systems in smart school. The proposed framework has been applied to cloud-based LMS to show the ability to mitigate an attack.

A Review on Architecture of Secured Cloud Based Learning Management System

A Review on Architecture of Secured Cloud Based Learning Management System

Continuing Medical Student Education During the Coronavirus Disease 2019 (COVID-19) Pandemic: Development of a Virtual Radiation Oncology Clerkship

PurposeOur institution cancelled all in-person clerkships owing to the coronavirus disease 2019 pandemic. In response, we designed a virtual radiation oncology medical student clerkship.Methods and MaterialsWe convened an advisory panel to design a virtual clerkship curriculum. We implemented clerkship activities using a cloud-based learning management system, video web conferencing systems, and a telemedicine portal. Students completed assessments pre- and postclerkship to provide data to improve future versions of the clerkship.ResultsThe virtual clerkship spans 2 weeks and is graded pass or fail. Students attend interactive didactic sessions during the first week and participate in virtual clinic and give talks to the department during the second week. Didactic sessions include lectures, case-based discussions, treatment planning seminars, and material adapted from the Radiation Oncology Education Collaborative Study Group curriculum. Students also attend virtual departmental quality assurance rounds, cancer center seminars, and multidisciplinary tumor boards. The enrollment cap was met during the first virtual clerkship period (April 27 through May 8, 2020), with a total of 12 students enrolling.ConclusionsOur virtual clerkship can increase student exposure and engagement in radiation oncology. Data on clerkship outcomes are forthcoming.

A Trackable Augmented Learning Media System for a Higher Education Level

Learning material is a factor that affects to a performance of a teaching and learning with learning management system, so this research presents a trackable augmented learning media system that contains with trackable learning material and a cloud based learning management system (LMS). The trackable learning material is combined with a printed book and a mobile application. An application augments a virtual reality to a printed book, keeps student learning log and sends to the LMS. The proposed LMS contains only required function to work with trackable learning material which are a teacher registration, a classroom management and a reports generation. Teacher need to operate with LMS manually. Reports of the LMS are automatically generated by collected students’ learning log. Reports show a performance and behavior of a students and teachers can use that information to adjust a pedagogy to be consistent with their students.

An Efficient LMS Platform and Its Test Bed

In order to develop an e-learning system as a method of education that frees both the teacher and learner from the constraints of time and space, it is necessary to develop software and to build the network equipment required to operate the software. The most basic system consists of a web server, a database server, and a video server. However, these elements are vulnerable to both internal and external threats. As for the web, database, and video servers, it is possible to respond to such threats by operating more than two devices, but this inevitably increases the cost of building the equipment. Therefore, this study proposed the use of a cloud service, such as AWS (Amazon Web Service), in order to save on the costs of purchasing, installing, and operating the servers, as well as a service designed to strengthen security by employees or trainees who understand the internal situation of the training institute. In other words, this study proposed the development of an efficient Learning Management System (LMS) platform and proved its efficiency using a test bed over a period of three years. The major contribution of this study is that the design of the proposed LMS has been improved to provide a more efficient performance than the existing LMSs by surmounting the traffic overload problem often found in video services. This is achieved by utilizing a lesser number of servers and maintaining the balance of the loads. Also, the interface used for the system can be adaptable to most of the web servers as they support Java, Android, and HTML-based systems. As a cloud-based LMS, this system has been tested for its efficiency and effectiveness for a period of three years during which the results have been satisfactory.

Cloud-Based Learning Management System: A Case Study at Thai Nguyen College of Education, Vietnam

Cloud-Based Learning Management System: A Case Study at Thai Nguyen College of Education, Vietnam

Overview of Cloud-based Learning Management System

Overview of Cloud-based Learning Management System

Management of Knowledge Containers and Learning Strategies in the Context of Case-Based Reasoning

In a knowledge-based economy, collaborative learning in the onslaught of technological developments is a necessity; thereby 21st century professionals need the 21st century skills-set to tussle market breakaway. Educators and learners in this information age clinch ways of thinking, ways of working, tools for working and skills to sustain living in the competitive world. This paper presents walkthroughs on the adaptation techniques and learning strategies of the higher education students’ in a hybrid learning context. Hybrid or blended learning combines face-to-face and e-learning technologies with computer mediated activities. In this context, cloud-based learning management system with mobile application to countervail mobility issues has been embedded to facilitate online and computer mediated activities and served as submission and reporting tool. The study is set to ascertain the use of learning strategies as hybrid learning adaptation techniques among higher education students specifically the study aimed at (1) identify the types of learning strategies among higher education students; (2) ascertain attitude of students towards the use of hybrid learning strategies; and (3) examine the skills derived in the hybrid learning context; and (4) determine the effects of Case-Based Reasoning in the teaching-learning process. A Case-Based Reasoning (CBR) has been employed with four knowledge containers including subject knowledge, case knowledge, technology knowledge and the adaptation knowledge. A digital survey has been initiated including a focus group discussion were used to verify contentions of the participants. Based on the study, engagement to course discourse liberates the Community of Inquiry to which a permissive and non-judgemental climate promised an educational experience, social, cognitive and teacher presence were felt, selective content, assistive and supporting discourse where teacher always served as moderator. The study result in effective strategies, social strategies, meta-cognitive strategies, memory-related, general cognitive and compensatory strategies although geographical and cultural settings were not considered. Creativity, critical thinking, problem-solving, decision making, communication and collaboration, use of information and communications technology (ICT) and information literacy, value to citizenship, life and career, and personal and social responsibility were skills developed in the context and are associated as 21st century skills. Hybrid learning therefore helps someone who may found traditional classrooms boring compared to a transformed dynamic and re-structured course with selected learning objects. Generally, customized learning systems provided an adaptive interaction and course delivery, content assembly and discovery and assistive collaboration. Learners become the director and manager of their learning.