Learning Management Systems Functionalities Research Articles

잠재적 고객만족 개선 지수(PCSI Index)를 활용한 학습관리 시스템(LMS)의 품질만족 인식에 관한 연구

This paper aims to analyze the satisfaction and perception of university students regarding the quality of Learning Management Systems (LMS) utilized in mobile environments. The analysis is conducted through Timko's Customer Satisfaction Coefficient and the PCSI Index. To achieve this goal, the definitions and concepts of smart learning and LMS are examined, and a survey on the quality satisfaction of LMS functionalities based on the Kano model is conducted among 127 university students. Through this process, Critical considerations for improving the quality of LMS in mobile environments are analyzed, including the prevention of information misperception errors, acquisition of course-related materials, and avoidance of repetitive unnecessary information. It is hoped that the directional insights derived from this study will serve as a basis for the development and design of specific LMS systems.

데이터 기반 적응형 학습을 지원하는 학습관리시스템(LMS) 기능지표에 대한 교수인식

Objectives The purposes of this study were to find out the professor's perception of the functional indicators of the Learning Management System (LMS) that supports data-based adaptive learningspecify variables related to convergence competency, and to analyze the structural relationships among them. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them.
 Methods Based on literature analysis, the functions of LMS required for adaptive learning were divided into re-porting (dashboard), diagnosis (evaluation and classification), prediction (recommendation), and individualization (non-curricular) areas, and a 34-question questionnaire was created through an expert meeting to ask for func-tional indicators for each area. Next, a Delphi survey was conducted on nine professors at S University, a four-year university in Region B, and a content validity (CVI) analysis was conducted with the data collected through it.
 Results As a result of examining the professor's perception of LMS's functional indicators for each area that sup-port data-based adaptive learning, all of the proposed functional indicators except for some functions in each area satisfied content validity.
 Conclusions The LMS can be utilized to support data-based adaptive learning, and for this, the function of LMS needs to be advanced.

User Experience in Cloud Computing Services-Based LMS: a Case Study

This research explores user experiences with Learning Management Systems (LMS) in the context of online education, focusing on the Google Classroom application. Conducted at SDIT Salsabila 4 Jetis, Indonesia, the study navigates challenges faced during the transition to remote learning, particularly amid the COVID-19 pandemic. Evaluating features such as media upload, assignment scheduling, quizzes, and grading, the research identifies key areas of user engagement that require optimization. Effective teacher-student communication emerged as pivotal, underlining the need for tailored training programs to enhance teachers' proficiency with LMS features. Network stability also significantly influenced user experience. The study's insights emphasize the LMS's potential as a powerful educational tool and highlight specific areas for improvement. Recommendations include broader data collection across institutions, facilitating a nuanced understanding of LMS adoption curves. Moreover, targeted training initiatives are crucial, ensuring educators' comprehensive grasp of LMS functionalities. These findings provide a foundational framework for refining online education practices, promoting a more seamless and effective learning environment for educators and students alike.

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.

Measuring learning outcomes: bridging accreditation requirements and LMS functionalities

PurposeThis study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO.Design/methodology/approachA qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation.FindingsThe results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users.Originality/valueThis study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.

Exogenous and endogenous knowledge structures in dual-mode course deliveries

Learning Management Systems (LMS) have facilitated any-time any-place learning; thereby enabling educational institutions to embrace dual-mode teaching by engaging with on- and off-campus student cohorts. This study examines how lecturing staff build on existing knowledge structures when tasked with delivery of the same course concurrently over dual modes. Exogeneous knowledge structures are constructed from one's environment, while endogenous structures are rooted in how lecturing staff assimilate their teaching and learning environments to meet the needs of dual-mode learners. Activity Theory provided the theoretical lens and has revealed how exogeneous structures are influenced by the outer triangle elements, that in turn inform on interactions occurring among the inner triangle elements to construct endogenous knowledge. Seventeen lecturing staff participated via open-ended surveys to share their pedagogic approaches for maintaining equable learning experiences across both student cohorts. Findings show that staff can be constrained by LMS functionalities, course curriculum, course structure and lack of technical support. Staff employed additional online tools, changed assessment methods and encouraged online discussions to bring more parity across both learner groups. Our study provides new insights on dual-mode teaching deliveries and shares how lecturing staff develop new knowledge structures from their teaching practice. It will further help in development of instructional strategies especially post Covid-19, when it is likely that teaching modes will have more online component compared to current times.

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.

