Learning Management Research Articles

Enhancing compassion in medical education - a comparative study of the efficacy of clinical clerkships versus simulation-based training methodologies.

Compassionate behavior plays a crucial role in medicine by fostering patient-doctor relationships, enhancing adherence, and improving care quality. While partly innate, compassion can be significantly enhanced through structured educational interventions. Despite recent efforts to integrate compassion into medical curricula, methodological challenges persist, especially in understanding how different environments influence skill expression and development. This study aims to assess the effectiveness of traditional clinical clerkships versus simulation-based training in cultivating compassion skills among medical students. This retrospective longitudinal study evaluated the professional behavior and cognitive skills of 133 medical students at Humanitas University, Milan, Italy, over a three-year period from 2021 to 2024. The curriculum emphasizes problem-based learning and professional development through hospital clerkships and simulation-based training. Compassion was assessed quarterly using a standardized scorecard and continuously evaluated via a learning management system, simulation scenarios and objective structured clinical examinations (OSCEs). In the initial assessment, compassion scores showed no significant difference between the two settings (clerkship: 3.25 ± 0.73, simulation: 3.30 ± 0.69, p = 0.45). Over subsequent evaluations taking place in the following two years, the differences remained non-significant (p = 0.39, p = 0.22) until a notable divergence was observed in later assessments, particularly in the final evaluation at the end of 5th year study (clerkship: 3.54 ± 0.78, simulation: 3.23 ± 1.18, p = 0.023). Clerkship students demonstrated a significant increase in compassion scores over time (+ 0.29, p = 0.023), benefiting from immersive patient interactions that deepened their compassionate behavior. In contrast, simulation scores peaked slightly but not significantly in Year 4 before returning to initial levels (-0.07, 95% CI [-0.24, 0.11]), highlighting the challenge of sustaining compassionate behaviors without ongoing real-world practice. This study emphasizes the crucial role of deliberate curriculum design in medical education. While simulation-based training offers controlled environments, it incompletely replicates the emotional depth of real patient interactions crucial for sustaining compassion. Integrating compassion-focused training into medical curricula is essential for nurturing compassionate healthcare professionals, urging immediate action to enhance compassion in medical education. Not applicable. No health intervention has been proposed, and it's a purely retrospective analysis on an educational methodology.

Teaching English Without An LMS: Creative Approaches to EFL Curriculum Implementation

This research examines the creative strategies used by English lecturers at Lakidende Unaaha University in delivering the EFL curriculum without the support of a Learning Management System (LMS). Using a qualitative case study approach, data was collected through interviews and classroom observations to explore how lecturers overcome challenges arising from limited technological infrastructure. Findings show that lecturers have successfully implemented student-centered strategies by incorporating local cultural content, encouraging collaboration, utilizing offline tools, and involving community resources. These approaches have improved learning outcomes, motivation, and cultural pride among students. Despite the absence of an LMS, this method fosters motivation, cultural pride, and social skills while providing alternative assessments and reflective practices for tracking student progress. However, these approaches require a lot of time and expertise, highlighting the need for institutional support in providing technological infrastructure and professional development. This research shows that even without an LMS, effective and meaningful education can be achieved, but continued progress requires greater support for educators and students to ensure long-term success.

Leveraging Transformative Digitalization Strategies to Enhance Learning at Mountains of the Moon University, Uganda

Mountains of the Moon University (MMU) is transitioning from traditional to modern educational practices to better meet the demands of the digital era. This study explored the implementation of digitalization strategies at MMU, aiming to bridge gaps between conventional methods and technological innovations. A qualitative approach was employed, utilizing semi-structured interviews and focus group discussions with 37 participants, including faculty members, student leaders, and administrative staff. Thematic analysis revealed that while MMU's digitalization efforts, including Learning Management Systems (LMS), online collaboration tools, a technical support desk, and regular blended learning schedules, have facilitated course delivery and virtual discussions, significant challenges remain. Issues such as low internet connectivity, insufficient ICT skills among users, and high data costs continue to impede effective implementation. Despite these barriers, digital tools have positively impacted student engagement and performance. The study recommends enhancing internet infrastructure, boosting digital literacy through targeted training programs, fostering a culture of digital innovation, innovative pedagogical initiatives and expanding blended instruction. Addressing these challenges can help MMU evolve into a dynamic, technology-driven institution, ensuring high-quality education that meets the needs of the digital age

