Implementation Of Learning Management System Research Articles

Developing a Web-Based Learning Management System (LMS) for Master’s Thesis Process in the Shahid Beheshti University of Medical Sciences

Background: A large number of students enrolled in many universities and the low ratio of supervisors to the student have challenged the process of developing education and research. Today, information and communication technology (ICT) tools have changed the learning environments. We assessed the improvement in challenges in the thesis process for Master’s degree virtual students using learning management systems (LMS). Methods: This study is a translational research design focusing on adaptation of educational technology and was conducted in three stages: Preparation, implementation, and assessment in the Shahid Beheshti University of Medical Sciences in 2017. In the preparation stage, we matched LMS with technical support requirements. In the experimental stage, the effectiveness of a web-based system (LMS) for thesis support was assessed in 67, 65, and 51 master students in 2017, 2018, and 2019, respectively, and they were followed two years. In the post- experimental stage, the program was assessed using quality criteria. The data were analyzed by descriptive statistics (mean and standard deviation), analysis of variance (ANOVA), and post-hoc tests. Results: Data of 67 students as the first entry group were collected after two years of implementation of the program and 22 quality criteria were extracted by literature review and validated by focus group discussion. The results of students’ perspective showed that the scores of the quality criteria after using LMS in comparison other alternative methods were at the desirable level (mean score > 7), the social network and email scores were mostly at the moderate level, and the meeting was almost less desirable (mean score < 4). The results of the supervisors’ perspective also showed that the scores of the quality criteria were at the desirable level. The ANOVA result for most criteria was statistically significant at 95% CI. The results indicated the higher scores in all quality criteria after using LMS in comparison with alternative methods from the viewpoints of the supervisors and students (95% CI: 8.76 ± 0.83) and (95% CI: 8.71 ± 0.64), respectively. Conclusions: The results of this study indicated that implementing LMS for thesis support was almost twice more successful in achieving the considered criteria than other alternative methods in terms of both students’ and supervisors’ perspectives. Implementation of LMS in the thesis process, which significantly affects the quality and quantity of research through improvement in feedback quality, saves time, and increases the rate of thesis completion.

Digital development trajectory as a tool for improving the quality of education

The present article proposes an approach to using students’ digital development trajectories to improve the quality of education. Designing a digital development trajectory has a positive effect on students’ motivation and active participation in deciding on its formation. The goal of the study is to create a conception of using methods and approaches of educational data mining and machine learning in analyzing and predicting digital development trajectories to improve the educational process quality. Implementation of learning management systems with the opportunity to dynamically track students’ academic performance allows timely correcting gaps appearing in students’ knowledge and thereby reducing the risk of them falling behind in their study group. Recording the obtained results of completed assignments and interactions with learning management systems also benefits teachers who get an opportunity to receive feedback in an implicit form and account for gaps appearing in the curriculum in a processed and aggregated form. The analysis is conducted based on a database of additional education in a primary school (grades 1-3). The present study examines several scenarios of using a digital development trajectory in education including students’ progress in an academic performance trajectory based on their grades, a trajectory in terms of time spent on solving problems to determine their complexity, and a heatmap for determining problematic areas and weak spots in each teacher’s educational course. Based on educational data from a learning management system, the authors present a set of recommendations for teachers on the adaptation of their educational course to students’ abilities promoting the increase of the overall quality of education.

Examining the Use of Wheeler-Model Based Curriculum Development in a Learning Management System for Vocational Study Program

