Learning Management System Quality Research Articles

잠재적 고객만족 개선 지수(PCSI Index)를 활용한 학습관리 시스템(LMS)의 품질만족 인식에 관한 연구

This paper aims to analyze the satisfaction and perception of university students regarding the quality of Learning Management Systems (LMS) utilized in mobile environments. The analysis is conducted through Timko's Customer Satisfaction Coefficient and the PCSI Index. To achieve this goal, the definitions and concepts of smart learning and LMS are examined, and a survey on the quality satisfaction of LMS functionalities based on the Kano model is conducted among 127 university students. Through this process, Critical considerations for improving the quality of LMS in mobile environments are analyzed, including the prevention of information misperception errors, acquisition of course-related materials, and avoidance of repetitive unnecessary information. It is hoped that the directional insights derived from this study will serve as a basis for the development and design of specific LMS systems.

The Effect of Cognitive Load on Learning Memory of Online Learning Accounting Students in the Philippines

Before COVID-19, universities in the Philippines sparingly used online learning instructional methods. Online learning is now widely known, and universities are increasingly keen to adopt it as a mainstream instructional method. Accounting is a popular discipline of study undertaken by students, but its online adoption is less well known. This study investigated university accounting students’ perceptions of the cognitive load of learning and how it influences their effect on learning memory at a university in the Philippines. During the COVID-19 period, after introducing online learning, 482 university undergraduate accounting students provided their perceptions using a five-point Likert scale survey questionnaire. The study measured teaching quality, learning content quality, and learning management system (LMS) quality, representing the cognitive load of learning. It measured electronic learning (e-learning) quality, learner satisfaction, and behavioral intentions to adopt online learning, continually representing the learning memory framework. The data analyzed using a structural equation model showed that students managing their cognitive load positively influenced their short-term learning. Learning content, teaching, and LMS quality positively influenced e-learning quality and student satisfaction. Student satisfaction positively influenced, but e-learning quality did not influence, students’ continued willingness for online learning. The findings were largely consistent across the second- and third-year enrolments. Findings from the first-year students showed that teaching quality did not influence student satisfaction and e-learning quality. This is the first study to test the influence of the cognitive load of learning on the learning memory of accounting students in an online learning environment.

Artificial Intelligence in Learning Management System: A Case Study of the Students of Mass Communication

Artificial Intelligence (AI) in learning and education is not new. However, the rise of the Covid-19 pandemic led to a focus on its role in Learning Management Systems (LMS). This study also examined the role of AI in the LMS with features including Natural Language Processing and Reasoning. The researchers used a self-proposed model and gathered data from the mass communication students in two public sector universities in Pakistan. Results revealed that Artificial Intelligence is integral to Learning Management Systems (LMS) in the selected institutions. Further, the effect of Natural Language Processing (NLP) on Reasoning indicated these two factors as interlinked, improving the quality of LMS. Additionally, Natural Language Processing significantly mediated the effect of AI on the LMS, showing that language processing facilitates LMS usage among students. Finally, the results also indicated the significant mediation effect of Reasoning on the relationship s between AI and the LMS. Overall, the results also remained supported towards the incorporation of Artificial Intelligence (AI) along with Natural Language Processing (NLP) and Reasoning in Learning Management Systems (LMS). The researchers conclude that AI in Learning Management Systems is widely applied in Pakistani institutions. The young students also acknowledge the benefits of AI-enabled LMS that have enhanced their learning experiences and provided them with logical solutions and answers to their complex queries. Further, the study limitations are discussed and highlighted accordingly.

