Learning Activity Management System Research Articles

Unified blended learning environment: the Kazakhstani context

Introduction. The present work investigates the issues related to technological and administrative support for the blended learning process in higher education in Kazakhstan.Aim. This article aims to develop an author’s conceptual model of a unified system for managing the blended learning process by defining the evaluation criteria for an optimal educational environment.Methodology and research methods. The research was conducted in four stages using mixed methods. The first stage involved conducting surveys with participants in the educational process to identify the challenges they encountered while working in a digital educational environment and explore potential solutions. The second stage involved developing evaluation criteria for an optimal educational environment for blended learning. The third stage entailed empirical testing of existing educational platforms that are utilised by 33 leading Kazakh universities. The fourth stage witnessed the development of a pilot conceptual model for a unified environment for blended learning.Results. Based on the integration of Learning Activity Management System (LAMS), Learning Management System (LMS), and Education Content Management System (ECMS), a conceptual model of a unified environment for blended learning was developed. The criteria for the optimal educational environment of blended learning were developed to evaluate the technical, functional, and didactic capabilities of educational platforms.Scientific novelty. The study resulted in the development of a conceptual model for a unified environment for managing the blended learning process.Practical significance. The proposed model can be employed by the administrations of top Kazakhstani universities to implement a student-centred approach to the educational process.

Conceptualizing the Learning Design of lesson plans with LAMS and CADMOS

The rapid development of digital technology in today's times can enrich distance learning in a variety of ways. The use of digital technology in education focuses on teaching new concepts and ideas, courses, and particularly its use by the learners through web-based applications. One of the most important factors that should be taken into consideration is the learning design. In learning, students participate in group and role-based activities using an environment with appropriate resources and services. This paper tries to contribute to a better understanding of learning design with emphasis on Visual Instructional Design Languages and Learning Design Tools (COMPENDIUM, MOT+, COLLAGE, LAMS). In addition, special emphasis is given on the learning design of lesson plans with LAMS (Learning Activity Management System) and CADMOS.

Using team-based learning in a problem-based learning medical course to improve transition from a pre-clinical to clinical learning environment


 
 
 Many medical schools choose between using either a problem-based learning (PBL) or a team- based learning (TBL) approach to curriculum to teach pre-clinical students the foundational sciences needed to understand disease processes. This study explores whether it is possible to combine the strengths of both approaches to better prepare medical students for the transition from a pre-clinical to a clinical learning environment. While PBL allows students to identify gaps in learning and then apply new knowledge to an established problem, TBL gives students the opportunity to apply their learning to multiple new clinical problems thus providing opportunities for knowledge transfer. We used the Learning Activity Management System (LAMS) to run modified TBL sessions that were designed to fit within the normal lecture program. Iterative development of the intervention over five years based on staff and student feedback has delivered positive educational outcomes.
 
 

Enabling open‐ended questions in team‐based learning using automated marking: Impact on student achievement, learning and engagement

AbstractBackgroundDifferent types of assessments influence learning and learning behaviour. Multiple‐choice questions (MCQs) reward partial knowledge and encourage surface learning, while open‐ended questions (OEQs) promote deeper learning. Currently, MCQs is part of team‐based learning (TBL) curriculum, and it is challenging to implement OEQs as immediate feedback is necessary.ObjectivesWe asked if MCQ and OEQs affect student achievement, student learning and student engagement differently in a TBL classroom.MethodsMCQs and OEQs test scores of N = 66 students were automatically captured in Learning Activity Management System (LAMS) and were compared using a switching replications quasi‐experimental design with pre‐ and post‐tests to answer the research questions. Student learning approaches and engagement in the team activities were assessed using the study process questionnaire and the structure of observed learning outcomes taxonomy respectively.Results and ConclusionsStudents get significantly higher MCQ scores than OEQs for the same set of questions, but the reverse is true for application exercises (AEs), which focus on higher‐level application. Most students significantly deepened their learning approaches before OEQs, while poorly prepared students were less engaged during OEQ discussions. Interestingly students subjected to OEQs took less time and scored higher in AE discussions, suggesting better focus on higher‐level thinking.ImplicationsThis project is significant as it bridges our understanding of the value of OEQs and TBL. Our approach is transferable to other courses, and thus it can improve the quality of teaching and learning in tertiary education.