LearnSmart: A framework for integrating internet of things functionalities in learning management systems

A breakthrough in the development of online learning occurred with the utilization of Learning Management Systems (LMS) as a tool for creating, distributing, tracking, and managing various types of educational and training material. In recent years, major technological enhancements transformed the LMS into powerful software for providing rich-content courseware, assessment, and dynamic collaboration. The most important technology that is expected to transform many future aspects is the Internet of Things (IoT). In a previous paper, the authors proposed a framework for a future LMS enhanced by IoT capabilities. The authors outlined several elements of the LMS that will be affected by IoT services and the expected enrichments and changes that IoT will bring to the LMS functionalities. In this paper, the authors explain the detailed implementation of two LMS applications that exploit IoT tools and devices in order to bring new experiences and opportunities to the educational system. For each application, the authors explain the software, hardware, and IoT devices and sensors that were used to realize the application’s objectives and the methods used to connect the LMS to the IoT equipment. In addition, the authors describe the experiments that were made to test the feasibility and efficiency of the applications, and the study that was conducted to identify the benefits of the new LMS applications to the students. Findings confirmed that integrating IoT services within the LMS has significant merits and brings new experiences to students when performing lab experiments, both remotely and physically.

A Learning Management System Enhanced with Internet of Things Applications

A breakthrough in the development of online learning occurred with the utilization of Learning Management Systems (LMS) as a tool for creating, distributing, tracking, and managing various types of educational and training material. Since the appearance of the first LMS, major technological enhancements transformed this tool into a powerful application for managing curriculum, providing rich-content courseware, assessment and evaluation, and dynamic collaboration. With several current research fields targeting various technologies related to the LMS, the future promises many changes in its structure, operations, and implementation. The most important technology that is expected to transform many future aspects is the Internet of Things (IoT). In this paper, we provide a framework for a future LMS enhanced by IoT capabilities. We outline several elements of the LMS that will be affected by IoT, and the expected enhancements and changes that IoT will bring to the LMS functionalities. The framework presented for the IoT-enhanced LMS constitutes the main component of a three year research project that is being conducted at the Arts, Sciences, and Technology University (AUL). In this paper, we illustrate the main parts of this project and the implementation plan of each part, including the prospected outcomes and benefits.

Music Gestural Skills Development Engaging Teachers, Learners and Expert Performers

This article presents a platform for learning theoretical knowledge and practical motor skills of musical gestures by combining functionalities of Learning Management Systems (LMS) and Serious Gaming (SG). The teacher designs his/her educational scenario that can be articulated by both theoretical and practical activities. The learner accesses online multimedia courses by using his/her LMS client which can be a computer, tablet or smartphone and the serious game by using his/her computer and the motion capture sensors. During practicing, his/her gestures are compared in real-time with the expert gestures and s/he is evaluated both in terms of correct fingerings and kinematics. Finally, the platform offers a single profile for the learner for theoretical and practical activities.

Improving the educational process by joining SCORM with adaptivity: the case of ProPer

Over the last several years, Learning Management Systems (LMSs) have adopted technological standards such as Shareable Content Object Reference Model (SCORM), in order to achieve interoperability and reusability of their educational content which still remains static. On the other hand, adaptive hypermedia have adapted educational material to learners' characteristics and preferences so as to help them with their study, however, it is difficult for their content to be reused among different systems. This paper discusses a way to improve the educational process both for learners and instructors by joining SCORM compliant LMSs with adaptivity. It proposes a model for e-learning systems construction and presents ProPer, a system that combines all the popular adaptive technologies with LMS functionalities and the adoption of the SCORM specifications. The evaluation results indicate that ProPer is an easy and useful adaptive system and helps students achieve a better learning outcome in a shorter study period.

NOTE FOR EDITOR: Evaluation Of Utilizing Service Oriented Architecture As A Suitable Solution To Align University Management Information Systems And Learning Management Systems

To help universities achieve their goals, it is important to align managerial functionalities side by side with educational aspects. Universities consume University Management Information Systems (UMIS) to handle managerial aspects as they do with Learning Management Systems (LMS) to achieve learning objectives. UMIS advances LMS by decades and has reached stable and mature consistency level. LMS is the newly acquired solution in Universities; compared to UMIS, and so adopting LMSs in universities can be achieved via three different deployment approaches. First approach believes in LMS ability to replace UMIS and performing its functionalities. Second approach presents the idea of extending UMIS to include LMS functionalities. Third approach arises from the shortages of the two proposed approaches and present integration between both as the appropriate deployment approach. Service Oriented Architecture (SOA) is a design pattern that can be used as a suitable architectural solution to align UMIS and LMS. SOA can be utilized in universities to overcome some of information systems’ challenges like the integration between UMIS and LMS. This paper presents the current situation at Mansoura University; Egypt, presents integration as the most suitable solution, and evaluates three different implementation techniques: Dynamic Query, Stored Procedure, and Web services. Evaluation concludes that though SOA enhanced many different aspects of both UMIS and LMS; and consequently university overall. It is not recommended to adopt SOA via Web services as the building unit of the system, but as the interdisciplinary interface between systems.