Learning Management Research Articles

Dusting for fingerprints: Tracking online student engagement

Hybrid learning strategies blend face-to-face instruction with online components, using Learning Management Systems (LMSs) as key platforms for educational resources. In strategies like the flipped classroom, students need to follow a specific learning pathway to complete certain activities in the LMS before class. This includes watching videos and completing readings and quizzes, to prepare for hands-on exercises during classroom time. Consistent student engagement with this approach is vital for success – but in large subjects with hundreds of enrolments, monitoring that engagement is a complex task. Using the data collected in an LMS, this paper presents an approach for detecting significant changes in student engagement in hybrid learning environments. The approach uses Process Mining (PM), a family of tools and techniques to analyze data through a process lens, to compare students' learning pathways between pairs of learning windows (e.g., weeks in a semester). Using a real-life event log containing more than 26,000 interactions of 194 students over a full semester, the findings demonstrate the approach's ability to detect changes in student engagement over time. These insights can be used by educators to refine their instructional design, deliver targeted interventions, and ultimately improve the overall effectiveness of hybrid learning.

Student-centered learning in the digital age: in-class adaptive instruction and best practices

<span lang="EN-US">Adaptive instruction is a promising solution to the limitations of traditional classroom instruction, which assumes that all students learn in the same way and at the same pace. Adaptive instruction tailors the learning experience to each student’s needs and abilities. Several adaptive instruction tools and platforms exist, including intelligent tutoring systems, learning management systems, mobile apps, AI chatbots, and adaptive machine-learning programs. The Adaptive Instruction of Student Control Theoretical Framework suggests that allowing students to control their use of learning resources leads to better learning outcomes. Implementing adaptive instruction in higher education can be difficult due to faculty buy-in, technical infrastructure, and student motivation. Effective instructional design is crucial for adaptive instruction to support student control and maximize benefits. Overall, instructors must pay attention to student motivation and work to create learning environments that foster motivation, autonomy, and engagement to implement adaptive instruction successfully.</span>

Enhancing interaction and learning experience for deaf students through sign language translator

The study addresses persistent communication barriers faced by students with disabilities, particularly the deaf, by exploring challenges, presenting breakthroughs, and introducing an innovative solution-a sign language translator (SLT) using motion capture technology. This groundbreaking technology, deployed through the ADDIE model and validated with user acceptance testing (UAT), successfully integrates into the learning management system (LMS) at SLB Bina Insani Depok, demonstrating its efficacy in bridging communication gaps. The results suggest a notable increase in efficiency for tasks such as t2, t3, and t5, highlighting the system’s improved ability to direct users to the LMS homepage, the SLT page, and translate words into sign language, respectively. The study suggests further development in advanced animation to enhance the learning experience for deaf students and recommends progressing toward the total communication (KOMTAL) system for comprehensive communication preparation, ultimately aiming to create an inclusive and dynamic learning platform for the holistic development of deaf students.

The datafication of student engagement and children's digital rights

In this commentary paper, I will introduce the concept of engagement data. I define engagement data as the digital metrics, calculations and visualisations that are deemed to give an insight into students’ on-task behaviour, their participation, their perceived capacity to pay attention, or their (technical) interactions with an educational platform. These kinds of data are common in Learning Management Systems and learning content platforms on which schools increasingly rely. The categories of engagement data discussed in this paper include time spent on-task, task completion, contribution, and biometric data. Besides conceptualising engagement data, this paper invites both scholars and educators to reflect critically on the datafication of engagement. I will argue that engagement data only offer a limited, quantified idea of student engagement and that this has far-reaching implications for children's digital rights. Children's behavioural data is harvested without their explicit consent or knowledge. These engagement data then become prescriptive constructs used for monitoring and accountability purposes, ignoring children's voice in relation to their own (dis)engagement.

