Learning Management Research Articles

Effect of institute and LMS service quality on HEI Brand Equity: an empirical investigation

Purpose The purpose of this paper is to examine the education service quality factors, for online education context, that drive the brand equity of a higher education institute. In the times of emerging online education programmes by otherwise traditional institutes, assessing the service quality of educational institutions and its effect on the institute’s brand represents an extant research gap. Design/methodology/approach This study addresses the gap by empirically measuring higher education institution (HEI) service quality and explores its impact on student engagement, satisfaction and brand equity. This research analyses structured data from 250 students, through partial least squares-based structural equation modelling, to test the proposed hypotheses. Findings Within the overall service quality of an HEI, all components of institutional service quality are found to affect student engagement strongly; however, only some dimensions of learning management system service quality do. Student engagement is found to positively impact student satisfaction which, in turn, strongly affects all elements of HEI brand equity. Originality/value This study adds value to the extant research in higher education service quality by adding a layer of online platform service quality and offers actionable insights for HEI administrators.

The integration of Artificial Intelligence (AI) into undergraduate education

The incorporation of AI as a tool in educating undergraduates is a promising concept held with a great potential of positively influencing the learning process, learners’ experiences and institutional management systems. At the same time, it lifts essential moral issues that ought to be adequately addressed into new stages. The aim of this paper is to review literature on the subject of ethics in the application of AI in the context of an undergraduate degree program. Algorithmic choices for instructional design are another relevant ethical concern along with privacy and data protection, practitioners’ responsibilities, and the requisite levels of transparency, as well as the depersonalized and mechanized nature of learning management systems. The analysis reveals how the use of AI technology might deepen the social and economic inequities the students have described and how difficult it is to keep the students’ trust in cases when AI technology is not transparent. Also, the paper raises concerns related to several ethical issues and their consequences to students, teachers, and institutions on how strong ethical principles and policies to apply AI in the educational sectors. It is established that the use of AI in the delivery of undergraduate education has the potential of enhancing the effectiveness of learning(). Nonetheless, it is recommended that the integration of AI in the classroom must be done with reference to several ethical concerns so as to prevent further negative ramifications of the technology.

The Development of a Learning Unit to Promote Biodiversity Utilization in Agricultural Ecosystems

The objectives of this research were to 1) develop a learning unit to promote biodiversity use in agricultural ecosystems, 2) assess student learning outcomes related to their knowledge of biodiversity in agricultural ecosystems and to their skills of knowledge management, and 3) evaluate the impacts of learning to manage biodiversity in agricultural ecosystems on cultivators. Agriculture is a major occupation in Thailand. Knowledge about utilizing biodiversity in an agricultural ecosystem is essential for safe food consumption. Teachers play a vital role in developing and managing learning opportunities for cultivators, leading to participatory learning. Important components of learning management are teachers, learning sources in the local community, learning units about managing agricultural ecosystem biodiversity, and collaborative learning assessments for developing the learning units. This study develops learning outcomes at secondary schools to address the use of biodiversity in agricultural ecosystems along with agricultural methods and teaching skills related to sustainable agricultural learning management. Teaching skills have been improved through the guideline Encouraging Learning Outcomes for Biodiversity in Agricultural Ecosystems, in accordance with the sustainable development goals of the United Nations.

Strategy for Inserting Thai Culture into Teaching and Learning Management of Teachers and the Perception on Thai Culture among Korean Students Studying Thai as a Foreign Language in Universities in Republic of Korea

This research utilized the combination between quantitative and qualitative researches. The research sample included Thai language course lecturers both Thai and South Korean persons, including 1st-4th year South Korean undergraduate students. The instruments used included the questionnaire on teaching strategy which also included Thai culture to be used in providing instruction on Thai language for South Korean students. The forms of tests assessing the perception on Thai culture of South Korean students. Two interview forms to interview the teachers and South Korean students on their perception and acquisition of Thai culture. The findings reveal the teacher’s opinion on strategy to integrate Thai culture with the instruction on teaching Thai language to South Korean students studying Thai as a foreign language in aspects of integrating Thai language along Thai culture and instructional strategy integrated with Thai culture. The overall outcome reveals that the sample subjects agree mostly with such statement. Concerning the result of the perception on Thai culture of South Korean students, it was found that 14.29% of students had obtained the score at very good level, 70% at good level, 14.29% at moderate level, and 1.43% at minimal level. The average level was of 73.5 scores.