Analytical Hierarchy Process in The Assessment of The Best Teacher In the Category of Learning Activity Management System

The implementation of online lectures using blended learning needs to be assessed to find out the performance activities of lecturers with students in using the learning activity management system (LAMS) feature and reward lecturers with the best performance. Based on the assessment system of the best lecturers previously have not used the right methods so that the resulting decision is still not right and not accurate. This research aims to implement the Analytical Hierarchy Process (AHP) method in the assessment process of lecturers who are the best in using LAMS. The performance of the AHP method can determine the weight value of criteria consistently and can perform a role to produce solutions in decision making. The criteria indicators used to consist of Interactive Video Teaching Materials (C1), Audio Teaching Materials (C2), URLs (C3), Forum/FBL (C4), Slide Teaching Materials (C5), Assignments (C6), Quiz (C7), Attendance (C8), and Labels (C9). The results of this study showed that the performance of the Decision Support System (DSS) using the AHP method can determine a better weight value with a consistency level of 0.080049762 from 0.1. These results presented with AHP performance can provide weighting value on each criterion and continue the multiplication process with the best lecturer assessment data to get the results of the battle. Overall these results concluded that each criterion had a degree of consistent relationship in the best lecturer assessment on LAMS.

Development of a system for adaptive control of the components of an intelligent educational environment

The article discusses the issues of creating software and tools for managing the processes of training specialists in an intellectual educational environment. The complex of tools is being developed as part of a hyper-converged computing ecosystem to support open personalized learning technologies and is designed to customize and adaptively update educational programs and content, taking into account the requirements of federal standards and regional labor markets. At the first stage, the tools solve the problems of searching, collecting, consolidating and intelligent analysis of requirements for specialists extracted from open sources on the Internet, such as sections with employers’ vacancies on the websites of enterprises, recruitment agencies, labor exchanges, message boards, forums, chats, groups of social networks and messengers. At the next stage, the process of adaptive adjustment and synchronization of educational programs is implemented, taking into account the consolidated information and predicted data on the required competencies in the short and medium term in a given region. Setting up the educational process in an open information environment occurs during the evolutionary transition to a convergent learning model, continuous updating of educational programs and content, personalization of training trajectories. The convergent model determines the convergence of educational programs and content for different specialties in accordance with the digitalization processes of all spheres of human life, which is reflected in the requirements for competencies in professional and educational standards, as well as on the part of employers. The processes of actualization and personalization make it possible to increase the efficiency and quality of training specialists by reducing the risks of obtaining a low-quality and morally obsolete education. The architecture of the adaptive management system of the educational environment includes the following components: a) Learning Management System (LMS), b) Education Content Management System (ECMS), c) Learning Activity Management System (LAMS), d) tools for searching, collecting and analyzing employers’ requirements, e) cloud storage of educational content.

Transition to Blended Delivery: A Case Study of a Mobile Programming Course

This action research explores the transformation of a mobile programming course from a face-to-face delivery, to blended learning, and then online learning due to the COVID-19 pandemic. It uses the Conversational Framework by Laurillard (2013) as its theoretical foundation to investigate how teachers can design and test an optimally effective learning experience. The learning design for mobile programming illustrates an approach that attempts to embrace the best of conventional and digital methods. The use of the online learning activity management system, as a means of capturing and sharing pedagogic approaches, helps identify whether the range of learning activities appropriately covers all learning styles. The study describes strategies, using the flipped classroom model, to overcome the four key challenges of blended learning: incorporating flexibility, stimulating interaction, facilitating students' learning processes, and fostering an affective learning climate. The study also explores, through the lecturers’ perspective, the issues of transitioning to a blended delivery and highlights considerations to increase students’ motivation and reduce the effect of “zoom fatigue”. Results demonstrate that moving to a blended delivery increases the workload for lecturers in the short, medium and long term but has the added benefit of increasing student active/passive learning ratio.

Sharing the Passion for Learning Around the World

This paper reports the positive impact of international collaboration, utilization of technology and the Independent Learning Centre Program (ILCP) on student confidence and personal achievement. During 2008-2009, Concordia Lutheran College (CLC), an Australian K-12 school and Patrick County High School (PCHS), an American secondary school worked together to deliver the Independent Learning Centre Program (ILCP) as developed by Carmichael (2008). This project utilized the Learning Activity Management System (LAMS) as a support system for delivery. The purpose of the online delivery was to make available to Patrick County High School, the teaching and learning strategies enhancing independent learning skills for information literacy and differentiated instruction (Tomlinson, 2003) via the Internet. The program gave students in both schools the opportunity to collaborate internationally and engage in a research topic of personal interest. It was anticipated this program would foster a sense of learner autonomy (Confessore & Confessore, 1994) enhancing students’ faith in their ability to accomplish an individual project contributing to cognitive development and furthering their journey in learning for the duration of their formal schooling.

