Features Of Learning Management System Research Articles

ANALYZING THE UTILIZATION OF LEARNING MANAGEMENT SYSTEMS TO SUPPORT STUDENT LEARNING IN AN ONLINE LEARNING ENVIRONMENT

As online learning continues to gain prominence in educational settings, the role of Learning Management Systems (LMS) becomes increasingly crucial in facilitating and enhancing student learning experiences. This research aims to investigate the utilization of learning management systems and their impact on supporting student learning in the context of online education. The study employs a study literature method by identifying related research on learning management systems and how they support student learning. The primary objectives are to identify patterns in LMS usage, assess the effectiveness of various features, and explore the challenges faced by students in adapting to online learning environments. Key areas of analysis include the impact of LMS access as a learning tool, the impact of LMS on students, the features of LMS that support student learning, and the challenge of using LMS itself. Additionally, the study delves into the perceptions of students regarding the use of the LMS interface, the adequacy of the instructional materials provided, and the overall impact on their learning outcomes. Through the integration of data analytics and qualitative feedback, this research aims to provide a comprehensive understanding of how Learning Management Systems contribute to student learning in online environments. The findings are expected to inform educators, administrators, and instructional designers about optimizing the design and implementation of online courses, ultimately enhancing the quality of education in the digital era.

Perceived Learning Management System Effectiveness, Teacher’s Self-Efficacy, and Work Engagement: Groundwork for an Upskilling Plan

This study explored the perceived effectiveness of the Learning Management System (LMS), self-efficacy, and work engagement. The researcher made use of descriptive-quantitative design with questionnaire as the main instrument of gathering the data. A total of. 107 faculty teachers from three Higher Education Institutions in the Philippines that are using Canvas LMS were chosen through convenience sampling. Online questionnaires were used to collect data, and descriptive statistics were employed to analyze demographic information. Based on the results, teachers reported high levels of perceived LMS effectiveness, teachers’ self- efficacy, and work engagement. Significant differences were found in perceived LMS effectiveness based on gender, with males ranking higher than females. Differences were also observed across age groups and the duration of LMS usage. Correlational analysis indicated positive relationships between perceived LMS effectiveness, teachers’ self-efficacy, and work engagement. Through regression analysis, it was revealed that teachers’ self- efficacy significantly predicted perceived LMS effectiveness, and the combined effect of perceived LMS effectiveness and teachers’ self- efficacy significantly predicted work engagement. Moreover, teachers suggested vast areas for upskilling in terms of LMS features, Assessment, Professional Networks, and Support and Instructions. The study identified areas of concerns in the dimensions of perceived LMS effectiveness, teacher’s self-efficacy, and work engagement that served as the bases for recommended faculty upskilling plan for online and hybrid instructions.

Analysis of Learning Management System towards Students’ Cognitive Learning Outcome

The purpose of this study was to determine the implementation of the moodle and edmodo learning management system (LMS) in education, to identify the specific features of the LMS that were utilized in the learning process, and to assess the impact of the LMS on student learning outcomes, drawing on cognitive learning theory. The research method is a systematic literature review (SLR) using the Scopus and Taylor & Francis databases, guided by the PRISMA (preferred reporting items for systematic review and meta-analyses) protocol, to analyze the data. The validity of the study was tested using the Gregory test with four expert examiners, namely an SLR expert, an LMS expert, and experts in cognitive learning outcomes. The results of the electronic database search focused on articles related to LMS implementation, LMS features, and student cognitive learning outcomes. This systematic literature review identified four key stages that serve as indicators of LMS implementation: 1) introduction, 2) registration, 3) learning materials, and 4) evaluation (assessment or feedback). The LMS features used in learning are grouped into four sections: communication features, course content features, course delivery features, and assignment features. The findings of the literature review indicate that the implementation of LMS and the features utilized in the learning process have an impact on various aspects of learning. These include learning satisfaction, engagement, learning experience, comfort, effectiveness, motivation, and the improvement of student learning outcomes.