This research is a survey of vocational higher education curriculum based on Learning Management System (LMS) adapted to government policy of "independent learning - independent campus" (ILIC). Previous researches have advocated that educational curriculum must conform to any changes in education policy, scientific development, educational models, and labor needs. During the pandemic, Indonesia applied the new policy of online learning and implementing using an LMS. In this context, the objectives of this study were (1) to know the perceptions of lecturers and students towards LMS-based online learning, (2) to ensure conformity of Wheeler-Model based curriculum in producing graduates who meet the needs of workforce, and (3) to ensure conformity of government policies in vocational higher education programs. The sample constituted 16 lecturers and 61 students of Mechanical Engineering Vocational Study Program. The data was obtained using questionnaire instruments over the google form. The findings suggest that LMS is not carried out properly and facing issues of communication, variations in IT, network limitations and control of learning outcomes. An analysis of Wheeler-Model based curriculum development indicators showed that its objectives were fulfilled and the curriculum could still be used to produce graduates with good competencies required to meet the needs of the workforce. It also became evident that ILIC program were significant and relevant. This study recommends implementation of LMS needs to be improved and trained by lecturers and priority should be given to the relevant ILIC programs for vocational higher education (VHE) students in Indonesia.

An Evaluation of the Localization Quality of the Arabic Versions of Learning Management Systems

The recent years have witnessed the development of numerous Learning Management Systems (LMSs) to address the increasing needs of individuals and institutions all over the world. For accessibility and commercial purposes, many of these LMSs are released in different languages using what is known as localization systems. In this regard, there has been a parallel between the development of LMSs on one hand and the localization systems on the other. One main aspect in the recent evaluation systems and studies of LMSs is localization quality. Despite the prolific literature on localization quality, very little has been done on Arabic localization. As thus, this study is concerned with the evaluation of the localization quality of the Arabic version of LMSs. In order to explore users’ perceptions towards the Arabic versions of the LMSs, an online questionnaire was conducted. Participants were asked about their familiarity with LMSs and whether they used the Arabic versions of these systems. They were also asked about their experiences with the Arabic localization of these systems and whether they faced any problems in dealing with the Arabic version. The findings indicate that translation inconsistencies are the main problems with the Arabic versions of different LMSs including Blackboard Learn, Microsoft Teams, and Zoom. These problems have negative impacts on the effectiveness and reliability of these systems in schools, universities, and training institutions. For the proper implementation of LMSs both localization and translation should go hand-in-hand. Localization developers and LMSs designers need to consider the linguistic the peculiar linguistic features of Arabic. The findings of the study have implications to translation programs in Arab universities and training institutions. Program designers should integrate translation technologies and localization systems into translation studies. They need to consider the changes within the translation industry. The study was limited to the study of translation quality in the Arabic versions of the localized LMSs. The localization quality of other software programs, games, websites, and applications needs to be explored. Finally, it is recommended to develop a quality matrix that encompasses all the dimensions and peculiarities of Arabic localization.

Kajian Penerapan Corporate University dalam Pengembangan Kompetensi Sumber Daya Manusia Aparatur Sipil Negara

Kemudahan berbisnis Indonesia tahun 2019 meningkat tetapi peringkat itu hanya mewakili Jakarta dan Surabaya dan secara keseluruhan nilai daya saing Indonesia masih dibawah harapan untuk menarik investor luar negeri. Hal ini karena organisasi publik di Indonesia dinilai tidak efisien, birokratis, kurang transparan, dan memiliki tingkat korupsi yang tinggi. Dalam hal kompetensi, terdapat perbedaan kemampuan Aparatur Sipil Negara (ASN) ditiap daerahnya sehingga perlu dilakukan peningkatan kemampuan ASN agar dapat menghadapi perubahan dan perkembangan dunia yang semakin pesat dan cepat. Disinilah peran penting unit-unit pelatihan dalam pengembangan Sumber Daya Manusia (SDM) ASN dalam menghasilkan birokrat “kelas dunia”. Unit-unit pelatihan yang ada saat ini dituntut untuk melakukan pelatihan yang terkait dengan pengembangan karier dan perencanaan personalia. Untuk itu, unit-unit pelatihan tersebut harus bertransformasi menjadi Corporate University (CU) yang merupakan alat manajemen yang dirancang untuk membantu organisasi mencapai tujuan strategis mereka dengan melakukan kegiatan yang mendorong individu dan pembelajaran dan pengetahuan organisasi. Dalam pembentukannya perlu diperhatikan lima tahapan dalam pengembangan dan implementasi CU yaitu diagnosis awal, pengembangan program pendidikan, pengembangan program pendidikan, pengembangan dan implementasi Learning Management System dan akhirnya penguatan pengetahuan akan CU dan rilis pembentukan CU. Kendala dalam penerapan CU dapat terjadi karena kondisi mentalitas dan degradasi moral ASN yang telah terjadi dan diwariskan oleh generasi sebelumnya. Oleh karenanya, dituntut dukungan pimpinan yang berfikiran terbuka dan terbebas dari mentalitas yang terkotak-kotak.

