Learning Management Platform Research Articles

The Introduction of Automation in Control of Virtualized Laboratory Complex Components at Higher Educational Institution

The intensity of the use of remote work and learning tools has increased significantly during the pandemic and has led to the emergence of new tools and a significant increase in the capabilities of previously developed technology platforms. The introduc­tion of modern technologies based on software control and complex visualization for the creation of virtual laboratory complexes in educational institutions provides virtually unlimited opportunities for organizing individual and distance forms of practical classes. Modern learning management platforms that able to integrate with the database of university students makes it possible to evaluate the quality of students' work with various types of course learning materials in real time. The article shows that the use of virtual communication infrastructures in connection to the Moodle learning management platform will provide end-to-end control of the theoretical and practical components of the educational process and will automate the processes of preparing and conducting practical classes, which will improve the quality of the educational process and the teacher efficiency.

Digital vs. conventional instructor-led midwifery training in Benue State, Nigeria: a randomized non-inferiority trial

BackgroundMany health education institutions in African countries such as Nigeria face increasing enrolment of students but lack an adequate number of instructors to train them. If digital learning can be demonstrated effective in augmenting knowledge and skills, this approach could help fill this gap and improve education efficiency. A needs assessment in two Nigerian midwifery schools confirmed that digital learning would be feasible and welcomed. In this study, the Midwifery Active Digitization Empowerment Initiative (MADE-I) program was tested to determine if digital delivery of the Fundamental Interventions, Referral and Safe Transfer (FIRST) course is at least equally effective for training midwifery students compared to conventional small-group delivery.MethodsA non-inferiority randomized controlled trial design was used, enrolling 130 s-year students from 2 midwifery schools in Benue State, Nigeria. Students were randomly assigned into six cohorts. Each cohort received half of the course on a Learning Management Platform on their mobile phones, the other half through standard small-group teaching. Students’ knowledge, thinking, and technical skills were assessed using a pre-test, post-test, Objective Structured Clinical Exam (OSCE), and daily modular quizzes. The data was analyzed using the difference-in-difference method.ResultsThe study revealed that post-intervention student knowledge and thinking skills did not significantly differ between digital learning (75.26%) and small-group learning arms of the trial (75.02%, p = 0.404). Student knowledge improved significantly compared to the pre-test in both groups (by 25.03 points in the digital arm, 26.39, in small-group). Some differences were observed between digital and small-group learning in disaggregated analysis by specific module and midwifery school. Although there was a trend toward small-group learning of technical skills being more effective than digital learning, no significant differences between groups were observed in the post-intervention OSCE. Students in both groups learned equally well regardless of age, gender, and midwifery school entrance exam score.ConclusionDigital learning is as effective as small-group learning, for midwifery trainees, in augmenting knowledge, thinking, and technical skills addressed in the FIRST course, and have lighter human resource requirements, an important consideration especially in LMIC. However, similar assessments would be needed to assess effectiveness for other digitally delivered clinical education programs.

The Transforming Virtual Education: The Importance of Learning Analytics in Moodle

Today, online education has experienced significant growth, providing flexible and accessible learning opportunities. Learning management platforms, such as Moodle, play a key role in facilitating interaction between teachers and students in virtual learning environments. However, tracking and assessing the progress of online learning can be challenging. This is where learning analytics comes in, a discipline that uses data collected from the learning platform to gain valuable insights. In this article, we explore the importance of learning analytics in Moodle, how it works, and how it can improve the online learning experience.