Manajemen pembelajaran guru seni di SMK Negeri 5 Yogyakarta

Purpose: This research aims to explore and analyze learning management carried out by art teachers at Vocational High School (SMK) 5 Yogyakarta. The main focus of this research is to identify effective learning management strategies, which consist of planning and implementing learning carried out by art teachers at the school. Method: This research is qualitative. Subjects of this study were art teachers of ceramics crafts, wooden crafts, and metal crafts at SMK Negeri 5 Yogyakarta. Determination of the subject is done by random sampling, which consists of 3 teachers and the object of research is the effectiveness of art teachers learning process. Data was obtained using observation, interviews, and documentation, as descriptive analysis. Findings: The results of descriptive research reveal that art teacher learning at SMK Negeri 5 Yogyakarta is viewed from the aspects of learning planning and learning implementation. Learning planning activities carried out by teachers have been realized in the form of a syllabus and lesson plans. Teacher learning activities at SMK Negeri 5 Yogyakarta go through three stages, namely preliminary activities, core activities and closing activities. The learning carried out by the teacher was declared successful as proven by the students' work with good work in terms of creativity, beauty, form and completion of the final result. Evaluation of learning by teachers is realized by scoring in the form of numbers based on minimum completeness criteria.

Teamwork Conflict Management Training and Conflict Resolution Practice via Large Language Models

This study implements a conflict management training approach guided by principles of transformative learning and conflict management practice simulated via an LLM. Transformative learning is more effective when learners are engaged mentally and behaviorally in learning experiences. Correspondingly, the conflict management training approach involved a three-step procedure consisting of a learning phase, a practice phase enabled by an LLM, and a reflection phase. Fifty-six students enrolled in a systems development course were exposed to the transformative learning approach to conflict management so they would be better prepared to address any potential conflicts within their teams as they approached a semester-long software development project. The study investigated the following: (1) How did the training and practice affect students’ level of confidence in addressing conflict? (2) Which conflict management styles did students use in the simulated practice? (3) Which strategies did students employ when engaging with the simulated conflict? The findings indicate that: (1) 65% of the students significantly increased in confidence in managing conflict by demonstrating collaborative, compromising, and accommodative approaches; (2) 26% of the students slightly increased in confidence by implementing collaborative and accommodative approaches; and (3) 9% of the students did not increase in confidence, as they were already confident in applying collaborative approaches. The three most frequently used strategies for managing conflict were identifying the root cause of the problem, actively listening, and being specific and objective in explaining their concerns.

MANAJEMEN PEMBELAJARAN PASRAMAN SAD DHARMA DWIJENDRA DI YAYASAN DHARMA LAKSANA MATARAM

This study aims to conduct a study of the learning management of the Pasraman Sad Dharma Dwijendra Mataran at the Dharma Laksana Foundation.This research was conducted using qualitative methods with descriptive data analysis. Data collection techniques used in this study were non-participatory observation techniques, structured and unstructured interview techniques, and documentation. The data obtained is then analyzed through three stages, namely data reduction, data presentation, and drawing conclusions. To check the validity of the data using credibility, transferability, dependability, and confirmability. Based on the results of the study, four findings were foud, namely 1). Lesson plans prepared by the teacher or Acarya include attendance, learning materials, learning models, strategies and methods, facilities and infrastructure, media, planning evaluation and paying attention to thr preparation of student or Brahmacari2). The organization of learning carried out by the teacher or Acarya includes organizing the learning schedule, organizing learning haours, organizing classes, organizing learning materials and resources, as well as organizing student or Brahmacari, 3). The implementation of learning carried out by the teacher or Acarya includes three stages, namely the preliminary activity stage, the core activity stage, the final learning activity stage; 4). The form of supervision or evaluation carried out by the teacher or Acarya is using practical methods, direct observation, and giving test orally and in writing to measure and know the skills and understanding of student or Brahmacari towards learning material.

Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania

In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two micro-servers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity.