The Effectiveness of Blended Learning Teaching Materials Based on Cognitive Styles to Improve Students’ Learning Outcomes in Solid State Physics Subjects

The industrial revolution 4.0 forces various sectors, including the education sector, to face rapid technological innovation changes. Universitas Terbuka, as a distance learning activity management system, has made information and communication technology a fundamental requirement for implementing learning activities at UT or PTJJ. Blended learning emerges as an effective strategy that can combine the advantages of online education or technology-based learning and face-to-face learning. This study aimed to analyze the effectiveness of blended learning teaching materials based on cognitive styles to improve students’ learning outcomes in solid-state physics subjects. This research is quasi-experimental research conducted in 3 Universitas Terbuka; those are Universitas Terbuka of Surabaya, Malang, and Jember. In this study, Respondents were 11 students who were treated with blended learning teaching materials in solids state physics subjects. The data obtained are in the form of students’ learning outcomes, which are then analyzed using the N-gain test. Based on the N-gain test, the test result was accepted that the average N-gain of students was categorized as medium and high. In addition to learning outcomes, data on student responses, and learning activities were also obtained using blended learning teaching materials in solids state physics subjects. The majority of students respond to learning activities with a positive response, and students actively participate in all the learning activities provided. This study implies that blended learning materials based on cognitive styles effectively improve students’ learning outcomes in solid-state physics subjects.

Research on the Training Model of Social Sports Athletes under the Network Information Environment

Social sports athletes are one of the important conditions to promote national fitness activities. Therefore, it is necessary to carry out systematic training for social sports athletes in order to adapt to the development of sports nationalization. Therefore, based on the network information environment, the author studies the training mode of social sports athletes. At the same time, the characteristics and existing problems of the training mode of social sports athletes in our country at the present stage are analyzed. This model is supported by the learning activity management system and focuses on the improvement of coaching professional ability. It consists of a work-oriented training course, a task-driven, coach-led teaching model and a multi-evaluation model based on formative evaluation. The research results show that the athletes participating in the training generally reflect the novel training methods, the training content is practical, and the training effect is better.

A Study of College Basketball LAMS Teaching Model Centered on Learning Activities

Traditional basketball teaching has some problems, including the duplication of contents, outdated methods, disconnection between theories and practice, and lack of discussion on the use of computer technology and Internet technology to optimize the existing teaching mode. Based on the theoretical basis of “learning activities as the center”, a LAMS (Learning Activity Management System) teaching mode was proposed in this study for the course of “College Basketball”. It consists of three parts: the design module, the learning module, and the monitoring module. The LAMS-based college basketball teaching mode mainly includes learning activities, and learning resources and tools. Learning activities mainly involve teaching objectives, creation of learning activities, collection of information concerning learning activities, information analysis and improvement of activities. Meanwhile, learning resources and tools were set for the smooth progress of learning activities. After the teaching mode was constructed, it was applied in practical teaching at Shandong Normal University in Shandong Province, China. The teaching results show that compared to the traditional teaching mode, the LAMS teaching mode centered on learning activities can significantly improve the effect of teaching College Basketball.

Life-cycle management of educational programs and resources in a smart learning environment

Lifecycle management questions of educational program and resources in the smart learning environment are considered to provide a convergent process of specialist’s continuous training. The main results of the research are: (a) analysis of the training specialist’s problems, (b) smart environment synthesis to support convergent education processes, (c) lifecycles formalization of the educational environment components, (d) synchronization of lifecycle models, (e) personalized learning paths synthesis, (f) support for the updating of educational resources according to the standards and employer’s requirements. The article describes the results of the development of educational environment components. Functional lifecycle models and a cloud storage model for educational content with ubiquitous access support through the Web portal are proposed. The intellectual management system for the learning process in the information educational environment based on the component’s lifecycle model is implemented. The intellectual platform includes content management system Alfresco, learning management system Moodle, training content presentation Web system, knowledge assessment system, learning activity management system, standards and employer’s requirements analysis system. The system provides support for lifecycle stages of personalized educational programs, electronic educational resources, and specialist training levels.