Factors Influencing Chinese Vocational College Students' Satisfaction with Learning Management Platform

Background and Aim: In the rapidly evolving landscape of education, online learning platforms, such as the Chaoxing Learning Platform, have gained substantial attention. Recognizing the pivotal role of student satisfaction in the effectiveness of these platforms, this study aims to investigate the factors influencing college students' satisfaction specifically within the context of Beihai Vocational College.Materials and Methods: This study employed a purposive sampling method, selecting 150 respondents from Beihai Vocational College who met the research objectives to ensure the representativeness and credibility of the survey results. Quantitative research methods were applied, utilizing measurement tools in various aspects, including system quality, information quality, interaction, perceived usefulness, and student satisfaction. Results of Cronbach’s Alpha of the research instruments show that the alpha coefficient of information quality and interaction is within the range of 0.8 to <0.9， and the alpha coefficient of system quality, perceived usefulness, and student satisfaction is within the range of 0.9. The level of Cronbach’s alpha in the variables is within very good to excellent level. This indicated the acceptable level of internal consistency of the research instrument, which confirmed the reliability of the research instrument. Ultimately, methods such as descriptive statistics and multivariate regression analysis were used to conduct in-depth data analysis, aiming to comprehensively understand the impact of the Chaoxing learning platform on student satisfaction. Results: The results of the study showed that the independent variables system quality (β = 0.1465, P = 0.287), information quality (β = 0.3602, P = 0.016), and perceived usefulness (β = 0.5478, P = 0.005) were significantly positively correlated. In addition, the test also found that interaction (β = -0.0430, P = 0.084) did not have a significant effect on students' satisfaction with the Chaoxing Learning Platform at Beihai Vocational College. Conclusion: The results of the study indicate that most of the students of Beihai Vocational College are satisfied with using the Chaoxing Learning Platform for learning, and students can learn, communicate, and collaborate well through this platform, which provides satisfactory learning results.

Designing a Deep Learning-Enabled Music Teaching System in Universities Using the Moodle Platform

Music education plays a vital role in fostering creativity, expression, and cognitive development among students in university settings. Moodle is the learning management platform to promotes significant knowledge sharing among the students in the Universities. In this paper, introduce the Federated Deep Learning Moodle Hidden Chain (FDLMHc) with the Moodle platform for music education experiences. The FDLMHc system combines the power of federated learning with the flexibility of Moodle to provide personalized feedback and adaptive learning pathways for students. The FDLMHc model uses the Music signal pitch estimation with the consideration of the different pitches in the signal frequencies. The signal of the music signal is estimated for the different SNR rates of -10dB, 0dB, 10 dB, and 20 dB. The proposed FDLMHc model computes and processes the music signal with the hidden chain process for the estimation of the pitches in the music signal. The estimated hidden chain model is applied over the federated learning network for the classification of the signal in the Music. The findings reveal promising results, demonstrating the system's ability to accurately classify musical elements, such as pitch, rhythm, and dynamics, while providing personalized feedback tailored to individual student needs. The accuracy for the estimation of the Music pitch is estimated as the 95% with a convergence rate of 91% for the estimation of the signal in the Music signal.

The role of digital technologies and Human-Computer Interaction for the future of education

Abstract Over the last 50 years education has been transformed by digital technologies. Many efforts have been made to create and apply “digital” teaching and learning methods, tools and platforms. The last 25 years of computer-based education can be characterized by the availability of digital information sources and the implementation and operation of digital learning management platforms based on the Internet. The question about further meaningful and effective progress in the next decades is openly discussed. Many expect strong influences and changes from artificial intelligence systems that generate contextualized information from various sources. Some see interactive virtual worlds expanding and partially replacing the physical world. Many believe in the further development of learning management and communication platforms. Others do not expect much valuable change at all due to the slow pace of complex educational systems with recent studies even showing a decline in the quality of educational outcomes during the last five years as a result of even too much digitalization in education. This paper discusses these positions with an emphasis on the roles of humans and computers and their interfaces, i.e. Human-Computer Interaction, for future learning and teaching with rapidly changing information technologies in the next 25 and 50 years.