Instructional Technology and Learning English as a Foreign Language (EFL): Insights Into Digital Literacy From Saudi Environment

This study delves into the utilization of Virtual Learning Environments (VLEs) in the context of learning English as a Foreign Language (EFL) among students enrolled at the College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU). Within the academic context, the incorporation of Learning Management Systems (LMSs), such as Blackboard, represents a significant aspect of educational technology aimed at enhancing the integrated teaching and learning process. This study employs a mixed-methods, descriptive-explanatory design, using both quantitative and qualitative approaches. It collected, analyzed, and systematized data from 310 students, who represented various levels of English proficiency, drawn from a total population of 598 students. The study provided valuable insights into the capabilities and advantages of using LMSs as teaching aids in EFL education. Additionally, it offered recommendations for optimizing the use of these pedagogical tools, based on current research and practical suggestions from the students. This research also highlights several avenues for future investigation in the field of EFL instruction and educational technology.

Digital transformation of relocated higher education institutions in Ukraine under martial law

The ongoing Russia-Ukraine war has profoundly disrupted the higher education landscape, compelling numerous institutions to adapt to unprecedented challenges. This study investigates the resilience and adaptive strategies of relocated higher education institutions under martial law, focusing on Berdyansk State Pedagogical University. The analysis emphasizes the critical role of digital transformation in sustaining academic operations amidst displacement. Methodologically, the study integrates qualitative interviews and quantitative analysis, exploring how cloud technologies, learning management systems, and AI-driven chatbots contributed to continuity in education. The results reveal that digital platforms ensured accessibility to educational resources, increased student engagement, and enhanced institutional resilience. Over 85% of surveyed participants identified learning management systems’ platforms as pivotal in maintaining educational quality, while AI chatbots were instrumental during crises, offering real-time communication and support even during power outages. Additionally, cloud-based solutions enabled the preservation of critical data and ensured uninterrupted access to academic resources, facilitating smooth transitions for both faculty and students. The findings underline that digital transformation not only mitigates immediate disruptions but also fosters long-term innovation in higher education institutions operating in war zones. This study offers valuable insights into how relocated institutions can leverage digital tools to build resilience, sustain educational quality, and adapt to evolving challenges in war-affected regions. AcknowledgmentsWe are grateful to the Armed Forces of Ukraine for allowing us to engage in scientific research. This work was supported by the project “Supporting the cooperation of the University of Opole with Ukrainian universities within the FORTHEM Alliance 2024.”

Pengaruh Keefektifan Pengelolaan Pembelajaran PAK Terhadap Komitmen Moderasi Beragama Siswa Pada SMA Negeri di Kota Manado

In the face of plurality and diversity that exists in the social environment, the most powerful weapon to regulate against clashes and disintegration is through moderate Religious Education. Religious Education has a significant influence to realize this. This is because religion is a guideline for mankind to have a relationship between humans and their God in accordance with the religious beliefs embraced by each person. this research leads to a type of quantitative research approach. effective management of Christian education learning and high self-efficacy can have a significant impact on increasing students' religious moderation commitment through strategies involving the use of active and elaborative learning methods, the development of a religious moderation curriculum, and the cultivation of moderation values. Good learning management supports the development of self-efficacy, and high self-efficacy strengthens commitment to the principles of religious moderation taught in Christian education. The effectiveness of Christian education and self-efficacy complement each other to shape attitudes of religious moderation. Effective Christian education can increase students' religious self-efficacy. To achieve this, Christian education learning and self-efficacy within students have an important role. A moderate attitude in religion will not be realized if Christian Education learning and learning self-efficacy do not run effectively and simultaneously