Modified Learning Management System: Making A Difference In E-Learning This New Normal

The Learning Management System (LMS) is a type of web-based software that is hosted on a server and is used to handle students' information, program enrollment, course content, and evaluation tools. The primary goal of this study was to ascertain the efficacy of learning management systems in affecting change in this new normal school context. The research study engaged 38 students from various courses who were enrolled in the Citi Global College's Weekend Education Program. A descriptive research design was adopted in this study. Descriptive research is one in which the range of one or more variables is described without respect for any causal or other assumption. The frequency (f) and percentage (%) relevant factors were used to determine the respondents' demographic profile in terms of age, sex, course, year level, available internet connection, and gadget use at home; whereas the weighted Mean (WM), ttest, and f-test variables were used to analyze the gathered data regarding the level of effectiveness on the quality characteristics of the learning management system and to determine if there were significant differences in respondents' assessments. The study's findings indicate that respondents were all working students; the majority of them use mobile data as their available internet subscription; and that there was no significant difference in the level of effectiveness of LMS's quality characteristics when respondents were grouped according to their demographic profile. The study recommended that instructors allow students sufficient time to process their output at the LMS because they were working students; prepare video tutorials to familiarize students with the LMS platform; use a good or faster internet connection of at least 4 Mbps and at least Android Marshmallow or iOS 8 on their mobile devices; and that the Learning Management System may be proposed for use by other neighboring schools.

Modified Learning Management System: Making A Difference In E-Learning This New Normal

The Learning Management System (LMS) is a type of web-based software that is hosted on a server and is used to handle students' information, program enrollment, course content, and evaluation tools. The primary goal of this study was to ascertain the efficacy of learning management systems in affecting change in this new normal school context. The research study engaged 38 students from various courses who were enrolled in the Citi Global College's Weekend Education Program. A descriptive research design was adopted in this study. Descriptive research is one in which the range of one or more variables is described without respect for any causal or other assumption. The frequency (f) and percentage (%) relevant factors were used to determine the respondents' demographic profile in terms of age, sex, course, year level, available internet connection, and gadget use at home; whereas the weighted Mean (WM), ttest, and f-test variables were used to analyze the gathered data regarding the level of effectiveness on the quality characteristics of the learning management system and to determine if there were significant differences in respondents' assessments. The study's findings indicate that respondents were all working students; the majority of them use mobile data as their available internet subscription; and that there was no significant difference in the level of effectiveness of LMS's quality characteristics when respondents were grouped according to their demographic profile. The study recommended that instructors allow students sufficient time to process their output at the LMS because they were working students; prepare video tutorials to familiarize students with the LMS platform; use a good or faster internet connection of at least 4 Mbps and at least Android Marshmallow or iOS 8 on their mobile devices; and that the Learning Management System may be proposed for use by other neighboring schools.

Multi-criteria methodology for LMS quality assessment within the framework of emergent learning system

In the article, using the case of Learning Management System (LMS), we consider a methodology for assessing the quality of education, taking into account the requests of experts, lecturers, and students. There is a growing relevance of such research due to the digitalization of education, the transition to distance learning as the main or auxiliary form of organizing the educational process. The applied methodology relies on the earlier developed concept of emergent learning and the system for the assessment of the quality of education, using the conception of negentropy. By adapting this methodology to the LMS assessment task, we show the importance of creating a hierarchical scheme of modules and functional elements necessary for an effective organization of the learning process. In order to provide an integral assessment, it is necessary, according to our position, to determine the weighting factor of each module and of each criterion by which this module is assessed and then to determine the values of each criterion for a specific LMS. A proposed flexible assessment system that takes into account the requests of all aspects of the educational process, allows, by modifying the weighting factors, to adapt the equation in accordance with the specificity of the subject area and educational institution within which the LMS is used. As an advantage of this methodology, it makes it possible not only to compare different LMSs in terms of quality but also to identify areas in which it is possible to improve and refine existing LMSs. We analyze the risks associated with the transformation of assessment systems from an auxiliary tool into an end in itself. In this regard, we propose an algorithm for separating qualitative and quantitative factors accounting, which helps to avoid the negative effect of the absolutization of assessment systems. In the conclusion, we outline the ways of developing the design of such a system of the management of educational process in which quality requirements prevail over circumstantial ones.