Factors affecting learning effectiveness in the context of using learning management system (LMS): An empirical study at Universities in Vietnam

Early studies have shown that more than 90% of universities in the United States and about 95% of training organizations in the UK have applied LMS in teaching and learning. In particular, with the impact of the COVID-19 pandemic, the implementation of online learning and teaching management platforms at universities worldwide, including in developing countries, has increased significantly. After COVID-19 was controlled, the need for online learning and teaching grew steadily with a strong increase in blended programs. In order to provide empirical results on factors affecting learning effectiveness in the context of using LMS - a leading online learning management platform, the study uses primary data collected from accounting and auditing students at universities in Vietnam. The findings show that software quality, instructor quality, ease of use, level of commitment, and learning frequency all have an impact on the learning performance and effectiveness of students. The results are the basis to help parties (training organizations, students, lecturers) apply LMS to improve the effectiveness of the learning and training process.

Design and implementation of virtual laboratories for higher education sustainability: a case study of Nankai University

Laboratory learning has a vital role in science education. With the application of information technologies in educational domain, virtual experiment has become an effective supplement to traditional experimental teaching. Moreover, virtual experimentation can expand experimental field, enrich teaching content and reduce experimental risk, which provides strong support for the sustainable development of higher education. Using cutting-edge technologies such as virtual reality (VR), augmented reality (AR), computer simulation and interaction, we developed two public virtual laboratories and 41 virtual-simulation-experiment projects. They are integrated into an interactive learning environment, that is, virtual experiment learning management platform. The method is based on ADDIE (Analysis, Design, Development, Implementation, and Evaluation). In this paper, one virtual-simulation-experiment project is taken as a case study. The project includes 4 virtual practical activities mapped to the medical courses; and they were implemented in the third year of the bachelor’s degree. The proposed virtual learning environment has been evaluated by learners for 2 years. The results achieved and similar findings from other studies, show that the use of virtual learning environment has a positive impact on the learning process and outcomes.

Using Simulation-Based Learning (Gamified Educational Network) to Provide Micro-credentialing for Dementia Care Workers

Background:Dementia care is a critical area of need in the community and institutional settings, with estimated one-third of seniors younger than 80 years of age with dementia living in institutional settings and this proportion increases to 42% for those 80 years and older in Canada. It is of critical importance to promote excellence and best practices in dementia care by preparing for well-trained dementia workforce through capacity building.Methods:This project developed a dementia care micro-credential education to enable competency development of new graduates and upskilling of workers through simulation-based learning. This micro-credential program leveraged interdisciplinary partnership, to develop nine core modules related to best practices in dementia care, facilitated with a Gamified Educational Network (GEN). GEN is an evidence-based learning management platform that provides learners with a simulated and immersive experience to engage them in a virtual learning environment that allows for rich experiential interaction with other users and its content.Outcome:Face and content validity was established by an inter-professional committee including geriatric psychiatry, nursing, social work, occupational therapy, behavioral therapy, knowledge mobilization and simulation education experts. Next phase will begin to establish construct validity. It is expected that GEN will have a positive impact on increasing learner’s motivation and engagement in the educational tasks, as well as improving learner’s competencies and outcomes through its multi-modal approaches, including gamification (usage of game-based elements in a non-game context to engage learners and promote learning), active observational practice, independent hands-on practice, case-based discussion, peer-to-peer assessment, expert facilitated feedback, skills debriefing and reflective practice.Conclusion:This micro-credential program will provide an enhanced dementia care curriculum for building capacity of existing workers, and those entering into the workforce to promote a dementia-friendly environment for older adults.

Peran Teknologi dalam Peningkatan dan Efektivitas Proses Pembelajaran

In this article, we focus on the role of technology in the development of education. The improvement and effectiveness of the learning process have become a primary focus in educational system development. In recent years, technological advancements have brought about significant changes in traditional learning processes. Access to digital resources, distance learning, interactive media, and online collaboration have enriched students' learning experiences and supported educators in delivering more effective instruction. Technology has also transformed the role of educators in the learning process. They are no longer just information providers but also facilitators and supporters of student learning. With the availability of technology, educators can access various learning tools and resources that enrich the classroom experience. They can utilize learning management platforms to organize materials, assignments, and assess student performance. Furthermore, technology enables educators to communicate with parents about their child's progress in school.