On-device Online Learning and Semantic Management of TinyML Systems

Recent advances in Tiny Machine Learning (TinyML) empower low-footprint embedded devices for real-time on-device Machine Learning (ML). While many acknowledge the potential benefits of TinyML, its practical implementation presents unique challenges. This study aims to bridge the gap between prototyping single TinyML models and developing reliable TinyML systems in production: (1) Embedded devices operate in dynamically changing conditions. Existing TinyML solutions primarily focus on inference, with models trained offline on powerful machines and deployed as static objects. However, static models may underperform in the real world due to evolving input data distributions. We propose online learning to enable training on constrained devices, adapting local models towards the latest field conditions. (2) Nevertheless, current on-device learning methods struggle with heterogeneous deployment conditions and the scarcity of labeled data when applied across numerous devices. We introduce federated meta-learning incorporating online learning to enhance model generalization, facilitating rapid learning. This approach ensures optimal performance among distributed devices by knowledge sharing. (3) Moreover, TinyML’s pivotal advantage is widespread adoption. Embedded devices and TinyML models prioritize extreme efficiency, leading to diverse characteristics ranging from memory and sensors to model architectures. Given their diversity and non-standardized representations, managing these resources becomes challenging as TinyML systems scale up. We present semantic management for the joint management of models and devices at scale. We demonstrate our methods through a basic regression example and then assess them in three real-world TinyML applications: handwritten character image classification, keyword audio classification, and smart building presence detection. The results confirm the effectiveness of our approaches from various perspectives, such as accuracy improvement, resource savings, and engineering effort reduction.

TINJAUAN TEORITIS MANAJEMEN MUTU PENDIDIKAN

When discussing the results of educational provision, of course you will question the quality of educational provision, and to measure the quality of education you can look at the graduates or output. And this can be realized if it is done with proper management of the quality of education, and that is the domain of education quality management studies. So a comprehensive understanding of education quality management is needed so that it can be implemented in educational institutions appropriately and can run effectively and efficiently. In this study the author uses qualitative research with a library research approach and is descriptive in nature, where the author wants to reveal a deeper theoretical review of education quality management." The result of this study is that quality management, which is more popularly known as TQM, is a way of continuously improving performance (continuous performance improvement) at every level or process, in every functional area of an organization by using available human resources and capital. The main goal of TQM in education is to improve the quality of education in a sustainable, continuous and integrated manner. Meanwhile, the success of TQM is largely determined by its five supporting pillars, namely: 1). Product, 2) process, 3) organization, 4) leadership, and 5) commitment. And the implementation of quality management in schools, among other things, focuses on a). Implementation of institutional management, b). Implementation of curriculum quality management, c). Implementation of learning management and graduates

Pelatihan Penerapan Learning Management System (LMS) bagi Guru Dalam Tantangan Era Blended Learning

This community service aims to increase teacher understanding and optimize the implementation of the Learning Management System (LMS) in the blended learning era. The method for implementing this service uses training in the form of webinars with 119 teachers spread across 40 cities in Indonesia. The evaluation instrument for this activity uses a questionnaire, which is analyzed descriptively. The results of this service activity show an increase in teachers' understanding of implementing LMS. The results are evidenced by teachers' increasing knowledge about making LMS an online classroom, especially in providing teaching materials and setting student assignments and exams.

Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools

AbstractThis study employs Bourdieu's theory of practice to analyse 31 interviews with teachers, principals and administrators. I explore the strategies teachers use to handle the mandatory enactment of a Learning Management System (LMS) in Danish primary and lower secondary schools. Teachers are categorised into three groups: those mainly focused on teaching, those with digital responsibilities and those representing the Danish Teachers' Union. The findings reveal three distinct strategies adopted by these groups of teachers. Firstly, teachers solely focused on teaching developed a strategy of resistance, avoiding the use of the LMS in their daily teaching. In contrast, the other two groups of teachers responded to the changes by accumulating either digital or managerial capital to enhance their skills. This latter strategy positioned them as key figures in the eyes of local management, preparing them for advancement. Furthermore, since enhancing skills entails collaborating closely with management, it naturally leads these teachers to support the enactment of the LMS through their actions in the schools. The findings contribute to theoretical development and provide insights into teachers' practices when required to enact change in school.

Learning analytics in distance education: A systematic review study

AbstractThis study aims to reveal the main trends and findings of the studies examining the use of learning analytics in distance education. For this purpose, journal articles indexed in the SSCI index in the Web of Science database were reviewed, and a total of 400 journal articles were analysed within the scope of this study. The systematic review method was used as the research methodology. The first study on the subject was published in 2011, and the publications continued to increase over the years. It was found that the publications on the subject were primarily found in “Computers and Education” and “Education and Information Technologies” journals. It was observed that China, USA, and Spain were the leading countries where the related studies were conducted. The studies primarily used the quantitative method, and university students were included as the sample. In addition, within the scope of learning analytics, it was observed that the data were mainly analysed with “regression analysis”, “correlation analysis”, “special algorithms-models”, “ANOVA”, and “cluster analysis” methods. It was determined that the most preferred platforms in the studies were learning management systems and MOOCs, learning behaviours were mostly examined, and log data were mainly used in this process. It was observed that the variables tested in the studies mainly consisted of students’ behaviours on the platform, learning performances, communication processes, dropout behaviours and course designs. Furthermore, in the studies examined, the advantages of learning analytics in the context of distance education are mostly related to the possibilities of improving the teaching process, and as disadvantages, it is stated that learning analytics is not suitable for use in some situations, negatively affect students’ performances, have limited interaction with students and are an expensive investment.