Optimizing Interactive Learning Management System (LMS) in Improving Students' English Language Skills

This study aims to evaluate the effectiveness of the platform in improving the quality of learning for students at the Al-Mujaddid Sabak Islamic Institute. This study seeks to understand how interactive features such as discussion forums, automatic quizzes, online assignments, and virtual classes can contribute to improving student engagement, motivation, and learning outcomes. The methodology used is qualitative research with data collection techniques in the form of in-depth interviews, observations, and document analysis. The results of the study indicate that the process of implementing a Learning Management System (LMS) with interactive features has proven to be an effective solution in supporting flexible, collaborative, and more participatory learning. Features such as discussion forums, virtual classes, online assignments, and student progress analysis provide various benefits for the teaching and learning process, both for students and teachers. Recommendations for LMS with interactive features not only optimize online learning but also enrich the overall learning experience, making it an important platform in the world of modern education. Recommendations for optimizing interactive learning are to provide training to lecturers and students in using LMS, provide adequate internet access, and combine online learning with face-to-face learning that supports social interaction. Continued support from institutions in terms of infrastructure and training will be critical to ensure a more mature and comprehensive implementation in the future.

USING ARTIFICIAL INTELLIGENCE IN MATHEMATICS TEACHING

In modern education, there is a growing need for innovative teaching approaches, particularly in the context of using artificial intelligence. The relevance of the issue under consideration lies in exploring the potential of ChatGPT for automating the creation of mathematical problems, which can significantly reduce the workload of teachers. The aim of the research is to assess the potential of ChatGPT in generating high-quality math problems across various topics in the school curriculum. To achieve this goal, methods of theoretical analysis of scientific literature and an empirical experiment were applied, during which ChatGPT was used to create tasks on proportionality, combinatorics, algebra, and geometry. The research results demonstrate that ChatGPT can effectively generate both simple and complex mathematical problems, opening new opportunities for automating teachers' preparatory work. This allows teachers to automate part of the preparation process and focus on more creative aspects of teaching. However, certain limitations are identified, such as the dependence of task quality on the clarity of queries and the presence of errors in complex calculations. Overall, the research emphasizes that artificial intelligence can become a valuable tool for math teachers, but its use requires an understanding of its capabilities and limitations. Further research may include researching the impact of using ChatGPT on the student motivation and academic achievements, developing of methods for assessing the quality of ChatGPT-generated tasks, integrating ChatGPT with other learning tools (e.g. learning management systems), exploring the possibility of using ChatGPT to create more complex mathematical tasks that require a creative approach.

Chamilo LMS for web-based e-learning development in a vocational high school

The development of a web-based e-learning at SMK Negeri 4 Padang was initiated by the absence of a structured e-learning system at the school. This study aims to design and implement e-learning using the Chamilo Learning Management System (LMS) platform, ensuring its validity and practicality. The study employs Research and Development (R&D), adapting 3 stages of the ADDIE model, including analyzing, designing, and developing. The results of the validity test, assessed by three lecturers as media validators, show a score of 91.84%, categorized as very valid. The practicality test results show that 92.31% of teachers and 82.34% of students rated the system on the very practical category. Based on this data, the developed e-learning system at SMK Negeri 4 Padang is considered valid and practical. However, this study has not been through the broader implementation and evaluation. Therefore, it is suggested for further researchers conducting the similar studies to get it come to the whole stages of ADDIE model, confirming its effectiveness.

SustentAÇÃO: E-learning training on food sustainability for teachers in the Lisbon Metropolitan Area

Abstract Background It is essential to address food sustainability (FS) within the school community to enhance both public and environmental health. In Portugal, in the scope of AML Alimenta, teachers’ training on FS was identified as a priority. Therefore, local partners along with academia developed, implemented, monitored, and evaluated the SustentAÇÃO. Objectives SustentAÇÃO aimed to empower school teachers in the Lisbon Metropolitan Area to teach students between 6 and 14 years old on FS. The program consisted of 10 hours of asynchronous online learning (MoodleTM), structured in 4 modules, and 10 hours of autonomous learning (5 students’ educational sessions), offering autonomy and flexible time management. The contents were adapted for different age groups. The teacher’s performance was monitored and evaluated continuously. A process evaluation was conducted for both teachers and students. Results Of the 79 teachers enrolled, 47% completed the program. Teachers’ performance (0-20) on the 4 evaluation questionnaires was on average 17,9±3,13. Most teachers found the program benefited their work (94%) and considered it essential for enhancing student’s knowledge (98%). Considering overall satisfaction, 85% of teachers were satisfied or very satisfied with the training and 91% would recommend it to their colleagues. Additionally, 86% of students enjoyed the activities delivered, 76% considered that they were wasting less food, and 78% believed they had improved their ability to make healthier and more sustainable food choices. Conclusions Through a collaborative work between local partners and academia, an innovative e-learning training programme on FS was developed, implemented, monitored, and evaluated, responding to the local needs identified. SustentAÇÃO complies with national education guidelines and contributes to the sustainable development goals agenda. Key messages • SustentAÇÃO E-learning training highlights the importance of collaborative work, based on an initial assessment to target local needs. • SustentAÇÃO E-learning training improve teachers’ knowledge on FS and benefit their students.