Fuzzy Vikor Application for Learning Management Systems Evaluation in Higher Education

Adopting learning management systems (LMS) in higher education has become a major focus of interest to implement e-learning. Evaluating the quality of LMS is important to improve learner outcomes and promote teaching strategy. Many LMSs are emerging and thus assisting higher institutions to choose the adequate LMS becomes crucial especially under fuzzy environment where uncertainties and subjectivities are considered. Because of this, the paper proposes a quality framework inspired from ISOLIEC 9126 to evaluate and rank proprietary, open source and cloud-based LMSs. Then a Fuzzy Vikor (VlseKriterijumska Optimizacija I Kompromisno Resenje) technique is applied for instantiating the proposed framework criteria and selecting alternatives from three LMSs adopted in Saudi Arabia universities. The obtained results show that the most important criteria for decision makers in these institutions are equally understandability and time behavior. In addition, the open source Moodle was set as the appropriate LMS to meet higher institutions standards.

Identification of operational risks impeding the implementation of eLearning in higher education system

Higher education institutions are in a consistent pursuit of technological adoption through digital transformation techniques since the beginning of the technology revolution. The transformation from traditional to eLearning education system faces the challenges of Information and Communication Technologies (ICT) and operational risks. The operational risks in ICT mainly prevent the efficient utilization of eLearning systems. In the higher education system, faculty experience in eLearning, resistance to change, and quality of the Learning Management System (LMS) are the core sources of operational risks. This study endeavors to measure the impact of operational risks in eLearning implementation in higher education institutions. We employed a quantitative research design through a self-administered survey questionnaire and used the Partial Least Square approach of Structural Equation Modeling (PLS-SEM) to analyze the data. The findings indicated that eLearning implementation is positively influenced by faculty experience in eLearning and LMS quality. However, faculty resistance is not only negatively related to eLearning implementation, but it inversely influences the LMS quality as well. The study has important practical and theoretical implications discussed in the end.

Perceptions of learning management system quality, satisfaction, and usage: Differences among students of the arts

The model of information system success has been used to evaluate students’ satisfaction with the system quality, information quality, and service quality of learning management systems. This study extends the model by considering the pedagogical dimensions of instructional quality, learning quality, and interaction quality as well as how perceived usage frequency influences students’ quality perceptions. Through a sample of 376 higher education students, this study validated a five-factor quality structure for the evaluation of learning management systems with respect to the perceptions of students of the arts. Regression analyses showed differences among the quality factors that predicted satisfaction for arts students perceiving infrequent, average frequency, and frequent use. Although the quality of instructional experiences predicted satisfaction for all student groups, information quality significantly predicted satisfaction for only infrequent and average frequency users. System quality was a significant predictor of satisfaction for only average frequency and frequent users, whereas only frequent users perceived the quality of learning outcomes to be a significant predictor of satisfaction. The theoretical, instructional, and institutional implications for higher education institutions are discussed.

Variables Affecting E-Learning Services Quality in Indonesian Higher Education: Students’ Perspectives