PENERAPAN LMS-GOOGLE CLASSROOM DALAM PEMBELAJARAN DARING SELAMA PANDEMI COVID-19

This research aims to (1) find out the results of the implementation of Learning Management System (LMS)-Google Classroom in the online learning process for Informatics Engineering students, Universitas Potensi Utama during the COVID-19 pandemic; (2) learn about students' responses to online learning using LMS-Google Classroom. This research is based on the transformation of the course process from face-to-face learning to remote learning (PJJ) by relying on technology as a substitute for learning media, known as distance learning and online learning. This research was conducted using case study methods. This research was conducted on informatics engineering students in multimedia courses. Sampling techniques using purposive sampling methods. The results showed that the application of LMS-Google Classroom to online learning for Informatics Engineering students during the COVID-19 pandemic had a positive effect, especially in terms of absorption related to understanding lecture materials. Based on the results of student questionnaire calculations, it was obtained that as many as 23% of students find it difficult to attend lectures using LMS-Google Classroom which is reviewed in terms of technological efficiency and material understanding level. Meanwhile, 77% of students are happy and enthusiastic about gaining a new learning experience after using LMS-Google Classroom to participate in multimedia lectures. It can be concluded that the implementation of LMS-Google Classroom in online learning during the COVID-19 pandemic is one of the solutions that can be used so that the lecture process can continue. However, it is necessary to provide assistance and control over student activities to keep students motivated in following the lecture process in the context of online learning.

PENERAPAN LMS-GOOGLE CLASSROOM DALAM PEMBELAJARAN DARING SELAMA PANDEMI COVID-19

This research aims to (1) find out the results of the implementation of Learning Management System (LMS)-Google Classroom in the online learning process for Informatics Engineering students, Universitas Potensi Utama during the COVID-19 pandemic; (2) learn about students' responses to online learning using LMS-Google Classroom. This research is based on the transformation of the course process from face-to-face learning to remote learning (PJJ) by relying on technology as a substitute for learning media, known as distance learning and online learning. This research was conducted using case study methods. This research was conducted on informatics engineering students in multimedia courses. Sampling techniques using purposive sampling methods. The results showed that the application of LMS-Google Classroom to online learning for Informatics Engineering students during the COVID-19 pandemic had a positive effect, especially in terms of absorption related to understanding lecture materials. Based on the results of student questionnaire calculations, it was obtained that as many as 23% of students find it difficult to attend lectures using LMS-Google Classroom which is reviewed in terms of technological efficiency and material understanding level. Meanwhile, 77% of students are happy and enthusiastic about gaining a new learning experience after using LMS-Google Classroom to participate in multimedia lectures. It can be concluded that, the implementation of LMS-Google Classroom in online learning during the COVID-19 pandemic is one of the solutions that can be used so that the lecture process can continue. However, it is necessary to provide assistance and control over student activities to keep students motivated in following the lecture process in the context of online learning.