Faculty Self-Efficacy and the Pandemic- Lessons Learned for Course Quality

The 2020 pandemic required societal changes that especially impacted classrooms. Most educational institutions made a quick pivot to online teaching and learning. While learning management platforms were largely available, not all instructors had experience teaching solely online. Regardless of teaching modality, self-efficacy is a factor in the instructor’s ability to work through challenges posed by the teaching environment. This exploratory study examines the institutional support for faculty at one university and its effects on instructor self-efficacy during a rapid change scenario. The author also considers the relationship between faculty self-efficacy and course quality. The analysis of survey data suggests that online teaching satisfaction and sustained online teaching interest rely on self-efficacy. While experience improves confidence in the ability to manage online classes, it is important that faculty have support systems early when they are entering the online environment for the first time.

84 A follow-up evaluation of an expanded good clinical practice online training course: The relevance of community engagement to health research study teams.

OBJECTIVES/GOALS: This study evaluates the impact of an updated and expanded training for social and behavioral health researchers. Participants’ experience with training modules focused on community engagement is a focus of this evaluation as is the application of this training by participants in teams. METHODS/STUDY POPULATION: The Social and Behavioral Research training series for health researchers and team members was first created by faculty and staff of the Michigan Institute for Clinical and Health Research in 2018. This training was updated and expanded in 2021 with support from the National Institutes of Health to include new material regarding community-engaged health research as well as updates concerning technology and new federal regulations. Past participants of the training were invited to retake the training, as were clinical and translational researchers at University of Michigan who were new to the training. Surveys were sent to all participants after completing the training and a focus group of research staff was conducted to identify how they utilized the training in support of their teams. RESULTS/ANTICIPATED RESULTS: It is anticipated that at least 100 individuals will participate in the evaluation of the Social and Behavioral Research training between October 2022 and February 2023. Data extracted from U-M’s learning management platform will demonstrate how well participants performed on key knowledge checks embedded in the modules and how quickly they progressed through the sections of the training. These results will be compared to benchmarks derived from evaluations of the prior course which were conducted in 2018. A focus group of at least 10 individuals will demonstrate how health research staff utilized the training and associated resources to advance the scientific work of their study teams. DISCUSSION/SIGNIFICANCE: Comprehensive training programs for research best practices in social and behavioral health need to have tailored and up-to-date information for this group of researchers and staff. The results of this evaluation will demonstrate how this program contributed to the professional development of the health research workforce.

91 Educating the Clinical and Translational Research Workforce Online: A Case Study of Tufts CTSI I LEARN

OBJECTIVES/GOALS: In November 2020, Tufts CTSI launched a new, upgraded learning management platform for disseminating self-paced online professional education for the CTR workforce. This poster will present a case study of the first two full years of Tufts CTSI I LEARN usage to illustrate how a local and national CTR workforce engages in free online training. METHODS/STUDY POPULATION: This study will employ a retrospective analysis of 2021 and 2022 learner usage data from the Tufts CTSI I LEARN platform. The population are individuals who have engaged in one or more courses over the specified time period, where engagement is defined as having viewed at least one content item in a course. Descriptive statistics will be used to show total engagement and unique learners each year by course, popular courses by year, as well as geographical distribution of learners across both years. Two sample t-tests will be used to compare the mean percentage of course completion and mean time spent in courses for 2021 and 2022. The Wilcoxon Rank Sum test will be used to compare median courses taken per learner each year. Finally, descriptive statistics will be used to show returning learners vs new learners from 2021 to 2022. RESULTS/ANTICIPATED RESULTS: Data from 2021 show 723 learners (436 unique) engaged in 49 courses across the year. Course engagement ranged from a max of 135 to minimum of 1 learner (Mean = 14.8, Median = 6). Mean percent of course content viewed was 69.4 (Median = 63.7%) and mean time spent on course content was 41.3 minutes (Median = 33.6). Preliminary data from Q1-Q3 of 2022 find 557 learners (328 unique) have engaged in 69 courses. Based on this trend, it is anticipated that 2022 will match or exceed 2021 engagement levels. Recently launched courses are expected to have higher average engagement than legacy courses ported from the previous version of the platform. DISCUSSION/SIGNIFICANCE: Results from this evaluation will suggest strategies to enhance engagement in current courses and identify opportunities for future course development. Increasing engagement in self-paced CTR education is an important complement to formal workforce development and training programs.

