Implementation Of Learning Management System Research Articles

Revitalizing Religious Learning in Madrasah Through the Use of Technology

In today's digital age, the use of information technology (IT) has become commonplace in many aspects of life, including in education. This study deals with the use of IT as a tool for revitalizing religious learning in madrasah with the aim of improving the effectiveness and quality of teaching learning processes. In the context of the madrasah, religious learning is often considered monotonous and less attractive, so the use of IT is expected to enrich teaching methods and expand students' access to diverse learning resources. This research uses literary methods by searching for references in accordance with the context of the research. Research results show that IT has great potential in supporting more interactive and enjoyable learning. Some examples of successful IT implementations include the use of interactive learning applications, social media for learning discussions, the creation of digital content such as educational videos and podcasts, and the implementation of Learning Management System (LMS) to facilitate student progress tracking. However, the study also identified barriers, such as infrastructure constraints, lack of training for teachers, and resistance to change on some sides. To overcome these obstacles, joint efforts between educational institutions, governments, and communities are needed to improve the availability of facilities, as well as conduct a comprehensive teacher training programme in the use of IT. Therefore, with adequate support and mature planning, IT can be a powerful tool in revitalizing religious learning in the madrasah, thereby producing a more dynamic, interactive, and adapted learning process

Implementation of Learning Management Systems (Moodle): Effects on Students’ Language Acquisition and Attitudes towards Learning English as a Foreign Language

Among the most popular learning management systems (LMS) available worldwide is Moodle. This current study examines how learners’ attitudes toward English as a foreign language (EFL) and their language proficiency are affected by Moodle’s interactive language-learning activities. Thirty-three undergraduate students participated in this study. We investigated the effects of engaging language-learning exercises that were practiced on Moodle using an experimental research design. To find out if the experimental and control groups differed significantly from one another on pre- and post-measures regarding the development of language skills and attitudes toward language classrooms, a number of statistical tests were employed. We conducted a data analysis using SPSS software. The results demonstrated that there were differences favoring the experimental group in the development of language skills and the attitudes of learners toward the language classroom. There were no apparent differences in forming structures, speaking, or listening compared to the control group’s learners. On the other hand, there were notable differences in the overall score, writing and reading skills, and lexical item mastery. Additionally, significant differences in the language acquisition growth of the experimental and control groups were found using an independent-sample t-test in the post-test, with the experimental group benefiting.

Implementation of Learning Management Systems (LMS) in higher education systems through bipolar complex hesitant fuzzy Aczel-Alsina power aggregation operators: A case review for China.

A learning management system (LMS) is a web-based application or software platform computed to facilitate the development, tracking, management, reporting, and delivery of education and training programs. Many valuable and dominant factors are working behind the Learning Management System (LMS), but no one can find which factor is most important and valuable for LMS during COVID-19 among the following five alternatives, called Improved Accessibility, Blended Learning, Collaboration and Communications, Assessment and Evaluation, and Administrative Efficiency. For this, first, we derive the techniques of bipolar complex hesitant fuzzy (BCHF) sets, and then we evaluate some flexible operational laws, called Algebraic operational laws and Aczel-Alsina operational laws. Secondly, using the above techniques, we elaborate the technique of BCHF Aczel-Alsina power averaging (BCHFAAPA), BCHF Aczel-Alsina power weighted averaging (BCHFAAPWA), BCHF Aczel-Alsina power geometric (BCHFAAPG), and BCHF Aczel-Alsina power weighted geometric (BCHFAAPWG) operators. Some basic properties are also investigated for each proposed operator. Further, to evaluate the problem concerning LMS, we compute the multi-attribute decision-making (MADM) techniques for invented operators. Finally, we select some prevailing operators and try to compare their ranking results with our proposed results to enhance the worth and capability of the invented theory.