Integration and application of artificial intelligence tools in the Moodle platform: A theoretical exploration

The integration of artificial intelligence (AI) technologies into Learning Management Systems (LMS) represents a transformative advancement in contemporary education, enhancing personalization, efficiency, and interactivity. This study presents a systematic methodology for integrating AI technologies into the Moodle LMS. Moodle 4.5 was selected as the LMS owing to its modular architecture, flexibility, scalability, and integrated AI tools. This paper delineates the technical and pedagogical steps necessary for a successful integration process, including the installation of plug-ins, integration of APIs, customization of the system, and configuration of the AI menu. Moodle 4.5 simplifies the deployment and utilization of AI functionalities, offering an intuitive framework for creating dynamic and adaptive learning environments. AI integration improves student engagement, enables personalized learning pathways, and facilitates data-driven instructional decisions. However, challenges such as data privacy concerns, algorithmic biases, and infrastructural demands require ethical frameworks, interdisciplinary collaboration, and educator training to ensure responsible implementation. This study concludes that AI integration into platforms like Moodle can redefine educational paradigms, fostering inclusive and future-ready learning environments. Recommendations include investments in robust infrastructure and the adoption of ethical strategies to maximize AI's transformative impact while upholding pedagogical integrity and equity.

Mapping the landscape of optometric education in Sub-Saharan Africa

ABSTRACT Clinical relevance Advancements in optometric education are essential for addressing the global burden of visual impairment by ensuring a well-trained workforce capable of delivering quality eye care services. Background The number of optometry schools in Sub-Saharan Africa has significantly increased since 2000, reflecting a growing awareness of the role of optometry in addressing the burden of vision impairment. This report provides a comprehensive overview of the current status, challenges, and opportunities within optometry education in the region. Methods A cross-sectional survey was conducted from April 28 to 31 May 2024. Data were collected from 32 out of 39 optometry schools across 12 Sub-Saharan African countries, yielding a response rate of 82.1%. Heads of optometry schools provided information on student enrolment, graduates, academic staffing, curriculum, and technological resources through a standardised Excel spreadsheet. Results Over 75% of the schools were established post-2000, with Nigeria accounting for over 40% of them. Student enrolment numbers ranged from 50 students in Zimbabwe to 3,945 in Nigeria. The curricula varied significantly from 3-year Bachelor degrees (BSc) to 6-year Doctor of Optometry (OD) degrees, with five countries offering postgraduate training. Key challenges included inadequately qualified academic staff, low staff-to-students ratio, and a lack of government recognition and regulation. The use of Learning Management Systems (LMS) was inconsistent, with Moodle being the most commonly used platform. Conclusion The expansion of optometry education in Sub-Saharan Africa represents a positive development, enhancing the eye health workforce. However, to fully realise the potential of these developments, the implementation of standardised educational frameworks, enhanced regulatory support, and increased investment in developing faculty and technological resources are essential. Collaboration and knowledge-sharing across countries can further strengthen optometric education and practice, thereby reducing the burden of visual impairment in the region.

Analisis Usability Testing pada Sistem Informasi Learning Management System (LMS) Universitas Hindu Indonesia Menggunakan Metode System Usability Scale (SUS)

Higher education in today's digital era faces the challenge of integrating technology effectively to improve the quality of learning. One of the technologies used is the Learning Management System (LMS), which facilitates interaction between lecturers and students in teaching and learning activities. Universitas Hindu Indonesia (UNHI) has adopted LMS as part of its education digitization strategy. However, the effectiveness of using this LMS has not been thoroughly evaluated, especially in terms of ease of use and user satisfaction. This study aims to assess the usability of the LMS at UNHI using the System Usability Scale (SUS) method. By analyzing data from 97 respondents, the results showed a score of 61, which falls within the 'OK' category and grade 'D'. This indicates that although the LMS provides benefits, there are some areas that require improvement. Key findings show that while ease of use is relatively good, there are significant issues with the mobile interface, notification system, and technical capacity. Recommendations for improvement include enhancing the interface for mobile devices, improving the notification system, and increasing technical capacity to improve the user experience. These findings provide important directions for the development of a more efficient and satisfactory LMS at UNHI.