Effectiveness analysis of e-learning implementation models and resource support in higher education institutions: case studies and insights amidst the COVID-19 pandemic

The COVID-19 pandemic has accentuated the need for comprehensive analysis of the effectiveness of e-learning implementation models and the supporting resources in higher education institutions. This article provides an overview of solutions and case studies, focusing on the selection and evaluation of individual services and learning management platforms. To gauge the effectiveness of electronic resources in meeting students’ educational needs, the study recommends employing quantitative indicators in conjunction with students’ performance descriptions. This includes leveraging educational analytics to gather data on students’ frequency and duration of engagement with specific e-resources. The functionality modules “Course Comparison” of the Moodle Learning Management System (LMS) and “Statistics”, along with the optional Analytics module, are reviewed. The article presents the results of applying these modules to analyze e-learning courses at the National University of Life and Environmental Sciences of Ukraine and Boris Grinchenko Kyiv University. Furthermore, the study investigates the factors contributing to students’ limited usage of individual e-courses. By examining these case studies and shedding light on the reasons behind students’ reduced engagement, this article contributes valuable insights to enhance the efficacy of e-learning implementation and resource support in higher education institutions.

Data Analytics and Machine Learning in Education

The widespread application of information and communication technologies in education, especially in the context of learning management platforms, is generating a large amount of data related to the academic activities in which students and teachers participate [...]

Past and Current Learning and Teaching Resources and Platforms.

For over two centuries, the educational landscape both nationally and globally has changed tremendously. The more traditional teaching and learning resources and platforms, such as traditional textbooks, chalkboards and whiteboards, overhead transparency and carousel projectors, and traditional classroom settings, have been either replaced or supplemented in the anatomical sciences by integrated and virtual eBooks, online learning management (OLM) platforms, and virtual learning and meeting apps. Virtual teaching and learning, especially proliferated with the advent and aftermath of the COVID-19 pandemic, and institutions worldwide that had already been utilizing virtual class and lab sessions in their anatomy curricula expanded virtual course offerings. Many institutions have retained virtual course offerings even after the pandemic, given the distance learning benefits. The future of anatomy education holds many promising possibilities given the voracious speed with which technology is advancing. One such promising advancement is the full, seamless incorporation of virtual three-dimensional (3D) immersive and semi-immersive learning into anatomy laboratories and classroom settings globally as well as into students' laptops and handheld devices for easy use at home or anywhere.

THE IMPA CT OF DIGITALISATION ON THE HR MANAGEMENT PROCESS

The efficiency of using information and communication technologies directly depends on how effectively a company implements these technologies. This highlights the need to develop a comprehensive strategy to achieve a successful digital transformation. The purpose of this study is to examine the impact of digitalisation on the processes of recruitment, training and development management, as well as to identify changes in the motivation and remuneration system. The article has a theoretical foundation based on modern concepts of the theory of updating the process of personnel management in the context of digitalisation. The article uses general scientific methods such as cognition, generalisation, system analysis and synthesis. The study takes into account the scientific works of domestic and foreign scholars related to the analysis of trends in personnel management. The article is concerned with the impact of digitalisation on the process of personnel management. The main trends and tools of digitalisation in the process of personnel management are allocated. The digital technologies in the process of personnel management are presented, which include: HRM system; analytics and artificial intelligence in HR; electronic learning management platforms; electronic time tracking systems; electronic information exchange systems; electronic reward and motivation systems. The article provides recommendations aimed at creating an optimal environment for the use of digital opportunities in the field of HRM. It is determined that for effective personnel management it is necessary to constantly monitor all technological changes, study new methods and innovative digital tools. It is highlighted that the priority task is to study the best practices of using digital technologies by other enterprises. It is noted that it is important to cooperate with the technical support specialists of your own enterprise to determine the optimal set of digital tools that will be most effective for the activities of HR departments. It is also recommended to create a motivational strategy aimed at encouraging employees who use the latest technologies in the performance of their duties. Thus, the use of digital technologies and online tools is a promising direction in the work of HR professionals. However, it is noted that there are open questions regarding the protection of information in cyberspace.