Perceived Algorithmic Autonomy-Support and Computer Attitude on Learning Management Systems in Higher Education Institutions in Davao Region

This quantitative research study adopts a non-experimental, descriptive, and correlational design to investigate the influences of perceived algorithmic autonomy-support and computer attitude on Learning Management Systems (LMS) among higher education institutions. The study involves a 100 sample of participants from diverse educational settings, employing adapted questionnaires and statistical measures such as mean, Pearson correlation coefficient (Pearson r), standard deviation, and regression analysis. The research reveals positive perceptions of algorithmic autonomy-support and computer attitudes among participants, covering affective components, perceived usefulness, perceived control, and behavioral intention. Additionally, the study highlights the significance of these factors in optimizing engagement with LMS. While a strong motivation to embrace LMS is evident, the impact of computer attitude on motivated learning strategies is statistically significant. Conversely, perceived algorithmic autonomy-support exhibits a notable influence on instructors’ engagement with LMS. These findings emphasize the need to recognize the pivotal roles of perceived algorithmic autonomy-support and computer attitude in the successful implementation of LMS in higher education institutions. Recommendations include prioritizing strategies that enhance algorithmic autonomy-support and computer attitudes among instructors, ultimately contributing to the optimization of educational management practices.

Impact of Learning Management System on Learning Process in Myanmar: Student Perspective

The digital transformation of education, accelerated by the Covid-19 pandemic, has spurred widespread adoption of e-learning platforms globally, with Learning Management Systems (LMS) at the forefront. Despite the enhanced communication channels they offer, LMS implementation can introduce unique challenges in the educational arena. This study explores the impact of LMS on the learning process in Myanmar's education system from a student's perspective, focusing on five key factors: convenience, emotional engagement, technological barriers, assessment effectiveness, and cost. A total of 400 questionnaires were distributed to students who had used an LMS, with 264 valid responses received. These were analyzed using SPSS software, revealing significant correlations between all five factors and the learning process, with assessment effectiveness demonstrating the strongest relationship. The results provide valuable insights into how LMS can be optimized to support the learning process in the context of Myanmar's education system, indicating a need for educators and LMS developers to consider these factors for more effective e-learning experiences.

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.

In-service ELT Teachers’ Perception on Learning Management System (LMS) Implementation during Teacher Educational Education Program (PPG)

Abstract
 LMS as learning management software has increasingly utilized to perform online classes mostly in tertiary level of education. Therefore, study is aimed to evaluate how in-service ELT teachers’ perception toward Learning Management System (LMS) in online learning during their Teacher Professional Education Study Program (PPG). The total population of 26 in-service teachers was taken as the subject of the research. The methodology used in the study was descriptive quantitative which specified into survey research. The data finding of the study was gotten from 14 items questionnaire and one open-ended question, which were counted using mean value and percentage. From the study it was discovered that in-service PPG students had very good perception on the LMS implementation in online learning. The finding also revealed that the ICT integration in online learning was well-received. 
 Keywords: ICT, Learning Management System, and online learning.

IMPLEMENTASI SISTEM MANAJEMEN PEMBELAJARAN (LEARNING MANAGEMENT SYSTEM) DALAM PENGEMBANGAN PROFESIONAL BERKELANJUTAN (CONTINOUS PROFESSIONAL DEVELOPMENT) GURU

The development of interconnected network (internet) technology has led to various new applications, including applications for education. One of the benefits of internet technology in the field of education is as a learning tool, namely learning management system (LMS). The aims of this research namely determine the implementation of school LMS in the continuous professional development of vocational school teachers. Collecting data using a questionnaire with google form, via WhatsApp, semi-structured interviews, and documentation. Method research using a quantitative descriptive approach with analysis Structural Equation Modeling approach using Smart Partial Least Square software. The sample in this study were 75 productive teachers in the field of electrical engineering expertise and electronics engineering expertise in 4 SMK N Bandung, namely SMK N 4 Bandung, SMK N 6 Bandung, SMK N 8 Bandung and SMK N PU Bandung. The research results show school support has a positive and significant effect on self-development. Technical support has a positive and insignificant effect on self-development. and Self-efficacy has a positive and significant effect on teacher self-development. The problems that occur in the implementation of the school LMS can be categorized into 3 factors, namely 1) the school support factor, 2) the technical support factor, and 3) the teacher factor. The implementation of school LMS is very helpful in the self-development of vocational teachers who have the ability to produce graduates in accordance with the demands of the 21st century workforce, namely workers who have 4C skills or abilities, critical thinking and problem solving, creative and innovative, communication, and collaboration