Student adoption of e-learning at makerere university during COVID-19: A structural equation modelling based on the unified theory of acceptance and use of technology

The onset of COVID-19 dealt a severe blow to the education sector in Uganda, leading to the mandatory closure of all learning institutions to mitigate the spread of the virus. Makerere University, a venerable institution in the region, was not exempt from this directive. The initial uptake of e-learning was sluggish due to various factors, including inadequate infrastructure, digital illiteracy among both students and some faculty members, and, most notably, a lack of preparedness in utilizing digital eLearning technologies. The objective of this study was to examine the factors that impacted students’ embrace of eLearning at Makerere University during the COVID-19 pandemic. Employing a quantitative approach, the study utilized questionnaires structured based on the nine constructs of the Unified Theory of Acceptance and Use of Technology model. Between August and December 2021, a questionnaire was distributed to 374 students from two colleges. Structured equation modelling was employed to assess 16 factors that were hypothesized to have an impact on adoption. Effort expectancy emerged as the most robust predictor. Likewise, the behaviour of utilizing eLearning technologies was predominantly impacted by facilitating conditions. Utilizing the UTAUT methodology, this study’s theoretical significance arises from our effort to broaden the existing literature on the utilization of video conferencing software (Zoom) in conjunction with a learning management system (MUELE) during the challenging period of COVID-19, an area that has not been extensively explored. The results offer insights into the embrace and approval of both systems within the framework of a developing nation. This study delivers valuable perspectives for developers of eLearning systems, emphasizing the importance of creating user-friendly platforms that enhance the learner experience. This includes the incorporation of intuitive designs and intelligent features such as chatbots and AI-driven tutoring systems, which adapt to the unique needs of students.

TEACHER PERFORMANCE AND ATTITUDE OF STUDENTS TOWARD PHYSICAL EDUCATION

Most research over the last three decades has shown that students' views toward physical education, whether good or negative, are essential variables in their engagement in physical activities. The study aimed to determine the significant influence of teacher performance and students' attitudes toward physical education. The study included 199 students from the Padada and Hagonoy II districts in the Philippines who participated in quantitative non-experimental research using a correlational technique and a random sample technique. All participants completed the questionnaire, which consisted of 68 questions. Instruction, evidence of student learning, management and organization, learning climate, and professionalism were the factors that affect teacher performance. Moreover, family physical education, cultural physical education, and personal physical education were student performance indicators. Mean, Pearson-r, and Regression were the statistical tools used for the data treatment. Results showed a high level of teacher performance regarding instruction, management, and organization and evidence of student learning and learning climate. Thus, only professionalism shows significant results (r=.326, p<0.05). The study also revealed that student attitudes towards physical education were very high regarding cultural, physical education, family physical education, and personal physical education. Furthermore, there was only a minimal significant relation between the indicators. However, this cannot affect the overall result of the study. Implications for future studies and practice are provided in this paper.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0716/a.php" alt="Hit counter" /></p>

Addressing inconsistency in use of the LMS

Inconsistency in the use of the learning management system (LMS) by academic staff is a source of dissatisfaction among university students in the UK. One solution is to establish a set of minimum standards (or baseline) for LMS use within an individual institution. Another is to supply templates – frameworks for LMS course sites – with a view to providing students with a seamless experience in their interactions with the LMS. This paper describes how the issue of inconsistency was addressed at a leading research university in the UK through an exploratory project, WebLearn Improved Student Experience (WISE). The widespread devolution of responsibility for site management to administrative staff, together with the ‘maverick’ creation of course sites by those academics who chose to engage with the WebLearn LMS, had resulted in unevenness in students’ access to learning materials. The project team engaged in close collaboration with 19 departments in order to achieve the immediate purpose of improving uptake of, and consistency in, their LMS presence. The ultimate aim was to develop a support package comprising LMS templates and ‘best practice’ guidelines that would enable departments in the future to achieve the same objective, either unsupported or with minimal assistance from the central team of learning technologists. The project was evaluated using a modification of the Innovation Histories method, which included interviews with 13 participants. The evaluation findings additionally threw into relief the complex social and cultural factors at play that can inhibit a consistent student experience in an institutional LMS.