Study of Attitude of B-School Faculty for Learning Management System Implementation an Indian Case Study

Learning management systems have transformed the information delivery mechanism. The present study derives dimensions from technology acceptance model and assesses the association between the faculty's satisfaction, perceived usefulness (PU) and perceived ease of use (PEOU) in a Moodle-based learning management system. The data collection was done using a questionnaire from one hundred and ninety-nine faculty of B-Schools, using Moodle as the LMS. The findings indicate that both ease of use and perceived usefulness are significant predictors of faculty satisfaction from MOODLE LMS. In addition to the aforementioned TAM constructs, the study has measured moderating impact of demographic variables like city, gender and age. These variables are important differentiators in the Indian context, as LMS is a relatively new adoption in Indian education industry. The study reports that although age is a differentiator between two defined groups, it is however not significantly moderating the relationship between PEOU and satisfaction with Moodle. Gender and type of city (metro versus non-metro cities) have significantly moderated the relationship between PEOU and the satisfaction with Moodle. The study also labels constraints in terms of LMS usage and give suggestions towards its effective use. Henceforth, any similar system must incorporate these constructs to improve the satisfaction and adoption of the LMS by instructors.

Student Engagement using Learning Management System in Computer Science Education

Combined learning among the world's top universities including Malaysia was commonly recognized. Many educational organizations, like Blackboard, WebCT and Moodle, have introduced Learning Management Systems (LMSs) or Course Management Systems (CMSs), depending on the capabilities and needs of the institutions ' programmes. The aim of this paper is to report the results of implementation of learning management system (LMS) using Moodle on student engagement in Computer Science (CS) classroom for two semesters. Furthermore, we also investigating the parameters that influence student engagement and how these scales relate to each stage of learning process to produce better learning performance. The respondents for this work are students who enrolled CS courses regardless of any year. The survey conducted using online and distributed to various type of subject taught in CS for the semester to confirm the students’ learning preferences using blended learning style. From the survey results, we examine the significance correlation of learning preference style with student engagement in campus-based learning. The results show that there is an impact of LMS usage on teaching, learning and assessment based on students’ learning preferences may show better learning engagement amongst students

How lecturers neutralize resistance to the implementation of learning management systems in higher education

The aim of the study was to investigate neutralisation techniques used by lecturers to justify their resistance behaviours during the implementation of learning management systems (LMS) in higher educational institutions (HEIs). Moreover, we explored why lecturers employed such neutralisation techniques to justify their resistance behaviours. A number of studies identified resistance as a barrier to successful implementation of technology in HEIs. However, there is a dearth of literature on the choice of neutralisation techniques employed by lecturers to justify such resistance behaviours. Understanding the logic behind the choice of neutralisation techniques could ensure effective management strategies towards user resistance, which could further assist to improve technology uptake in HEIs. The study draws from Bourdieu’s theory of practice (ToP) as a lens to investigate the logic behind the use of certain neutralisation techniques to justify user resistance. The research used cross-sectional data from semi-structured interviews and participant observations of a single in-depth case setting. The most common neutralisation technique used by lecturers was condemn the condemners followed by denial of responsibility, denial of injury, and appeal to higher loyalties. Findings suggest that the habitus and capital of lecturers significantly influence the choice of techniques to justify resistance. Lecturers tended to neutralise before they resisted, such that they prepared themselves to justify any deviance well in advance in case they got caught. Integration of ToP and Neutralisation theory enriches theorisation of user resistance, enabling development of mechanisms that could effectively manage lecturer resistance behaviours to improve uptake of LMS in HEIs.

Construction and Validation of the Learning Management System Success Scale in the Higher Education Setting

Objective - The concept of education is entirely outdated. Currently, many higher education institutions are adopting blended learning pedagogy to nurture 21st-century skills. The integration of ICT has become a recent global trend in education with universities and colleges using Learning Management Systems (LMS) as their primary method of disseminating and administrating teaching and learning processes. The exploration of the factors crucial for successful implementation of LMS is therefore essential. However, most literature on this topic focuses on the technical quality of LMS’s, and few address the educational quality and efficiency of LMS. Previous research also fails to discuss the conceptualization and measurement of LMS success. This study aims to construct and validate an instrument to measure LMS success in higher education institutions. Methodology/Technique – Various IS success frameworks were used to design the constructs in this study. A quantitative methodology was adopted with the sample of 379 randomly selected responses from university/college students, academics, and course administrators from India (n=297) and the Maldives (n=82). IBM SPSS AMOS 25 was used to check the validity and reliability of the instrument and to identify the measurement invariance. Findings & Novelty - This study concludes that information quality, educational quality, system quality, service quality, intention to use, user satisfaction, and net benefits are the critical constructs for measuring LMS success. The findings of this study can be used to support scholars in developing and examining other information system-related theories, as well as to higher education institutions while implementing different LMS’s. Type of Paper: Empirical.