Next Normal Education, Hybrid Learning Model for Active Imagineering Learning to Enhance Digital Innovator Competency

This study aims to develop a hybrid learning model for active Imagineering Learning to enhance digital innovator competency. The research methodology was divided into two phases: Phase 1 focusing on the development of a hybrid learning model, and Phase 2 concerning the evaluation of digital innovator competency, as well as the quality of digital innovation. The sample group included 136 undergraduate students. The duration of the experiment was 15 weeks. The research instruments consisted of a hybrid learning model, a hybrid learning lesson plan, cloud learning management platform, worksheets, digital innovator competency and digital innovation assessments form, using scoring rubric. The data was analyzed by using the arithmetic mean and standard deviation. The results showed that: A hybrid learning model for active Imagineering Learning, consisting of 3 components: model principle, hybrid learning model for active Imagineering Learning process, and methods for assessing learning outcomes. The students using the hybrid learning model had the excellent level of digital innovator competency and excellent level of quality. Rapid change and development of digital technology and the COVID-19 Pandemic. As a result, educational institutions need to adapt their learning approach to blended learning and develop student characteristics to be able to innovate using digital technology. This developed learning model is therefore a suitable method for digital learning and next-generation education.

Development and Evaluation of a Massive Open Online Course on Healthcare Redesign: A Novel Method for Engaging Healthcare Workers in Quality Improvement.

Healthcare workers are under increasing pressure to use limited resources more efficiently and improve patient outcomes. Healthcare redesign, a quality improvement methodology derived from the automotive industry, is a proven means of achieving these goals. Continuing Professional Development (CPD) opportunities for nurses seeking to build their capacity for healthcare redesign often come in the form of university courses, which can be costly and prohibitively time-consuming. We developed a Massive Open Online Course (MOOC) with a view to increasing the number of healthcare workers undertaking CPD in healthcare redesign and subsequently using these principles in their workplaces. The aim of the current study is to describe the development of our MOOC and its initial feedback from users. Materials and Methods: The theoretical and practical components of an existing postgraduate award course unit were made fit for purpose by being arranged into six weekly modules, before being transposed to an established learning management platform for MOOCs. Related quizzes, videos and interactive activities were then developed and included in each of these modules. Peer review of this content was completed by subject matter and teaching and learning experts prior to the MOOC being launched. Results: After running for nine months, 578 participants had enrolled in the MOOC, of whom 118 (20%) had followed through to completion. Participants were overwhelmingly from Australia (89%) and identified as female (78%). Preliminary feedback obtained from participants was positive, with 81% of respondents agreeing that they were satisfied with their experience, and 82% intending to apply their knowledge in practice. Conclusions: The MOOC has addressed a learning need by providing a brief and free form of education; learning from its development will help others seeking similar educational solutions. Initial feedback suggests the MOOC has been well-received and is likely to be translated into practice.

Online learning experiences of adult applicants to a university in Ghana during the Covid-19 outbreak

The outbreak of Covid-19 led to the migration of 1729 adults, who had applied to the University of Ghana to go through an access course for writing the Mature Entrance Examination for admission into undergraduate programmes. A survey was conducted to explore the experiences of the students. The study revealed that over 90% of the respondents were proficient in the use of ICTs. They used the Sakai learning management platform, zoom, and emails for their teaching and learning engagements. Four in five (84%) respondents preferred 50% online tuition and 50% face-to-face tuition. They, however, had issues with poor internet connectivity, the high cost of data for the internet, and limited contact time. Basic support systems such as the provision of high-speed but affordable internet services and increased online interactions will be of help to such students.