The Impact of Learning Management System (LMS) Usage on Students

The swift advancement of technology has stimulated a metamorphosis in the realm of education, particularly in the domain of learning. Previously limited to face-to-face interactions, learning is now conducted online via a variety of devices and platforms. One of the popular platforms currently being widely used by online learning in schools and universities is the Learning Management System (LMS). The LMS serves as a comprehensive platform that facilitates educational engagement between educators and learners in the context of remote instruction. The objective of this investigation was to examine the effects of utilizing a Learning Management System (LMS) on students. This study uses a literature review method. The findings indicate that, overall, the utilization of Learning Management Systems (LMS) had a beneficial effect on academic performance among students and fostered a favorable perception of LMS implementation in educational endeavors. It is anticipated that educators will take into account the findings of this investigation when utilizing LMS to facilitate the educational process.

Towards Smart School: Implementation of Learning Management System in Kemuning Village Primary School

Demi mewujudkan Indonesia yang maju di masa depan, masyarakat desa perlu memiliki kemampuan dalam memiliki sumber daya manusia unggul yang mampu memanfaatkan teknologi informasi. UMN sebagai universitas yang memiliki tanggung jawab untuk melaksanakan Tridharma Perguruan Tinggi berperan penting dalam hal tersebut, telah bekerjasama dengan Desa Kemuning terutama dengan SDN Kemuning untuk pembuatan materi edukasi online yang dapat diakses melalui Learning Management System (LMS). Dari hasil observasi serta diskusi dengan para guru di SDN Kemuning ditetapkan mata pelajaran terkait sirkulasi darah untuk dibuat video pembelajaran digital. Dari pelaksanaan program ini, para siswa SDN Kemuning sudah mulai diperkenalkan dengan teknologi serta pembelajaran daring yang dapat diakses kapan saja dan di mana saja. hal ini juga mendukung proses literasi digital kepada para anak muda serta guru-guru.

PERCEIVED BENEFITS, CHALLENGES AND LEVEL OF IMPLEMENTATION OF LEARNING MANAGEMENT SYSTEM (LMS) AMONG STAFF AND STUDENTS IN DELTA STATE TERTIARY INSTITUTIONS

This study examined the benefits, challenges and level of implementation of Learning Management System (LMS) in Delta State tertiary institutions. A total of six research questions and nine null hypotheses guided the study. The study adopted the descriptive survey method and an ex-post facto research design. The population of the study comprised all students and academic staff of tertiary institutions in Delta State. The sample size for the study comprised 323 academic staff and 380 students. The sampling techniques that were used for the study are proportionate stratified and convenience sampling techniques. The instrument used to collect data in this study is a questionnaire. The questionnaire was face and content validated by experts while Cronbach’s alpha reliability coefficient was used to estimate the reliability of the instrument. Mean, Standard Deviation and Independent samples t-test were used to analyse the data. The findings of the study revealed that the benefits of the learning management system as perceived by academic staff of tertiary institutions in Delta State is high; that there is a significant difference between the perception of staff and students on the benefits of the Learning Management System in tertiary institutions in Delta State; that no significant difference was found between the perception of male and female staff on the benefits of the Learning Management System in tertiary institutions in Delta State; that the benefits of the Learning Management System as perceived by students of tertiary institutions in Delta State is high; and that there is no significant difference between the perception of male and female students on the benefits of the Learning Management System in tertiary institutions in Delta State. The study recommended amongst others, that management should conduct pragmatic seminars and workshops to educate students and staff about the use of the LMS and the benefits they stand to gain in using the LMS for their academic activities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0006/a.php" alt="Hit counter" /></p>

Technology, the flipped classroom, and exigent paradigm shifts or being forced into the present

Technology, the flipped classroom, and exigent paradigm shifts or being forced into the present

Teachers’ Perspectives on the Learning Management System (LMS) in Physics Subject: A Preliminary Study

This paper aims to explore the teachers’ perspectives on the LMS in the physics learning process. The research was conducted using a descriptive quantitative method. A total of 31 science and physics teachers participated as the research sample which was determined by purposive sampling technique. Data collection was carried out using a mixed questionnaire consisting of 14 questions which were then distributed online using Google Form. Based on the findings, learning using the LMS offers many advantages, but the findings also show that there are deficiencies in terms of the internet network which has an impact on delays in incoming information to students. Then, the results of the analysis show that 100% of science and physics teachers need the application and development of LMS to make it easier for them to convey physics material so that it is more flexible, effective, and efficient. The LMS expected by the physics teacher contains features such as video conferencing, uploading files/tasks, discussion forms, quizzes, and absences, then the LMS is user-friendly, can be used without the internet, and manages grades automatically. Based on the results of data analysis, it can be concluded that teachers seek the development and implementation of LMS in physics learning.