Implementing A Flipped Classroom: A Case Study of Biology Teaching in A Greek High School

The purpose of this study was to investigate the application of the model of the “flipped classroom” as a complementary method to school distance education in junior high school Biology. The “flipped classroom” model attempts a different way of organizing the educational process according to which the traditional methods of learning at school and studying at home are interchanged, the learners’ active involvement is supported, their autonomy is reinforced, ICT is utilized and learning occurs partially by distance (blended learning). We performed an action research implementing flipped classroom in Biology teaching in a class of 17 students attending the1st year of junior high school. The educational platform used was the Learning Activity Management System (LAMS). The findings were evaluated qualitative rather than quantitative, and can provide evidence about the prevailing situation. During the action research, it became evident that time management in the classroom was improved. Furthermore, it was observed that students’ involvement in the educational process was also improved. Students had already familiarized themselves with the cognitive aspect of the lesson before entering the class and they considered the learning process as an individual affair which does not only depend on the teacher. The implementation of digital activities accomplished by distance led to taking action and initiative and finally to active learning. School distance education combined with the radical development of ICT can be complementary with the use of various methods, like the “flipped learning”, and give a new perspective and potential to the limited choices of conventional education in the Greek educational system which is worth further investigation.

Structuring time and task in online collaboration activities: Α case study for teaching ER modeling using LAMS and Synergo

The majority of existing Learning Management Systems (LMS) support collaborative learning through unstructured, general purpose collaboration workspaces that provide educators with semantically poor low-level data about learners’ interactions. Educators in turn, labour to process and interpret this kind of data, and consequently, are not able to intervene effectively in the collaboration process. To overcome this limitation, we used Learning Activity Management System (LAMS), an activity-based LMS, integrating in it some activities to be implemented with Synergo, a collaborative concept mapping specific tool with a structured interface. A case study of using this compound learning environment is presented in this paper. This case study is used to investigate what will be the benefit for educators and learners from such an approach. In this context we designed a particular collaboration script to also test the hypothesis that scripts support the acquisition of cognitive skills. A pre-test for validity and reliability of the script has been performed in order to understand and experiment with the technical’s aspects of the integration of the two e-learning collaborative systems and to investigate the students’ opinions.

The flipped classroom for medical students.

The objectives of this curricular innovation project were to implement a flipped classroom curriculum for the gynaecologic oncology topics of the obstetrics and gynaecology medical student clerkship, and to evaluate student satisfaction with the change. Four short online videos on the topics of endometrial hyperplasia, cervical dysplasia, evaluation of an adnexal mass, and ovarian cancer were created, and students were instructed to view them prior to a class-time active learning session. The Learning Activity Management System (lams) open-source online platform was used to create an active learning class-time activity that consisted of a coached discussion of cases. Student satisfaction with the two aspects of the flipped curriculum was obtained. In addition, lecture assessment for the gynaecologic oncology topics and aggregate student performance on the gynaecological oncology questions of the US National Board of Medical Examiners (NBME) Subject Examination were compared before and after implementation of the curriculum. Eighty-nine students rotated on the clerkship during the pilot period of analysis. Seventy-one students (80%) viewed the videos prior to the class session, and 84 (94%) attended the session. Student satisfaction was very high for both parts of the curriculum. There was no significant difference in aggregate student performance on the gynaecological oncology questions of the NBME Subject Examination. The flipped classroom curriculum demonstrates a promising platform for using technology to make better use of students' time Our implementation of the flipped classroom curriculum for the gynaecologic oncology topics successfully demonstrates a promising platform for using technology to make better use of our students' time, and for increasing their satisfaction with the necessary didactic learning of the clerkship.

An Argument Performance Task in a Virtual Classroom for Enhancing Graduate Students’ Analytical Reasoning

An analytical reasoning ability was taken into action in a virtual classroom with a performance task (PT).The performance task activity which focuses on argument was designed based on a logical fallacy, aroused by scenario accompanied with library of related evidences. A virtual classroom simulated a non-graphic learning interaction using Learning Activity Management System. Learners studied in fallacy class and then moved to an individual study mode with selected evidences in order to discuss about argument topics. Finally, learners moved into double-learning that allows discussion of two learners for assessment and conclusion. Using a virtual environment increase an extensive scope of document library that can be different kinds of digital archives