Analysis of the UtilizationUtilization of a Learning Management System Based on the Independent Curriculum in Physics Education at Sikka Coastal Schools

Online learning has emerged as a dominant trend since the onset of the COVID-19 pandemic, leading to significant changes in the educational landscape. Numerous studies have examined using learning management systems (LMS) in educational settings. However, few have addressed the urgency of implementing LMS and the specific challenges coastal schools face. To explore these challenges, the researcher conducted a qualitative, descriptive study to analyze the use of LMS, focusing on a case study of high schools in Sikka Regency. The study involved nine schools, namely SMAN Pemana, MAS Nurwahid Gunung Sari, MAS Muhammadiyah Nangahure, MAS At-Taqwa Beru, SMA Muhammadiyah Maumere, SMAN Magepanda, SMA 1 Talibura, SMKN Talibura, and SMAN 1 Waigete. Data were collected through interviews with nine physics teachers. The research data were then analyzed using NVivo software to obtain quantitative percentages. The findings indicated that all participating schools utilized LMS, with the majority adopting Google Classroom. However, the most significant challenge identified was internet connectivity, with over 50% of the schools acknowledging this issue. Additionally, many students lacked smartphone access, particularly at MAS Muhammadiyah Nangahure, where nearly 2% of students did not own a smartphone, compared to approximately 5% at similar schools. Other challenges included the lack of internet data and limited understanding of technology among students. The most common concern reported by schools was the inflexibility of LMS platforms, particularly concerning their dependence on internet connectivity. For instance, SMAN Pemana noted a 4.8% incidence of issues related to the LMS they were using. Given these obstacles, many schools have turned to alternative solutions to support online learning, such as WhatsApp Groups, which 80% of the schools employ.

Exploring the Usage of the Learning Management System in Oral Health Courses

Learning Management Systems (LMS) are being increasingly used in Higher Education to augment teaching and learning in both online and face-to-face courses. The oral health courses have adopted the same approach. This study explores the usage of the LMS by students in the oral health courses. The LMS usage data in each of the oral health courses were extracted through the learning analytics feature and analysed. The Year I students spent more time on the LMS than Year II students but less than the Year III students. Students spent more time on the LMS in clinical courses compared to nonclinical courses. A greater number of academic literary resources were accessed and downloaded through the LMS in nonclinical courses compared to clinical courses. Year III students least accessed the academic literary resources. The findings of the study, though not conclusive, have highlighted the potential implication of determinants like diversity of resources and assessment design on the usage of LMS.

Implementation of AI in LMS to Optimize Digital Learning Management Based on Real-Time Data

The integration of Artificial Intelligence (AI) into Learning Management Systems (LMS) has revolutionized digital education by enhancing the efficiency, personalization, and adaptability of learning environments. This study employs a qualitative methodology, incorporating literature review and library research, to analyze the implementation of AI technologies in LMS to optimize digital learning management based on real-time data. The research explores the role of AI in automating administrative tasks, providing personalized learning pathways, and enhancing learner engagement through adaptive learning techniques. Findings indicate that AI-driven LMS can predict student performance, identify learning gaps, and recommend tailored content, thus fostering more effective learning experiences. Furthermore, the study highlights the significance of real-time data analytics in tracking student progress and facilitating timely interventions. By synthesizing insights from recent academic publications and case studies, this paper underscores the transformative potential of AI in reshaping digital education landscapes. The research concludes that while AI implementation presents certain challenges, including data privacy concerns and technological barriers, its benefits far outweigh the drawbacks, suggesting that educational institutions should prioritize AI integration to enhance the overall quality of digital learning.