Has the Implementation of Learning Management System Facilitated Faculty Pedagogy Change?

Has the Implementation of Learning Management System Facilitated Faculty Pedagogy Change?

What Drives Successful Social Media in Education and E-learning? A Comparative Study on Facebook and Moodle

Aim/Purpose: This research investigates the success variables affecting the adoption of social networking sites (SNS), namely Facebook, and learning management systems (LMS), specifically Moodle, in developing countries. Background: In contemporary education, universities invest heavily in the integration of LMS with traditional classrooms. Conversely, such technologies face a high rate of failure and not all learners are satisfied with LMS services. In turn, this leads to the exploitation of SNS interactive features and services, which are subsequently included in the process of teaching and learning. However, the success of both SNS and LMS has rarely been studied in the context of developing nations. Methodology: In this study, a cross-sectional survey was used to collect the research data. It targeted a population sampled from amongst state-sector university undergraduates in Iraq (N=143). The study was based on an extension of DeLone and McLean’s Information Systems Success (D&M ISS) model to include four antecedent variables: system quality, information quality, technology experience, and Internet experience as direct determinants of technology use and user satisfaction, both of which affect the net benefits of Facebook and Moodle. The collected data were analyzed with SmartPLS, using a partial least squares-structural equation model (PLS-SEM). Contribution: This research extends previous literature on the critical success factors (CSF) of SNS and LMS in the case of developing countries. The study guides the way in which the acceptance of SNS and LMS in higher education can be organized in the developing world in general, especially in the Middle East, thereby bridging this research gap and extending previous literature. Findings: The research results support the influence of quality and experience antecedents on technology use and learner satisfaction. The extended model also provides full support for the association between technology use and learner satisfaction, concerning the net benefits of Facebook and Moodle. The proposed model achieved a good fit and explained 61.4% and 68.1% of the variance of LMS and SNS success, respectively. Recommendations for Practitioners: The significant influence of the constructs investigated in this research could shape strategies and approaches to be adopted for the enhancement of SNS and LMS implementation in educational institutions. More specifically, this study is aimed at guiding SNS and LMS acceptance in developing countries, especially in Middle Eastern higher education. Recommendation for Researchers: This work offers a theoretical understanding of the body of knowledge on SNS and LMS application in institutes of higher education. It further supports the usefulness of the D&M ISS model for predicting the success of social networks and e-learning systems. Future Research: As with most empirical literature, this research makes a number of recommendations for further work. Future research could investigate other constructs that potentially influence technology success in education such as facilitating conditions, perceived privacy, and security. Moreover, researchers from different contexts are invited to apply this extended model and conduct a mixed methods (quantitative and qualitative) analysis to deepen the current understanding of the effect of SNS on teaching and learning, while also comparing it with the impact of LMS in this digital era.

Learning Management System: An Experience and Perception Study from Medical Imaging Lecturers and Scholars in a Private University

A Learning Management System (LMS) is a virtual interactive medium that modernize the classic classroom interaction in the higher education system. It allows instructors and students to share instructional materials, make class announcements, submit and return course assignments, and communicate with each other online. In KPJ Healthcare University College, Department of Medical Imaging under school of Health Sciences was the first unit that has used LMS actively since 2013. The aim of the study is to determine the perception of Medical Imaging lecturers and scholars on LMS implementation before this system is fully utilized by the university. Using a descriptive study, 200 participants were randomly selected to answer the questionnaire via Google form and 93% responded. Analysis such as frequencies, percentage and statistical analysis were conducted. The results showed that most of the lecturers and scholars have a positive perception on the system implemented. Implication of the results and future improvement are also presented.