컨설팅장학을 위한 온라인 컨설턴트 교육 시스템 개발

컨설팅장학은 2010년 교육지원청의 조직과 기능이 개편되면서 학교교육의 질 향상을 위한 교육개혁 시스템으로 학교현장에 자리매김 해가고 있다. 그러나 현재는 컨설팅장학에 관한 전반적인 기능을 통합적으로 관리하여 제공할 수 있는 전용 온라인 포털시스템이 구축되어 있지 않다. 학교현장에서 컨설팅장학의 성공적인 운영을 위해서는 교사들이 컨설팅장학의 방법과 전문성을 습득하여 컨설턴트로 양성될 수 있도록 지원하는 온라인 컨설턴트 교육 시스템의 개발 또한 필요한 시점이다. 본 논문에서는 LAMS(Learning Activity Management System)와 액션 러닝(Action Learning)에 기반한 다양한 전문가 양성 학습활동 도구를 제공하는 온라인 컨설턴트 교육 시스템을 개발하여 소개한다. 온라인 컨설턴트 교육 시스템은 컨설턴트의 전문성을 강화하기 위한 4개의 단계(관리역량, 분석역량, 해결역량 및 실행평가역량 단계)로 구성되어 있으며, 각 역량의 머리글자를 인용하여 이를 MASA(Management, Analysis, Solution, Action)로 명명하였다. 전문가 양성을 위한 학습활동 도구는 브레인라이팅, SWOT분석, 5Whys, 의사결정그리드, PMI(Plus, Minus, Interesting), 블랙차트 등의 기법을 개발하여 제공하였다. With the reformation of organization and function of local office of education in 2010, consulting-supervision is introduced to schools as a system for education reform to improve the quality of school education. However, a dedicated on-line portal system that can provide integrated management on the functionalities of consulting-supervision has not been implemented yet. To successfully operate consulting-supervision in schools, it is also needed to provide an on-line consultant education system, that can support teachers to train themselves as a supervision-consultant. In this paper, we introduce an on-line consultant training system that provides various learning activity tools for consultant training based on Learning Activity Management System(LAMS) and Action Learning. The system consists of Management stage, Analysis stage, Solution stage, and Action stage for the empowerment of consultants' expertises, and is named as MASA. Brain-writing, SWOT(Strengths, Weaknesses, Opportunities, and Threads) analysis, 5Whys, decision grid, PMI(Plus, Minus, Interesting), and black chart techniques were developed in MASA as learning activity tools for consultant training.

Integrating Lmss In The Educational Process: Greek Teachers’ Initial Perceptions About Lams

E-learning with the use of Learning Management Systems, has been increasingly adopted in Primary, Secondary and Higher Education with the expectation to increase students’ motivation and infuse activity-centred learning strategies with various educational benefits. This study has investigated the initial perceptions of Greek teachers about the integration of LAMS, a Learning Activity Management System, in the educational praxis. Through a multifaceted research method, involving a small scale participatory action research, the research team attempted to investigate the preconditions required to integrate LAMS in the everyday lesson. Two tutorial workshops were organized with the participation of 46 educators from geographically diverse urban areas, from K-12 to Tertiary Education. Results indicated that teachers have developed a positive attitude towards LAMS and the use of collaborative online tools during the educational process. Although teachers have certain objections on integrating LMSs, which stem mainly from the current status of the Greek educational system, they accept relative advantages of integrating online collaborative approaches over the traditional face-to-face approach. Well-organized and carefully implemented tutorial workshops can spark teachers’ interest and bring about change in the educational process. Small scale interventions such as these can prove to foster dialogue among teachers of various backgrounds and set the foundations to create online communities of practice for innovative teachers.

Critical Thinking Solution via LAMS for VirtualEnvironment to Support Research Paper Writing

Conference or journal publishing paper is particular of condition for graduate student. The goals of research and development are provide to Graduate students for critical thinking skill and Publishing quality research paper in time. Learning Activity Management System (LAMS) is tool for managing learning activities be used with critical thinking technique for research writing to develop virtual environment system based on critical thinking to support journal writing process for graduate student. The system was designed with integration between research writing methodology and two-way communication Technology among peer's group and professional via LAMS. The set of activities in LAMS develop from some path of six thinking hats theory for reflecting and discussing with difference perspective. The results indicate with Cornell critical thinking test level z for better results and good research paper.

Learning Design, Lams, and Christian Education

E-learning has considerable potential for Christian education, but there is a need to move beyond individual, self-paced views of e-learning in order to appreciate its full potential. This paper explores how collaborative learning, scaffolding and generic skills provide a foundation for a broader view of e-learning as envisaged by the new field of Learning Design, and its application to Christian education. Learning Design provides a framework for describing and freely sharing effective teaching ideas, building on other Internet-based sharing approaches such as open source software and open content. The Learning Activity Management System (LAMS) is a Learning Design system that allows educators to author and share learning designs, as well as run them with students and track their progress. Two examples of LAMS learning designs are provided: a compare and contrast template and an example on Christian ethics. The paper concludes by describing a vision of Christian educators working together to share effective teaching ideas.