Aim/Purpose: This research aims to evaluate and analyze the e variables which influence the quality of e-learning services at the university-level based on the perspectives of students (stakeholders). It seeks to identify factors of e-learning quality and satisfaction and to examine the relationship between the dimensions of e-learning quality, satisfaction, and behavioral intention as perceived by university students. Background: E-learning is an electronic learning approach that supports online teaching and learning. One of key indicators of the success of e-learning development and implementation is the increased satisfaction of e-learning users. However, research focusing on the service quality of e-learning in universities, especially in Indonesia, has not been widely carried out and has not been comprehensive. Researching the quality of e-learning services in universities, especially in Indonesia, will help to increase the gross enrollment rate (GRE) in tertiary education Methodology: This research uses quantitative methods. Research data were obtained by distributing a questionnaire at one of state universities in Indonesia. The study was based on an extension of a service quality model consisting of teacher quality perception represented by factors of assurance, empathy, responsiveness, and reliability, the quality of the Learning Management System (LMS) represented by usability and informativeness, and the quality of lecture materials represented by learning contents. Data collected were analyzed with SmartPLS, using a partial least squares-structural equation model (PLS-SEM). Contribution: This research contributes to knowledge in the field of information systems, especially the management of e-learning as an online learning media. Most e-learning research only involves one aspect, for example, teacher quality or service quality. This research investigates several dimensions including teacher quality, LMS quality, and content quality, resulting in a model that incorporates several aspects. Findings: The findings of this research indicate that content quality, teacher quality (empathy, responsiveness, reliability, and assurance), and LMS quality (usability and informativeness) have a significant influence on the quality of e-learning based on the students’ perceptions. However, LMS quality does not have a significant effect on satisfaction. The quality of e-learning and user satisfaction are found to have a significant and positive effect on user intention to engage in e-learning. The findings of this study suggest that satisfaction is very influential and has a higher value than e-learning quality in relation to students’ intention to use e-learning. Recommendations for Practitioners: The significant influence of the constructs investigated in this research could shape strategies and approaches that are adopted to enhance e-learning service quality and increase the success of e-learning development and implementation, resulting in higher interest in e-learning services, especially in Indonesian higher education. Recommendation for Researchers: This work offers a theoretical understanding of e-learning service quality in a higher education institution. We recommend that fellow researchers consider LMS quality, content quality, and user satisfaction as important factors which influence the quality of e-learning services. Impact on Society: For universities, this research provides insights into important indicators of e-learning service quality so that the success of e-learning development and implementation can increase e-learning users’ interest in using e-learning services. Future Research: Future studies focusing on e-learning services should incorporate indicators of LMS quality, content quality, and user satisfaction as important factors that influence the quality of e-learning services. Our research is limited to the e-learning of one university in Indonesia. The research might be expanded to a larger scale, including all regions in Indonesia which are represented by several public and private universities.

Construction and Validation of the Learning Management System Success Scale in the Higher Education Setting

Objective - The concept of education is entirely outdated. Currently, many higher education institutions are adopting blended learning pedagogy to nurture 21st-century skills. The integration of ICT has become a recent global trend in education with universities and colleges using Learning Management Systems (LMS) as their primary method of disseminating and administrating teaching and learning processes. The exploration of the factors crucial for successful implementation of LMS is therefore essential. However, most literature on this topic focuses on the technical quality of LMS’s, and few address the educational quality and efficiency of LMS. Previous research also fails to discuss the conceptualization and measurement of LMS success. This study aims to construct and validate an instrument to measure LMS success in higher education institutions. Methodology/Technique – Various IS success frameworks were used to design the constructs in this study. A quantitative methodology was adopted with the sample of 379 randomly selected responses from university/college students, academics, and course administrators from India (n=297) and the Maldives (n=82). IBM SPSS AMOS 25 was used to check the validity and reliability of the instrument and to identify the measurement invariance. Findings & Novelty - This study concludes that information quality, educational quality, system quality, service quality, intention to use, user satisfaction, and net benefits are the critical constructs for measuring LMS success. The findings of this study can be used to support scholars in developing and examining other information system-related theories, as well as to higher education institutions while implementing different LMS’s. Type of Paper: Empirical.

A Decade of LMS Acceptance and Adoption Research in Sub-Sahara African Higher Education: A Systematic Review of Models, Methodologies, Milestones and Main Challenges