Deconstructing the Complex Network of Student Satisfaction in Open and Distance Learning: An Application of Structural Equation Modeling

The rapid spread of open and distance learning (ODL) in higher education has sparked a strong interest in the determinants of student satisfaction. Although previous studies have explored various factors that influence satisfaction, a comprehensive model integrating multiple dimensions is still lacking. This study proposes and empirically tests a comprehensive structural equation model of ODL student satisfaction, incorporating interaction, instructor quality, learning management system (LMS), assessment, and student self-regulation as key predictors. Based on constructivist, collaborative, and cognitive information processing theories, we hypothesize direct effects and mediation relationships between these constructs. Data collected from 1,450 students at a large open university in China were analyzed using partial least squares structural equation modeling (PLS-SEM). The results reveal complex interrelationships among the predictors, with interaction and self-regulation emerging as key mediating variables. This study contributes to the ODL literature by providing a nuanced understanding of the satisfaction formation process and offers practical implications for improving the ODL experience. Our findings highlight the need for a holistic approach to ODL design and implementation, emphasizing the synergistic effects of technology, instructional, and personal factors in fostering student satisfaction.

Evaluation of a Project to Develop Learning Management Competency Using Digital Technology Among Teachers in a Bangkok School in Order to Facilitate the Learning Loss Recovery of Basic Education Level Students: Applying Kirkpatrick’s Concepts and Model

The spread of the coronavirus (COVID-19) strongly affected educational management in Thailand. This gave rise to the problem of how to improve the quality of students of all ages through 100% online learning, be this in areas of knowledge, abilities, skills, and attitudes towards learning. Therefore, the Secretariat of the Education Council of Thailand studied the learning loss of basic education students during COVID-19 and recommended ways to solve the problem using the seven measures derived from the RECOVER Model. Based on this, the researchers devised a project and conducted it along with agency administrators and school administrators under Bangkok Metropolitan Administration, Bang Khen District. Their objective was to evaluate the development of learning management competency using digital technology among teachers in a Bangkok school in order to facilitate the learning loss recovery of basic education level students. The results revealed that participants responded strongly to the overall project process and activities (Mean = 4.71, S.D. = 0.57) with the level of knowledge developed from the relative gain score at a high level (GS = 72.12) and 75.00 percent had the ability to create educational Line stickers for sale in the Sticker Shop. In addition, participants’ behavior changed as a result of applying the knowledge, abilities, and skills acquired to teaching and learning in their own subjects. Consequently, the schools to which they are affiliated were able to facilitate the learning loss recovery of students extremely well through the combined participation of administrators, teachers, students, and parents.

Improving the efficiency of resource allocation in educational content delivery networks using the 1C:ESB integration bus

Learning Management Systems (LMS) play a key role in the educational process by providing students with various educational content and instructors with tools to monitor student knowledge and assess progress. However, as the number of students increases, the load on data transmission channels increases, which can lead to a decrease in the quality of learning. To solve this problem, Content Delivery Networks (CDN) are used to speed up the loading of websites and reduce the load on servers. CDN ensure the availability and security of websites and improve their scalability (resistance to smooth load growth) by distributing content across a network of servers around the world, allowing users to access content faster and more efficiently.Integration data exchange bus (Enterprise Service Bus, ESB) can be an effective tool for optimizing CDN content distribution algorithm. It allows integration of different systems and applications, enabling data exchange between them. This is particularly useful in the context of distance learning, which requires fast and reliable delivery of educational content, feedback, learning analytics, etc. Implementing an integration bus of data exchange with LMS-based distance learning system can be a key factor in ensuring an efficient and quality educational process. The article considers the properties and characteristics of the integration bus and justifies the use of the integration bus to optimize the algorithm of CDN content distribution, in particular in LMS.