Economic Students’ Perceptions Towards Learning Management System (LMS)

The objectives of this study is to determine the perceptions of Economic students towards online learning by using Learning Management System (LMS). This study used qualitative descriptive method. The data was obtained by distributing questionnaires to 30 students in Management study program after completing 8 meetings learning process. The result of this study shows that (1) the use of Learning Management System (LMS) provides new experiences in online learning activities; (2) students can operate some features of Learning Management System (LMS) easily; (3) students use Learning Management System (LMS) because the learning process expects them to use it; (4) Learning Management System (LMS) is one of platform that can support online learning activities; (5) the use of Learning Management System (LMS) is because students classmates agree to use it; and (6) students can use Learning Management System (LMS) easily in carrying out online learning activities. Keywords : students, perceptions, Learning Management System (LMS)

Changes in online course designs: Before, during, and after the pandemic

The switch to emergency remote teaching during the COVID-19 pandemic became for many university instructors a necessity to familiarise themselves with the institution’s online learning management system (LMS). This switch to online teaching made learning activities, course design patterns, and pedagogical approaches more visible than during face-to-face teaching. Furthermore, the process of translating physical learning activities to the digital space was challenging and needed institutional and leadership support. This paper presents an analysis of the changes made to the learning designs of 102 courses in a university’s LMS before, during, and after the pandemic. Using descriptive statistics and Epistemic Network Analysis we used LMS data to explore the use of LMS features revealing not only the overall university trends, but also faculty differences. In addition, we compared the learning activities as described in course descriptions with the actual learning activities designed in the LMS. Our findings show that although the switch to emergency remote teaching forced many instructors to change the learning designs of their courses, some instructors reverted to their pre-pandemic learning designs after the pandemic, while other instructors did not change their learning design during the pandemic at all. In addition, we identified a positive trend of an increased use of activity features in the learning management system. Finally, we reflected on the importance of the university leadership supporting the digital transformation.

The Frequency of Employing Learning Management System in Teaching General English to Non-English Majors

In the information age, the demand for technological means which can support the teaching and learning process is increasing rapidly. Learning Management System (LMS) is introduced as a special software facilitating learning and teaching activities. Although in recent years, studies about teachers’ attitudes towards LMS are increasing significantly, there are limited studies regarding the frequency of using LMS features, especially in higher education. Therefore, this study aims to explore teachers’ frequency of using LMS (Richmond and Google Classroom) and to investigate whether there is any correlation between teachers’ frequency of using LMS and demographic elements. The data was collected at the University of Science – Vietnam National University – Hochiminh City with the participation of 32 lecturers teaching general English to non-English majors. The mixed-methods approach involving collecting both quantitative and qualitative data was applied to obtain data. Descriptive statistics and content analysis were employed for the data analysis process. The findings revealed the low level of using LMS features. Besides, the frequency of using LMS features had neither a significant correlation with age nor LMS skills proficiency. Additionally, the frequency of using learning skills feature was not influenced by age, gender, or experience, while gender influenced the frequency of using communication feature significantly. The study also made some recommendations for improving the frequency of using the system in terms of teachers’ use.

Student Evaluation of the Features of Learning Management Systems Used by Universities in Distance Higher Education

The aim of this study is to examine the opinions of university students in higher education institutions during the COVID-19 pandemic period about the basic features that a learning management system (LMS) should have, in nine dimensions: communication and interaction, productivity tools, collaboration tools, management tools, course delivery tools, content development tools, hardware compatibility, reporting, and language support). A total of 125 university students studying in different faculties and departments of 12 universities in various regions of Turkey participated in the study. The data were collected using various social media tools via a questionnaire prepared in Google Forms. According to the results of the study, although some students stated that they did not have any knowledge about the features of the LMS that they used, they stated that they were able to use all the features of the LMS effectively. The percentage of students who expressed a positive opinion about the nine features of the LMS they used varied between 36.8% and 53.6%. Some students also stated that they had no knowledge of the features of the LMS they used. The results of this study reveal that there is still a lack of knowledge and use regarding the functions of LMSs used by students. These results highlight the importance of making more effective use of LMSs, which play an important role in distance education.

An Analysis about the Key Features of Learning Management System (LMS) and the Ways to Include Parental Participation into LMS

This review paper presents the analysis about the features of Learning Management System (LMS) and the ways to include parental participation into LMS. A list of 20 popular LMs given. The main features of LMS discussed. The ways and importance of including parents into Leaning Management Systems also discussed.