ПРО ЗАСОБИ СДО MOODLE ДЛЯ ПІДГОТОВИКИ НАВЧАЛЬНИХ МАТЕРІАЛІВ ДЛЯ КУРСІВ ХІМІЧНОГО ТА ФАРМАЦЕВТИЧНОГО СПРЯМУВАННЯ

Мета роботи – представити досвід авторів щодо налагодження СДО Moodle для підготовки навчальних матеріалів з курсів хімічного та фармацевтичного спрямування з використанням додатків (плагінів) WIRIS для текстового редактора ATTO СДО Moodle.
 Основна частина. Підкреслено важливість інформатизації медичної освіти. Показано актуальність застосування вільно-розповсюджуваного програмного забезпечення з відкритим кодом при інформатизації навчального процесу медичного ВНЗ.
 Показано досвід використання СДО Moodle в ДВНЗ “Тернопільський державний медичний університет імені І. Я. Горбачевського МОЗ України”.
 Для проведення дослідження розгорнуто тестове середовище у вигляді віртуальної машини в мережному кластері ТДМУ, на якому було встановлено адаптовану А. В. Семенцем згідно з вимогами ТДМУ версію СДО Moodle, під керуванням серверної версії ОС Ubuntu.
 Проаналізовано можливості адаптації СДО Moodle до особливостей навчального процесу при викладанні окремих дисциплін та курсів, зокрема як хімічного та фармацевтичного, так і математичного спрямування. Встановлено окремі складнощі при застосуванні мови TEX для підготовки навчальних матеріалів СДО Moodle.
 Запропоновано використання набору додатків (плагінів) WIRIS для текстового редактора ATTО для підготовки навчальних матеріалів, що містять хімічні формули та схеми реакцій.
 Показано процес налагодження СДО Moodle для використання набору плагінів WIRIS для текстового редактора ATTO. Представлено результати удосконалення процесу розробки навчальних матеріалів з курсів хімічного та фармацевтичного спрямування з застосуванням вказаних плагінів. Наведено приклад розробки освітнього контенту, що містить хімічні формули, із застосуванням можливостей плагінів WIRIS у текстовому редакторі ATTO СДО Moodle. Показано спосіб створення двомірних представлень хімічних структур та проекцій Фішера засобами вказаного візуального редактора.
 Висновки. Представлено переваги використання додатків (плагінів) WIRIS для текстового редактора ATTO СДО Moodle для підготовки навчальних матеріалів з хімічних та фармацевтичних дисциплін, що містять велику кількість хімічних формул та схем реакцій. Аргументовано перспективність застосування мови TEX для підготовки професійної документації з великою кількістю хімічних формул.

The Development of Learning Management System Using Edmodo

The development of Learning Management System (LMS) can be used as an online learning media by managing the teacher in delivering the material and giving a task. This study aims to: 1) to know the validity of learning devices using LMS with Edmodo, 2) know the student’s response to LMS implementation using Edmodo, and 3) to know the difference of the learning outcome that is students who learned by using LMS with Edmodo and Direct Learning Model (DLM). This research method is quasi experimental by using control group pretest-posttest design. The population of the study was the student at SMKN 1 Sidoarjo. Research sample X TITL 1 class as control goup, and X TITL 2 class as experimental group. The researcher used scale rating to analyze the data validity and students’ respon, and t-test was used to examine the difference of learning outcomes with significant 0.05. The result of the research shows: 1) the average learning device validity use Edmodo 88.14%, lesson plan validity is 92.45%, pretest-posttest validity is 89.15%, learning material validity is 84.64%, and affective and psychomotor-portfolio observation sheets validity is 86.33 included very good criteria or very suitable to be used for research; 2) the result of students’ response questionnaire after taught by using LMS with Edmodo 86.03% in very good category and students agreed that Edmodo can be used in learning; and 3) the learning outcome of LMS by using Edmodo with DLM are: a) there are significant difference of the student cognitive learning outcome which is taught by using Edmodo with the student who use DLM. The average of student learning outcome that is taught LMS using Edmodo is 81.69 compared to student with DLM outcome 76.39, b) there is difference of affective learning outcome that is taught LMS using Edmodo compared to student using DLM. The average of student learning outcomeof affective that is taught LMS by using Edmodo is 83.50 compared students who use DLM 80.34, and c) there is difference of student psychomotor learning outcome that is taught with LMS using Edmodo compared student who use DLM. The average of student learning outcome that is taught with LMS using Edmodo is 85.60 compared to student who uses DLM 82.31.