Insights on the Implementation of Learning Management System in Mathematics Class

Learning Management Systems (LMS) are becoming increasingly important in today's educational system. The study aimed to determine students' insights and the advantages and disadvantages of using a learning management system in mathematics class. The participants in the study were ten (10) students who were carefully chosen for the study. Vygotsky's sociocultural and e-learning theories were the foundation for this study. A single descriptive case study design was utilized in this study, and thematic (Braun & Clarke, 2006) data analysis was used to analyze the data acquired through a semi-structured questionnaire in a google form and a virtual focus-group conversation. The results demonstrated the following insights: feasible learning tools, adequate learning resources, and a depository of learning. The antecedent of knowledge and self-driven growth are advantages of using a learning management system in a mathematics class, then the disadvantages include unpredictable learning occurrences and internet service disruption. The findings of this study enable the academic community to develop additional online techniques and materials that can enhance learning outcomes and engage students even during a pandemic.

End-User Computing Satisfaction (EUCS) Model: Implementation of Learning Management System (LMS) on Students Satisfaction at Universities

The purpose of this research is to find out the extent to which user satisfaction with the Learning Management System (LMS) service is so that it can provide better service and can satisfy/meet the needs of its users by measuring user satisfaction with information systems using the End-User Computing Satisfaction (EUCS) model approach. The researcher adopted the EUCS model developed by Doll and Torkzadeh regarding the satisfaction of end users of information systems. Related to the level of contentment experienced by end users of information systems, the researcher chose to implement the EUCS model that Doll and Torkzadeh had developed. The collected research samples came from a total of two hundred (200) students enrolled in the Arts, Drama, Dance, and Music Education Study Program in batches of 2021 and 2022. Confirmatory Factor Analysis (CFA), a subset of the Structural Equation Modeling (SEM) method, was used to analyze this research project's data. User satisfaction will also affect if the variable of ease of use in learning applications used by students is easy to access and can be accessed anywhere and anytime. This study found that students were highly satisfied with the Application of LMS in the learning process. It was also found that the five EUCS factors significantly increased satisfaction with learning technology.

Secondary Students' Perceptions on Learning Management System in the Midst of Covid-19 Pandemic

The breakthrough of using Learning Management System (LMS) is urgently required nowadays midst pandemic era to boost the outcome of teaching learning. Such facts proved that the provided LMS are felt to be difficult and complicated that students are discouraged to operate them. Therefore, this paper aimed at exploring students’ perceptions about the implementation of LMS used. It was sequential explanatory mixed-method research design involved 48 students from various secondary schools in Semarang as the samples. The questionnaire distributed using Google Form was then analyzed to identify their perceptions about LMS quantitatively and qualitatively. The result shows that the highest need was about the need of platform which covers a synchronous learning process (63%) and interaction between students and students, both in small groups and large groups (60%), also platform that has been equipped with facilities/menus that accommodate students in order to improve their critical thinking habits (54%). As solution, they need platform which has more interesting menu options so as to make students not to be bored in the learning process (54%), they also need simple platforms covering synchronous and asynchronous activities (54%). They even need platform which has menus where teachers can give feedback or correction on students’ work independently both in small and large groups. Therefore, the findings of this study incite the researchers to design a Hybrid Smart Learning System in order to fulfil the students’ need and build students’ metacognition.
 Keywords: Students’ perceptions, LMS, secondary schools, covid-19 pandemic

A Practical Tool to Enhance Faculty and Student Interactions Surrounding e-Learning Platforms

Learning management systems (LMS) are prevalent in modern day education, but their implementation is often highly diverse based on individual faculty and course needs. This can result in students falling behind in their schoolwork if they do not understand how faculty use the e-learning platform in specific courses, which may be further exacerbated when students are exposed to many different faculty using learning management systems in different ways at a single institution. The current research sought to create a practical tool to reduce the impact of diverse LMS implementation through the generation of a homepage template that could be customized across courses. We utilized focus groups and literature review to identify requirements and create the template. This template was implemented across a diverse set of classes and its impact is being assessed through surveys administered to faculty and students. From the faculty perspective, the template has been well received and the majority of faculty who have completed our feedback survey intend to continue to reuse the template in many of their courses.