A decade has elapsed since the Learning Management System (LMS) technology permeated its way into higher education in Sub-Saharan Africa (SSA), offering new paradigms of both blended and online mode e-learning delivery. Parallel to other continents, the introduction of LMS stimulated acceptance and adoption intentions among stakeholders in higher education. This necessitated research into faculty members’ and students’ LMS acceptance and adoption intentions. While some research has been conducted in this dimension, the evidential facts are scattered. There is a need to agglomerate these studies to project a better picture of study patterns and results, to be abreast of the current state of the literature and better direct future research. This study sought to bridge the gap by way of a systematic review of previous studies within a decade of LMS acceptance research in SSA, placing them in contextual paradigms of models, methodologies, milestones, subjects, countries, findings and challenges. Results from a systematic review of 31 studies, revealed key determinants of LMS acceptance/adoption to be Attitude and Perceived Usefulness; followed by Performance Expectancy and Perceived Ease of Use; then lastly Social Influence. Major challenges to LMS implementation identified were ICT infrastructure; LMS usage skills and training; LMS system quality, LMS use policy and management support. TAM1 was the dominant model employed and students were the main subject of studies. Moreover, quantitative approach was the preferred design with Regression as the main statistical tool used for data analysis. The study recommended among others that more UTAUT or TAM3 based studies employing mixed method design with instructors as subjects, using structural equation modelling analysis are needed in SSA LMS research. Leadership and top management of higher education institutions should focus more on ICT infrastructure, LMS usage skills/training, LMS quality related issues, support and ICT policy formulation.

Who or what contributes to student satisfaction in different blended learning modalities?

AbstractDifferent blended learning (BL) modalities and the interaction effect between human and technological factors on student satisfaction need adequately researched to shed more light on successful BL implementation. The objective of the present article is three‐fold: (1) to present a model to predict student satisfaction with BL programs, (2) to examine the interaction effect between the instructor expertise and the learning management system (LMS) on student satisfaction in different BL modes, and (3) to investigate if different modes of BL will exert an influence on students’ perceived achievement goals and satisfaction, their evaluation of the instructors, and the LMS quality. Results show that the instructor expertise, students’ perceived task value and achievement goals are the most influential factors, followed by the LMS quality, instructor support, and students’ general self‐efficacy. Contradictory to previous studies, the LMS quality only has an indirect effect on student satisfaction, via perceived achievement goals. In different BL conditions, the LMS quality has significantly different effect on student satisfaction, when interacting with the instructor expertise. The two modalities of BL programs also yield differences in students’ perceived achievement goals and their demand for the LMS's functionality and design, hence crucial implications for pedagogical practices and institutional policy addressed.

Perceived Learning Management Quality Predictors to Motivation and Use of Self-Regulated Learning Strategies

The purpose of this research is to investigate learner motivation and self-regulated learning strategies in learning management system (LMS). The study involved 436 undergraduate students used the LMS system for a few months. A structured equation modeling (SEM) was used for analyzing data in the survey study. Statistical results showed that perceived motivation mediated the effect of LMS quality on students’ self-regulated learning strategies. Further, motivation had significant effect on students’ usage of metacognitive as well as on resource management of self-regulated learning strategies. Finally, the study proposes a conceptual model to learner self-regulated learning in e-learning environment. DOI: 10.5901/mjss.2015.v6n3s1p428

Conceptual Graphic Design and Interaction Design of Learning Management System ATutor

Learning Content Management System ATutor, according to data found in this study, has multitudes of faulty User Interface and Interactive controls that should be resolved appropriately as per learners' needs. In relation to this, Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) act as efficacious facilitators in educational environment. This study has evaluated the quality of LMSs, LCMSs and ATutor as case in Human Computer Interaction checklist to increase the fluency of these systems. This research has been assessed ATutor an Open Source Learning Content Management System based on Human Computer Interaction criteria in terms of Conceptual Graphic Design and Interaction Design that had been conducted on a General Survey Model based on descriptive analysis data. Appropriate suggestions to faulty controls including solutions for elimination of redundancy and errors in some controls, substitution of proper technologies and expansion on system capabilities in other controls has been provided based on Tthis assessment.