‘One size does not fit all’

Online learning is immensely popular and attracts learners from diverse cultural backgrounds. Given learning is situated in culture, the diversity of online students presents a great challenge to course designers, but remains largely unaddressed. To complicate matters, Learning Management Systems (LMS), though efficient and easy to use for course design, promote a one-size-fits-all’ approach. The PhD study referred to in this paper seeks to make inroads to cultural sensitivity in LMS. A beginning point for the project is to explore Instructional designers’ perspectives on culturally sensitive online learning design features. We report on the early findings from this first step and aim to incite rich discussion around culture, instructional design and online learning.

Us and IT: Capacity-building for blended learning

When Victoria University (VU) Australia, adopted a new learning management system (LMS) as part of its Blended Learning Strategy and Operational Plan in 2014, it introduced a range of support structures including a staff support and training program. Complementing this, the Graduate Certificate in Higher Education (the course providing professional development for early career academic staff) offered an elective AET4010 Blended Learning Design and Development fusing the pedagogical and theoretical aspects of blended learning to foster teaching as a design science. In this study we investigate the effectiveness of AET4010 in developing participants’ capacity to design and, develop blended learning. In this paper we report on the data from the first stage of this investigation. Data is derived from assessment rubrics. Complementary qualitative data will be collected in the second stage via interviews conducted after the participants complete the unit. We analyse our findings against the JISC Building Digital Capability Framework mapped to the UK Professional Standards Framework. This Framework identifies early career academics’ capabilities (Associate Fellows). The emerging findings indicated the value of capacity building through a structured unit of study enabling participants to experience learning from their own learner’s standpoint while reflecting on pedagogical perspectives and ‘teaching as design’.

Analysing the learning pathways of students in a large flipped engineering course

Recent advancements in educational technologies (learning management systems, online discussion forums, peer-learning tools) coupled with new methods of course delivery (e.g. blended, flipped, MOOCs) provide significant opportunities for universities to deliver challenging, high quality, yet engaging curriculum for students. In this paper, we examine the variations and similarities of student’s approaches to learning (learning pathways) by examining how well they performed in a large (N ~ 1000 student) first year engineering flipped classroom. The analysis focused on student’s performance in their assessment (formative and summative) as well as their online interaction with a range of tools purposely built to support students through peer learning and acquisition of resources and expertise. Analysis using k-means clustering reveals that students do in fact adopt a variety of successful pathways through the course. The unique aspects of this work lie in the use of analytics algorithms that whilst perhaps routinely utilised in data mining, are not as well utilised in better understanding patterns (successful or otherwise) of student interactions within a technology enhanced active learning environment that integrates theory with engineering practice.

Using an e-authoring tool (H5P) to support blended learning

With an increasing emphasis on blended learning at Victoria University (VU), all the units are to be redesigned and delivered in a blended approach by the end of 2020. This presentation will outline VU librarians’ experience in the use of an open source e-authoring tool (H5P) to support the University’s blended learning strategy. We will discuss using the H5P tool to enhance library instructional videos and create interactive learning objects to support a specific unit. By using these enhanced resources, students are actively engaged with the content and can easily revisit and review at any time and are able to complete self-assessment activities at their own pace and receive immediate feedback on their performance. Furthermore, this presentation will showcase various H5P learning objects created by librarians that are reusable and shared with all VU staff, who can access from the learning objects library in VU’s learning management system (VU Collaborate). Instead of duplicating learning resources, teaching staff and other librarians are able to save time through reusing the learning objects/activities. In addition, we will outline the data that were accessible through VU Collaborate and feedback received from the teaching staff. The benefits of the tool outweighs the limitations and future plans are suggested to continue utilising this tool for the University’s First Year Model.