The Effect of Students' Engagement on Their Learning Achievement in EFL Online Courses

Engagement is an essential aspect of students' success in learning. Even though students' engagement with learning has been widely investigated, the level of learners' online engagement and the relationship between learners' online engagement and their achievement, especially in the English as a foreign language (EFL) context, using a learning management system (i.e. Blackboard), remains unexplored. To fill that gap, this study examines the effects of learner engagement, using its three dimensions (behavioural, emotional, and cognitive), on students' achievement in learning EFL in online courses. In total, 189 college students participated in the study. Data was analysed using the second-generation analysis technique structural equation modelling (SEM) to examine the relationships among constructs and test the hypothesis. Results revealed that students' engagement significantly affected their achievement in learning EFL in an online environment.

Digital Employee Training With Digital Adoption Platforms Boost Learning and Knowledge Management of Corporate IT Systems

Due to increasing digitalization, employees need to use an increasing number of corporate IT systems. Digital Adoption Platforms (DAPs) recently address the resulting need for increased learning and skills to master such systems. Although of great practical importance, software adoption and learning literature has not yet studied the phenomenon of DAPs. Thus, after studying currently used DAPs (n=22 DAPs) we created our own DAP with interactive functionality based on this research. Subsequently we conducted an online experiment (n=152 employees) to assess if DAPs have positive training and learning effect on employees. More specifically, we compared the training and learning effects of using the DAP vs. using a classic user manual. The results of our ANOVA analyses show that employees using a DAP for learning will perceive a new corporate IT system as more useful than employees using a classic user manual for training. The use of DAPs significantly increases an employee's intention to use the new corporate IT system showing significant positive learning and training effects.

Manajemen Blended Learning Pasca Pandemi Covid-19: Studi Kasus Sekolah di Indonesia

This study aims to find out the main factors that contribute to blended learning management in Indonesia. The research is focused on identifying the management process which includes, planning, organizing, implementing, and evaluating the blended learning management program at SMAN 2 Jember, SMKN 1 Wanayasa Banjarnegara and SMP 1 Prambanan Yogyakarta. This research is qualitative descriptive research with a naturalistic approach. The results show that the four functions of the management process have a very large influence on the results of the blended learning management program. First, the planning of the blended learning program involves all school stakeholders, as well as through the creation of a regular schedule. Second, in terms of organizing blended learning programs, the school goes through the curriculum work process so that teachers fill out a daily journal, to monitor activities. Third, the implementation of the blended learning program based on the learning process in the classroom by providing materials and explanations, as well as information transformation through room meeting to do practice questions at home. Fourth, learning evaluation is carried out through google classroom for attitude knowledge, and practicum for skill aspects, as well as private universities and UAS. Blended learning management policies involving all school stakeholders, filling out daily journals, learning in the classroom and delivering material through room meetings can optimize the learning process in the post-covid-19 pandemic period.

Development of Interactive Learning Media Based on Learning Management System in Class X English Learning at SMAN 1 Gunungputri

This research aims to develop, test the feasibility, and measure the effectiveness of developing interactive learning media based on the Learning Management System in class X English subjects at SMAN 1 Gunungputri. This research uses the ADDIE development model. To test feasibility, researchers used validation from media experts, learning design experts and material experts and considered the results of user responses, namely teachers and students. The feasibility test results obtained from media experts were 74%, instructional design experts were 85%, material expert tests were 98%, teacher users were 92%, small group tests were 95% and large group tests were 97%. These results indicate that the use of interactive learning media is suitable to support the process of English learning activities in class X at SMAN 1 Gunungputri. Data analysis of pre-test and post-test scores showed that the average pre-test score of students was 55 and the average post-test score was 89. The results of effectiveness testing using the N-Gain test showed a result of 0.8, which is at “Effective” category. So, it is concluded that the use of interactive media based on the Learning Management System is effective in improving the learning outcomes of class X students at SMAN 1 Gunungputri.

The Influence of Using Smart Multiplication Table Learning Media (Takalintar) on the Learning Outcomes of Grade III Elementary School Students

Abstract. Teaching learning activities usually occur between teachers and students. Teachers as learning managers, play a role in creating a comfortable and conducive learning climate. Therefore, as a teacher, you must be able to choose and apply effective learning media to achieve learning goals and be able to attract student learning results. The purpose of this study is to determine the influence of the use of TAKALINTAR learning media on the learning outcomes of students in grade IIIA SD Inpres Kuanino 3. This type of research is quantitative research classified as Quasi Experimental research, using a pretest-posttest- control group design. The sampling technique uses a saturated sampling technique with a sample of 30 respondents. The instruments in this study used observation, test and documentation data. The data was analyzed by normality tests, homogeneity and hypothesis tests using t-tests. The results of this study showed that the average score of the pretest-posttest- of the experimental class and the pretest-posttest- of the control class using the t-test, the posttest of the experimental class and the control class was 84.67 > 75.00 with a difference of 1.98 and the pretest of the experimental class and the control class was 50.67 > 51.33. Further through hypothesis testing (Paired Sample T-test) shows that the value of sig. (2-tailed) t-test for Equality of Means of 0.000 < 0.05 means that H0 is rejected and Ha is accepted. The conclusion of this study is that there is a significant influence of the use of smart multiplication table (TAKALINTAR) media learning on the learning outcomes of grade IIIA students of SD Inpres Kuanino 3.