DIRECTIONS OF DEVELOPMENT OF LEARNING MANAGEMENT SYSTEMS

The article considers the concept of a learning management system; examines the principles of a learning management system; highlights the features of Learning Management Systems; provides an analytical review of the most common learning management platforms. The article reveals a comparative analysis of both commercial and free integrated electronic management systems of the educational process with electronic management systems of their own development of higher educational institutions, as well as their functional capabilities in management educational process and their characteristics. Known educational management systems the process is focused on supporting the main functions of training. When analyzing the scientific literature on the development of control systems, we found that many scientists have dealt with this problem. The article discusses in detail the most popular learning management systems. We found that most users had such management systems as: Moodle, Claronline, ATutor, Mindflash, SkyPrep , Sakai, OpenACS. We analyzed each management system and found out how they differ, what software is needed to install the platform. For a visual example, we have inserted an image of each learning management system so that when describing it, we can see a real picture of the software. Visualization helps inform readers about the program. This made it possible to identify the advantages and disadvantages of modern learning management systems, develop a number of recommendations for improving the use of learning management systems. In our scientific work, we have systematized all learning management programs in a table. This allowed us to show them, compare them, and determine which one is the most effective. In general, it can be noted that the development and implementation of modern learning management systems is certainly one of the important issues of education, since they are a modern and effective means of ensuring the integrity and accessibility of training. This is especially true in recent years, when distance learning has become widespread. The transition to online learning is due to the spread of coronavirus infection. This situation was the impetus for the development of online learning platforms.

Recommended Features of Learning Management System Using Feature-Oriented Method Software Development on Moodle

Learning Management System (LMS) serves as a learning media effective for online learning during Covid-19. The rising use of LMS these days indicates that LMS features need to be further measured for their relevance to the National Standards of Higher Education (SN-Dikti). This measurement is also essential to be applied for five blended learning criteria for flexible time and place to access lessons. The objective of this research is to analyze the features of the LMS implemented on Moodle version 3.10. The analysis of the features was carried out by employing the methods of Feature-Oriented Software Development (FOSD), a method that elaborates software system relating to existing features of LMS, involving: 1) Canvas; 2) Edmodo; 3) Google Classroom; 4) Moodle; 5) Zoom Meeting; 6) Google Meet; 7) efront, and 8) Microsoft Teams. In accord with the testing and validation by experts, the research revealed that there were 56 features of LMS pertinent to learning and assessment standards of SN-Dikti and E-learning self-study criteria with other blended-media or events, instructor-led program, live e-learning, on the job training, simulation, and lab centered on blended learning. Those 56 features were approved by experts and implemented by employing Moodle version 3.10 relevant to the SN-Dikti and blended learning

New Normal Transition: Senior High School Teachers’ Percipience on its Ways and Challenges

The incursion of COVID-19 to various states has set forth the challenge for the educational institutions to transition to the New Normal teaching and learning scheme. In the scarce of the studies driven by the perception of Senior High School (SHS) teachers on its ways and challenges using learning management system (LMS), this qualitative study was conducted. Specifically, the study aimed to explore the strategies and methods of teachers using LMS in (a) facilitating and (b) assessing learning; and (c) to determine the perceived dilemmas of teachers in online learning in the New Normal. Respondents were purposively chosen and underwent semi-structured in-depth interviews by dint of video conferencing. Data were transcribed, coded, and thematically analyzed. Results revealed three themes on facilitating learning such as maximizing LMS features, employing adaptive tools, and utilizing class structures: and two themes on assessing learning, namely item-based and output-based assessments. Four emerging themes on SHS teachers’ perceived challenges were lumped as “EASE”: Establishing connection; Access to online learning demands; Stable wellness amidst the pandemic; and Ensuring quality learning experience. Findings revealed that despite this unprecedented transition, the use of LMS does not necessarily equate to an optimum edge in an online teaching and learning environment. Nevertheless, this paper describes how educators embody the commitment to quality education by concretizing adaptive and responsive measures to the demand of the New Normal setup.

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.

Mapping learning management system features of persuasive design strategies to inform the design of persuasive learning management system

Mapping learning management system features of persuasive design strategies to inform the design of persuasive learning management system

Mapping learning management system features of persuasive design strategies to inform the design of persuasive learning management system

Mapping learning management system features of persuasive design strategies to inform the design of persuasive learning management system

Resilient Assessment During COVID‐19

Resilient Assessment During COVID‐19

An analysis of users\u2019 preferences on learning management systems: a case on German versus Spanish students

The recent advancements in information and communication technologies have altered instructional contexts and re-shaped them into smart learning environments. One of the most common practices of these environments are learning management systems (LMS) where the learners and instructors utilize a software platform to fulfill, support and manage instructional activities around predefined objectives. Successful implementations of LMS have brought a variety on its usage from different cultures, genders, age groups or schooling levels. Hence, this study focuses on understanding the role of culture on LMS design, in along with the effects of gender, age and school year variables. The study participants were German (n = 83) and Spanish (n = 83) university students attending a fully online course offered by a South Korean university. At the end of the course, the students were asked to fulfill a survey on effective LMS design by pointing which features of LMS were more important for them. The survey included twenty questions on four major design factors; content management (six items), ease of use (five items), communication within LMS (four item) and screen design (five items). The dataset was analyzed by non-parametric statistical techniques around four variables on four dimensions (and their related survey questions). The most important result was insufficiency of one unique LMS design for all students which demonstrates the necessity of student demographics tailored smart systems. Additionally, age and gender variables were not making significant differences on LMS design as much as culture and school year variables. The study also revealed that while German students would appreciate goal-oriented individual learning, Spanish students would value process-oriented group learning with active communication. Furthermore, many features of LMS were highly valued by the freshman students more than other levels. The paper discusses these variables with possible explanations from the literature and depicts implementations for future design practices.