Learning management system implementation: a case study in the Kyrgyz Republic

ABSTRACTIn this paper, the determinants of the intention to use online learning management system (LMS) among students in one of universities in the Kyrgyz Republic were studied, using quantitative and qualitative analysis. A total of 541 responses from students, enrolled in online courses during the fall and spring semesters 2016–2017, were used to examine students attitude toward online education. In addition, interviews with six instructors were conducted. Results showed that success of students in e-courses depend on year of education and the academic major of students. Factors, defined in the scope of this work, namely, technical characteristics of LMS, ease of use, feedback options of LMS and advantages of LMS use, were also found to be significant for students in their success in online courses. In interviews with instructors, three main points were highlighted, namely, problem with students’ perception of online courses, lack of online education experience among instructors and administrative issues.

“I am Still Learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment

Blended learning has been growing in demand and popularity and has become a common phenomenon in modern higher education systems, especially with the implementation of learning management system (LMS). This paper examined the effects of critical success factors on students’ experience and satisfaction with the LMS in a blended learning setting. Certain characteristics of students, instructors, system, classmates, course design, and organization were identified from the literature as the main indicators of the LMS success. A total of 174 university students (94 males and 80 females) responded to an online questionnaire. A partial least square (PLS) approach was used for data analysis. The result showed that certain factors were found to influence students’ perceived ease of use and usefulness of LMS and consequently their satisfaction. Findings from this paper provide the necessary insights as to how universities can enhance students’ experiences and satisfaction of LMS in order to support the blended learning approach.

Are Critical Success Factors Always Valid for Any Case? A Contextual Perspective

The critical success factor (CSF) concept systematically highlights the key areas which management should carefully consider in order to realize its performance goals. By understanding the CSFs for the implementation of a system, an organization can successfully determine the issues that critically affect the process, enabling it to eliminate or avoid any problems that might contribute to its failure. The purpose of this paper is to investigate whether the CSFs presented in the literature are always valid for any case. It reports an exploratory case study which adopted a qualitative methodology to achieve a deep understanding of the CSFs for learning management system (LMS) implementation in Saudi Arabia from the students’ perspective. Having identified these CSFs, it compares them with those reported by other studies in the literature. The results indicate that such CSFs are not similar in all contexts. Studying the change in its context is in fact found to be significant and information system success is determined to be not a purely technical issue but a socio-technical one. Accordingly, the widely recognized CSFs are undeniably beneficial but not sufficient to ensure the success of LMS implementation.

Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

This study examined the concerns of faculty members regarding the adoption of a Learning Management System (LMS) employing the Concerns-Based Adoption Model (CBAM). Forty-seven faculty members from a university in Jordan completed the Stages of Concern Questionnaire (SoCQ). The SoCQ was used to assess the strength of faculty members’ concerns in seven areas: awareness, information, personal impact, management, consequences, collaboration and refocusing. The results showed that the respondents’ concerns were greatest in the early stages of the introduction of the LMS. Faculty members had a general lack of awareness about LMS and did not have enough information about it. The faculty members had little interest in or engagement with the LMS; they wanted to know more about the effect of LMS on them personally. Furthermore, faculty members had concerns about the management, time, and logistical aspects of the implementation of LMS.