To use or not to use? SDM utilisation in the development of LMS in South Africa

Purpose – The purpose of this study was to determine if Systems Development Methodologies (SDMs) are being utilised effectively in the development of Learning Management Systems (LMSs) in South Africa. With e-learning being a critical component of modern educational systems, it has become essential to ensure that LMSs of a high standard are being developed. In the field of SDMs, much research has been done and the value of SDMs is proven and documented. To enhance the chances of developing LMSs of outstanding quality, it is crucial that SDMs are applied efficiently, as they can have a significant impact on the development process. Design/methodology/approach – A positivistic research approach was followed. By utilising a survey as the main research method, quantitative data were generated. By statistically analysing the dataset, meaningful results were obtained. Findings – This study shed some light on how LMS procurement and development is being done in South Africa and revealed that the use of open-source systems currently exceeds the use of proprietary systems. The results of the research showed that SDMs (e.g. Rapid Application Development) are being used effectively in the development of e-learning systems. Strong relationships exist between many of the SDM factors identified (e.g. performance expectancy and the perceived support of the methodology) and the quality and productivity of the development process. This, in turn, has a strong influence on the impact SDMs have on the quality of LMSs. Originality/value – The study made a contribution to the discipline of information systems and, more specifically, LMSs, by providing insights with regard to the factors affecting the use and effectiveness of SDMs in developing LMSs. As far as could be ascertained, this study generated the first empirical data on the procurement and development of LMSs in South Africa.

Students' evaluation of learning management systems in the personal computer and smartphone computing environments

The objective of this study is twofold: 1) to investigate an impact of software quality attributes of a learning management system (LMS) on students' satisfaction in both the personal computer and the smartphone settings; 2) to examine whether LMS quality factors have different impacts in the smartphone context and the PC context. We explore five quality attributes of LMS (capability, usability, performance, reliability and documentation). Data from a survey of 193 students were analysed using ordered logit regression. Findings showed that while only usability and reliability significantly affected user satisfaction in the PC context; all the quality attributes except documentation had a significant influence on user satisfaction in the smartphone setting. We also found that reliability was twice as important to user satisfaction in the smartphone context as in the PC context. The results imply that LMS quality attributes have different impacts on students' satisfaction in the smartphone context from the PC context.

Improvement Quality of LMS Through Application of Social Networking Sites.

The rapid development of information technology (IT), especially in education, influences all educational institutions to adopt eLearning. E-learning as a primary means of instruction is expanding significantly at the college and university level. However, most of these colleges and universities tend to emphasize on its benefits only. This does not mean that eLearning is without deficiencies. Studentsâ?? interactions, attention and communications are relatively low in the current Learning Management Systems (LMS). LMS is missing the direct relation between learning content and studentsâ?? collaboration and in an inappropriate educators approach towards eLearning. Additionally, collaboration among learners themselves in real time is not supported by LMS. Simultaneously, the growth of social networking sites (SNS) including Facebook, twitter and others are also rising among todayâ??s college students. The main aim of this research is to propose a comprehensive model for eLearning, which might be a roadmap for educational institutions over the whole world to adopt. The focus of this new model will be on incorporation and integration of social networking platform (SNP) with LMS to overcome some of the limitations of LMS in order to improve the quality of educational process to make it much better, attractive and more cooperative.

Student perception of Moodle learning management system: a satisfaction and significance analysis

This research study addresses differences in student perception of the significance of Moodle learning management system (LMS) quality characteristics and differences in student satisfaction in regard to such characteristics. Therein, it has been proven in this study that male and female students are equally satisfied with Moodle LMS quality characteristics and that there is a difference in the significance that students give to these characteristics. When students were observed in regard to their age and year of study, it was found that these groups assigned different significance levels to quality characteristics and were not equally satisfied with them. It was also found that there is a substantial statistical difference in the significance students gave to quality characteristics and in student satisfaction itself, according to how much time they spent using the Moodle application, which is also noted as one of the most important aspects of the research conducted. A further analysis of the variables demonstrated that the following components of quality characteristics were more important to female students: average waiting time for a response, feedback quality, material thoroughness, material clarity, website user-friendliness, cooperation diversity, and material quantity.