Effectiveness of eQIU Learning Management System (LMS) on University Students Satisfaction

Purpose: Initiating an LMS is an educational change that may seem technically simple yet socially complex. This study aimed to explore students’ satisfaction with the university’s eQIU LMS and their perception of eQIU LMS’s effectiveness impact on their academic achievement.
 Methodology: A qualitative interpretive methodology was employed by interviewing six QIU students with semi-structured interviews. The study findings were analyzed based on a modified theoretical framework of the Delone and McLean Information System Success (D&M) Model.
 Findings: The findings revealed that students were mostly satisfied with eQIU LMS; however, they perceived that eQIU’s effectiveness had a moderate impact on their academic achievement. For an effective LMS implementation, the study emphasizes empowering students to voice their needs and participating in the decision-making process of developing eQIU LMS.
 Implications: So it is concluded that more investigation should be done on students’ engagement with LMS technology and the role of LMS technology in inclusive education.

Exploring students' learning management system acceptance patterns: Antecedents and consequences of profile membership

Although numerous studies have revealed various mechanisms involved in users' technology acceptance behaviors, the literature lacks insights about distinct profiles of teenagers' e-learning technology acceptance and how these profiles are associated with teenagers' contextual backgrounds and continued technology use. This study fills this gap by unpacking teenagers' learning management system (LMS) acceptance patterns through three-step latent profile analysis (LPA). The results of LPA on a survey of 1180 junior secondary students from 25 Hong Kong school identified three profiles, namely: Reluctant Pattern (8%), Embracing Pattern (61%), and Affirmative Pattern (31%), with ascending acceptance of LMS. A number of contextual factors were identified as antecedents of LMS acceptance, including school factors (i.e., school banding), family factors (i.e., family socio-economic status (SES), family environment, and both parents' parenting styles), and personal factors (i.e., gender, experience, conceptions of learning, and ICT literacy). All the antecedents were significantly associated with profile membership, except for family SES and experience. In addition, the three acceptance patterns also affected consequences of LMS acceptance, represented by LMS continued use and use satisfaction. Students from Affirmative Pattern had higher satisfaction and more intensive LMS use than other acceptance patterns. The findings of this study not only contribute to theory through the development of teenagers' different latent profiles of LMS acceptance and relating these profiles to teenagers' contextual characteristics and LMS continued use, but also provide strong implications for future research on teenagers’ e-learning technology use and for practitioners to improve LMS implementation and LMS use among teenagers.

What drives students’ successful reuse of online learning in higher education? A case of Google Classroom

This study aims at proposing an integrated model based on the technology acceptance model, the information system success model, cognitive load theory, and personal characteristics to predict students' continued intention to reuse Google Classroom in the context of a developing country. To achieve this, we conducted quantitative research, empirically identifying the factors that could affect the continued intention of higher education students to reuse Google Classroom. Overall, 233 higher education students voluntarily participated in this research. Structural equation modelling was adopted as the method of analysis. The results showed that cognitive load significantly influenced perceived ease of use, whereas it had no impact on perceived usefulness or satisfaction. Furthermore, all personal characteristics significantly affected perceived ease of use. The outcomes likewise revealed that perceived usefulness, perceived ease of use, and satisfaction had a significant and positive effect on students’ continued intention to reuse Google Classroom. However, to enhance the generalisability of the findings, further research with a larger research sample is required. In addition, the predictability power of the proposed model could be improved by considering the role of other factors, such as engagement and learning effectiveness. Implications for practice or policy: To ensure successful reuse of learning management systems (LMSs), course leaders should pay attention to students' perceptions. LMS developers should place greater emphasis on students’ individual differences, to maximise the effectiveness of LMS implementation. Instructors should ensure that the learning material does not require a high cognitive load, as this could produce learning fatigue. Educational institutions should consider students' satisfaction with particular learning technology, as this would affect students’ willingness to reuse it.