The Significance of Artificial Intelligence in Learning and Education Management in the Light of Philosophy of Education: A Critical Appraisal

The integration of Artificial Intelligence (AI) into the framework of education has spelt out a remarkable landmark in the history of educational revolution. Both in teaching-learning methodologies and management practice, AI is rapidly becoming a pivotal indispensability. Employing qualitative methods of conceptual frame, content analysis and literature review, this paper critically evaluates the significance of AI in learning and education management in the light of philosophy of education. The highlights of the paper include the concepts of AI, learning, education management, and philosophy of education. Philosophical perspectives and ethical considerations in implementing AI technology are also discussed. The capacity of AI to inform personalized learning, enhance intelligent learning, and facilitate data-driven decision making is critically examined. The paper, going forward, explores the transformational role of teachers amid the reality of the AI environmental permeation and centrality, with a focus on the need for teachers to be adequately equipped with requisite skills that promote critical thinking, creativity and innovation. In the process of the critical appraisal, it is discovered that AI has great potentials to engender harmonized and customized learning experiences. It is also discovered that it equally brings, in its wake, hordes of challenges and concerns with regard to the possibility of stripping the human face of education in terms of depersonalization, ethical concerns, danger of data privacy and algorithmic bias. On the basis of the findings, the paper recommends, among others, that stakeholders in education should adopt a balanced approach to the issue of AI in learning and education management. In this model of approach, AI is to be given an ancillary position as a source of information and knowledge in the process of education. In this way, AI will play a complementary role to the time-tested traditional values through which education strives to offer and achieve a comprehensive development of the learner. This will go a long way in addressing the challenges associated with AI, thereby harnessing its transformative potentials in learning and education management.

Mengukur Tingkat Kematangan Learning Management System (LMS) Menggunakan Framework COBIT 5 Domain MEA dan EDM (Studi Kasus: Universitas Hindu Indonesia)

LMS is a platform for managing, delivering and tracking online training or education. COBIT is a framework that will be used for information technology (IT) management and governance. The MEA Domain ensures the system has the appropriate design and controls required to comply with regulatory requirements. Meanwhile, EDM will ensure goals are achieved by evaluating stakeholder needs, conditions and choices. The data collection process used is Interview, Observation, Questionnaire. The process carried out to determine information system technology that is in accordance with the COBIT 5 standard is Maturity Level analysis and Gap Analysis. The Maturity Level of the Learning Management System at Hindu Indonesia University using COBIT 5 MEA and EDM Domains with the COBIT 5 framework reaches Level 4: Predictable Process. The level of gap in the Learning Management System at Indonesian Hindu University is 0.52 in MEA01 and 0.5 in EDM01. To reach Maturity Level 5, managers need to improve the quality of governance, supervision and stakeholder involvement in the LMS management process.

From Crisis to Insights: Leveraging Data Analytics to Shape Pandemic-Era Educational Technology Innovations

The COVID-19 pandemic led to the disruption of conventional education systems, which led to the adoption of digital and remote learning platforms. This revolutionary change uncovered the need for new approaches in the development of educational technology. This paper emphasizes the importance of data analytics during this time and provides a framework for how data can inform effective EdTech developments for teaching and learning. This study aims to understand how real-time data from learning management systems, virtual classrooms, and engagement metrics can offer valuable insights into students’ behaviors, learning styles, and academic difficulties. Such insights help educators, technologists, and policymakers develop adaptive learning solutions tailored to the different needs of students. Through the presentation of case studies and realworld examples, this paper explains how the use of data-driven innovations has led to enhanced student success, effective teaching practices, and the reduction of learning disparities during the COVID-19 pandemic. Furthermore, the paper critically discusses the ethical challenges that are linked to educational data analytics including privacy concerns, bias-free learning analytics, and ensuring there is equity in the provision of technology to learners. It also highlights the importance of transparency, inclusivity, and collaborative input of all stakeholders to ensure the development of ethical and more sustainable EdTech solutions.