The Mediating Role of Learning Management System Use in Enhancing System Effectiveness

The Mediating Role of Learning Management System Use in Enhancing System Effectiveness

Teaching Online in a Developing Country Context

This study explored lecturer perceptions of their use of a Learning Management System (LMS) at a rural university in the Eastern Cape Province of South Africa. The study took place just prior to the COVID-19 lockdown and provides a brief insight into the thoughts of lecturers at this time. A sample of 141 lecturers from six faculties at the rural university completed an online questionnaire. A factor analysis (using principal component analysis and varimax rotation) of 46 items on lecturers’ perceptions of the LMS yielded six factors: their perceptions of usefulness, performance expectancy, self-efficacy, technical support, effort, and institutional support using the LMS. The reliability of factors was confirmed, while group differences were determined with independent sample t-tests and ANOVAs. The results indicate that although lecturers found the LMS to be beneficial, they were reluctant to use it when teaching face-to-face. There was a large discrepancy between the perceived usefulness and their actual use of the LMS. They perceived the LMS to be very useful but found technical- and institutional support to be low, which in turn strongly influenced their low self-efficacy (confidence) to use it. It emerged that increased training and support for lecturers would address both work performance and the confidence of lecturers using the platform. It was also evident that each academic department requires a dedicated teaching and learning consultant and that a centralized teaching and learning division may not be the answer. The one academic department with their own dedicated consultant was the best prepared for the demands of online teaching when the need arose.

Developing the Learning Achievement of Motion and Force and Analytical Thinking of Grade 8 Students Using Integrated STEM Education and Inquiry-Based Learning

This Study aim to investigate the effects of integrated inquiry-based and STEM education learning management on Thai grade 8 students’ analytical thinking and learning achievement. The research employed a one-group experimental design with 37 grade 8 students from a public school in Khon Kaen Province, Thailand, selected through purposive sampling. The instruments used in this study included an inquiry-based STEM education integrated learning management plan, a learning achievement test on motion and force, and an analytical thinking test. Data were collected through pretests and posttests on learning achievement and analytical thinking, and ongoing assessments during the learning activities. The data were analyzed using percentage, mean score, standard deviation, effectiveness index (E1/E2), and a paired samples t-test. The results indicated that the overall effectiveness of the learning management, calculated as the E1/E2 ratio, was 77.20/77.57, meeting the predetermined criteria of 75/75. Furthermore, significant increases in analytical thinking and learning achievement were observed at the statistical level of 0.5. These findings support the effectiveness of integrating inquiry-based learning with STEM education in enhancing students’ analytical thinking and learning achievement, contributing valuable insights to educational practices in science education.

Didactic Innovation in Mathematics Using Technologies

The continuous progress of society requires all the actors to be dynamic and constantly updated, both in terms of monitoring as well as in the need to adapt. Regarding education, no matter how updated we are in relation to the contents, didactic strategies, and technological resources, we are still inevitably forced to adapt to new paradigms, leading us to reformulate traditional teaching methods. In this context, the contribution of e-learning platforms emerges, where teachers and students have at their disposal new means of empowering the teaching and learning process, since these platforms can be defined as a virtual teaching support environment. Currently, our students, in general, have many difficulties in problem-solving and mathematical reasoning, which often reflects in the performance of very simple tasks, with a growing disinterest towards Mathematics. It is also possible to argue that our students' "poor preparation" is a contributing factor in their failure (many did not attend Mathematics in Secondary Education and/or have not studied for several years, as is the case of those who entered through special contingents, as the “aged 23 and over”). In order to promote a distinct, alternative and supportive pathway that may help to solve this issue, a project on the Moodle learning management system (LMS) platform has been developed with the goal of assisting students in their study and the development of their skills in a way that is directly related to the curricular units (CU) in the scientific field of Mathematics, in an online learning environment. To increase students’ engagement into their learning process in a collaborative environment, a flipped model was employed into a Financial Mathematics/Financial Calculus Course (FCC). This paper's primary goal is to examine the effects of implementing the flipped classroom paradigm on students' performance, learning, and classroom instruction. The results from employing this approach have indicated a beneficial effect on the overall academic progress of students.