Students’ Perceptions on Learning Management Systems of Arabic Learning through Blended Learning Model

The emergence of various Learning Management System (LMS) applications support the implementation of Arabic learning with a blended learning model that combines traditional method (face to face) and online. The purpose of this study is to describe students’ perceptions as users of the LMS application. The study was descriptive research. As many as 150 students involved in this study, 75 percent chose the blended learning model for learning Arabic. They called the ten most popular LMS application platforms such as Google Classroom, Edmodo, Schoology, Geschool, Our Class, Kelase, ClassDojo, TrackCC, Class123, and Eckovation. Of the 10 LMS applications, the best is Edmodo and the most famous is the Google Classroom. The potential of the LMS application as a representation of the blended learning model is because it has a variety of features. There are at least 16 features, namely: integration of LMS applications with social media, communication features with parents, attendance, payment, homework, conferences, forums, certificates, quiz (polling), document shares, grade books, announcements, testing/surveys, calendar/schedule, email, and chat facilities. The results of students' perceptions regarding these features indicate that they understand all the functions of the LMS features. About learning Arabic, they assessed that all LMS applications had the potential to be used for learning Arabic. The most significant potential is the ability of the LMS application to help learn speaking, writing, and grammar (Sharaf and Nahwu) skills.

The Fault in our Systems: LMS as a Vehicle for Critical Pedagogy

Postsecondary instructors and students alike perceive the primary function of a learning management system (LMS) as a means of static information dissemination, particularly assessment-related information such as grades. Subsequently, the most-used LMS features are those that facilitate such information transfer. Perhaps because of these usage patterns and perceptions, a growing number of scholars and practitioners are calling for alternatives to the LMS. This article argues, however, that the LMS is not limited to (nor designed around) its current use as a grade delivery service, but can, rather, be leveraged as a vehicle for critical pedagogy and praxis through technology. Specifically, we seek to explore some of the current uses and perceptions of the LMS in higher education, as well as considerations and implications for faculty and educational technologists working with these systems in higher educational contexts.

Digital Education in the International Pedagogical Discourse

AbstractThe article analyzes the essence of the concept of “digital education”, the way of its formation in the international pedagogical discourse. The modern international tendencies of development of digital education which are shown in the conditions of acceleration of processes of digital transformation of a society and their realization in educational establishments are characterized. An important consequence of the digital revolution is the explosives growth of accessible and potentially useful information in various forms – not only traditionally textual, but also visual, audio. All paper is gradually converted to electronic format. One of the most significant innovations is the active implementation of digital education. The results of the comparative analysis have highlighted a number of major components of the digital education system. It has done the analysis of modern trends, which are today the main ones in the implementation of digital education in different educational institutions. The essence and basic qualities of distance and online learning are revealed. The role and main spectrum of tasks that automated testing in the control of knowledge and skills of education recipients is analyzed. A number of important areas are highlighted, which greatly increase the effectiveness of teaching and at the same time require a revision of traditional approaches to learning using mobile devices. Here are some of the key features of Learning Management Systems (LMS). The technology of adapting computer game techniques to non-game processes and events is discussed to increase the involvement of participants in the educational process. A number of benefits of digital education, combined with adaptive learning and personalization, have been highlighted, which are able to help each educator to achieve an optimal level of intellectual development according to his or her natural abilities and inclinations. It is established that the process of following modern trends and tendencies in the field of digital education will change the traditional plane of problems of education, the process of obtaining education will be wider and more flexible.

The Design of Blended Learning Modules for Higher Education

Blending the traditional values of face-to-face teaching and the best practices of online learning becomes a way to face challenges in the fourth Industrial Revolution era. This study aimed to design blended learning modules for higher education. An explorative design research was conducted engaging lecturers in 69 study programs at Universitas Negeri Semarang. Data was collected through focussed group discussion, observation, a series of pilots and a debriefing session. The results concern standards for elements, regulations and quality assurance. Descriptions of the work processes and results are also explained in this paper. Designing blended learning modules must pay attention to the course material characteristics, learning management system features, supporting facilities, the lecturer roles in preparing and facilitating the courses, students’ activities and their perception. This paper offers an alternative of design of online modules for blended learning in higher education.