Utilization and Efficiency of eLearn Functionalities in a University

This study determined the utilization, satisfaction and perceived efficiency of the eLearning portal in a university known as eLearn. It is a web-based learning management system to aid classroom instruction that fosters self-directed learning. The mixed method of research was used in this study and utilized the researcher-made questionnaire as the main instrument. This employed the quota sampling procedure. A total of 376 out of 9,130 college students were the participants of this study. The statistical tools utilized in the study consisted of Descriptive Statistics such as mean, standard deviations, frequency and percentages to describe the variables. Spearman’s rho ( ) was also utilized to determine the relationship of the variables under study. The findings revealed that the majority of the participants used eLearn, found it beneficial to their studies, were satisfied with the eLearn functionalities and perceived the functionalities as highly efficient. The students' utilization of eLearn and satisfaction with the system's functionalities were not significantly associated with their perceived efficiency of the system. This implies that mere utilization of the eLearn does not predict their perception of efficiency. The study concludes that eLearn in the university can be an effective tool in the teaching and learning processes and in the delivery of information resources. However, there is a need to encourage more teachers to maximize the utilization of this E-Learning portal. Furthermore, the study recommends that the findings be revealed to the administrators, Computing and Information Services Office, faculty and librarians so that through their combined efforts there would be more use of the eLearn.

Enhancing LMS Effectiveness in Language Centers: A Case Study of V-Hub at VUS Vietnam

This mixed-methods study investigates the effectiveness of V-Hub, a Learning Management System (LMS) implemented at VUS, a prominent language center in Vietnam, focusing on homework completion rates and teacher strategies. A survey of 27 teachers and in-depth interviews with six teachers reveal that while V-Hub's user-friendly interface and learning content is positively perceived, technical limitations, such as device compatibility issues and the absence of answer explanations, hinder its full potential. Teachers employ various strategies to motivate and support students in using V-Hub, including rewards, personalized guidance, and clear communication. The study highlights the crucial role of teachers in effectively integrating LMS into language teaching and underscores the need for platform enhancements and comprehensive teacher training to maximize the benefits of technology-mediated language learning. Future research directions include exploring student perspectives, investigating the impact of specific LMS features on learning outcomes, and examining the potential for LMS materials to replace traditional textbooks.

Opportunities and Challenges in Harnessing Digital Technology for Effective Teaching and Learning

Most of today’s educators are in no shortage of digital and online learning technologies available at their fingertips, ranging from Learning Management Systems such as Canvas, Blackboard, or Moodle, online meeting tools, online homework, and tutoring systems, exam proctoring platforms, computer simulations, and even virtual reality/augmented reality technologies. Furthermore, with the rapid development and wide availability of generative artificial intelligence (GenAI) services such as ChatGPT, we are just at the beginning of harnessing their potential to transform higher education. Yet, facing the large number of available options provided by cutting-edge technology, an imminent question on the mind of most educators is the following: how should I choose the technologies and integrate them into my teaching process so that they would best support student learning? We contemplate over these types of important and timely questions and share our reflections on evidence-based approaches to harnessing digital learning tools using a Self-regulated Engaged Learning Framework we have employed in our research in physics education that can be valuable for educators in other disciplines.

Enhancing High School Mathematics Learning Through Moodle Feature Development

The development of information and communication technology in the 21st century spurs the need for digital learning systems to improve the quality of education. This research aims to develop a Learning Management System (LMS) Moodle with additional features that support mathematics learning at the high school level. The research method used in this research is the research and development (R&D) method, with the model used being the Four-D Model or adapted into a 4-D model. Based on the research results, the features developed include typing mathematical formulas using MathType by Wiris, graph visualization, and GeoGebra-based simulations. The results of the trial show that this additional feature increases the effectiveness of mathematics learning and the efficiency of students' learning time. Developing an LMS with interactive features supports a more dynamic and meaningful learning process.

Development of Gamification-Based Learning Management System (LMS) with Agile Approach and Personalization of FSLSM Learning Style to Improve Learning Effectiveness

Development of Gamification-Based Learning Management System (LMS) with Agile Approach and Personalization of FSLSM Learning Style to Improve Learning Effectiveness