Learning Management System Tools Research Articles

Examining E-learning tools impact using IS-impact model: A comparative PLS-SEM and IPMA case study

Many educators across U.S. high schools face information quality and system quality challenges when using learning management systems (LMS). These challenges impact both the individual and organizational levels, affecting overall success. The purpose of this study aims to evaluate the effectiveness of e-learning tools using the IS-Impact model. This quantitative research assesses the importance and performance factors of educators' use of LMS tools. Using PLS-SEM and IPMA in SmartPLS 4, the effects of Information Quality, System Quality, Individual Impact, and Organizational Impact on the Overall Impact were analyzed based on data from 237 respondents through an online survey across U.S. high schools. Two conceptual models were developed and assessed based on the original IS-Impact Model. One model examined information quality and system quality as having direct effects on overall impact, while the other considered these variables to have indirect effects. Comparing Model-A and Model-B, path analysis, total effects, importance, and performance of latent variables were analyzed in detail against the Overall Impact dependent variable. Findings emphasize Information Quality and Organizational Impact as critical factors influencing the Overall Impact of successful LMS implementation. The IPMA results from this study offer actionable insights by identifying performance areas needing improvement based on importance. This study reveals a complex interplay of direct and indirect effects, highlighting the need for a holistic approach to enhance the impact of e-learning tools within educational institutions. This study further fosters a culture of innovation and competitive advantage by leveraging information systems to improve organizational processes and outcomes.

Fostering Digital Communities

As online education expands, fostering digital communities that support networked learning becomes imperative. However, many universities lack comprehensive digital strategies to facilitate engagement and connections in distributed environments. This research examines the development of an inaugural digital master plan at a university where half of the student population is online. Guided by Moore's theory of interactions (1989) and Garrison's Community of Inquiry framework (2017), the plan aimed to enable meaningful student-to-content, student-to-instructor, and student-to-student interactions. The digital master plan was designed to provide high-level guidance on the intentional and purposeful use of the educational technologies, tools, platforms, and systems necessary for a robust online learning experience. It creates a cohesive vision and strategy for the digital learning experience, just as a campus master plan aligns the physical learning spaces. The digital master plan leverages the Community of Inquiry framework as a key reference point in its comprehensive gap analysis. The collaborative process involved multiple methods to assess gaps in the university’s infrastructure including: National Survey of Student Engagement (NSSE) data, three internal surveys, an external diagnostic analysis and plan, and audits of the learning management system's tools and usage. Quantitative data provided insights into student perceptions, while qualitative findings explored the depth of social relationships and learning networks enabled through digital platforms. Throughout the process, the research team aimed to understand the social learning processes that support how learners develop and utilize technology to learn and foster a sense of belonging (Garrison, 2017). The process harnesses the natural motivations underpinning social network formation - namely information sharing, support seeking, and sense of belonging. Further, it operationalizes these motivations to achieve CoI's high-order learning community goals. Analysis revealed key gaps related to: clearly defining and measuring online student success, expanding engagement opportunities in courses, leveraging technologies to facilitate connections, building a collaborative faculty culture, and improving communication. In response, the final digital master plan put forth five recommendations focused on these priority areas. Implementation and evaluation of digital platforms aligned to the recommendations indicate positive impacts on online students' sense of connectedness, learning experience, and academic performance. This research makes important theoretical and practical contributions by developing a replicable institutional process for assessing and strategically enhancing a digital ecosystem to foster networked learning. The digital master plan provides guidance for the adoption of social technologies and pedagogies to increase community, connectivity, and collaboration. As online education continues to expand, insights from this case study can inform strategic digital planning efforts at other universities striving to overcome transactional distance and cultivate impactful virtual learning communities.

Exploring and comparing pedagogical beliefs of university instructors in relation to their behavioural patterns regarding learning management system use

ABSTRACT Understanding the relationship between instructors’ pedagogical beliefs and their usage of learning management systems (LMSs) is crucial in higher education. This study addresses this research gap by studying how 64 active university teachers’ pedagogical beliefs match their LMS usage behaviours. Based on 1374 LMS courses, this study intended to illuminate the complex relationship between teachers’ traditional, constructivist, ICT-based beliefs and operational behaviours while using an LMS for technology-enhanced instruction. Four patters were found: low-use (67.2%), administration-oriented (20.3%), communication-oriented (9.4%), and assessment-oriented (3.1%), which provide insights into how university instructors engage with LMS tools, highlighting the different LMS tool-adoption strategies used in higher education. Intriguing links were found between actual usage patterns and pedagogical beliefs, indicating that administration-oriented and low-usage patterns were related with weaker beliefs in ICT use, with the former having the highest constructivist belief scores and the latter recording the lowest. Instructors with communication use patterns had the lowest traditionalist beliefs, while those focusing on assessment had the highest. This research underscores the significance of aligning pedagogical approaches with technology integration within the context of higher education instruction, offering vital insights for universities committed to ongoing improvement in teaching practices and the effective utilisation of LMS technologies.

The digital pulse of preparedness: staff perceptions on learning management systems in health emergency operations

Abstract Background: The learning management system (LMSs) are online platforms that are used to conduct and support teaching and training at various institutions worldwide. Therefore, this study aimed to assess the perception towards the use of Moodle and Google classrooms LMS tools in the training among the National Health Emergency Operation Center (NHEOC) staff and compare their perceptions. Methods: This was a cross-sectional study with a post-test design conducted at NHEOC in Saudi Arabia in 2023. A training program regarding crises and disaster situations was delivered via Moodle and Google classrooms. At the end of each session, participants were invited to fill a questionnaire regarding their perception towards these tools. Results: A total of 72 and 65 individuals responded to the questionnaire after the end of Moodle class and Google classrooms, respectively. There were no statistically significant differences in the mean perception scores between Moodle and Google classrooms by; the easy access to the browser (4.18 ± 1.24 versus 4.14 ± 1.09, p-value = 0.692), the easy access to the App (4.02 ± 1.31 versus 4.11 ± 1.08 , p-value = 0.658), the ease of browsing the educational content (4.17 ± 1.13 versus 4.14 ± 1.06, p-value = 0.872), and the ease of dealing with the system functions (4.08 ± 1.14 versus 4.09 ± 1.16, p-value = 0.889). Conclusion: Participants reported similar perception towards the use of Moodle and Google classrooms in training programs. Meanwhile, majority reported that they preferred Moodle to Google classrooms.

CRITERIA FOR DESIGNING AND EVALUATING THE QUALITY OF VIRTUAL CLASSROOMS DURING EMERGENCY LEARNING

Distance education during emergencies requires planning, design, and goal setting to create an effective learning environment. Virtual distance education involves more than just uploading educational content; it is rather an educational process that provides choice for learners, as well as flexibility and responsibility for learning and academic support. In this context, the aim of this research is to determine the quality criteria for designing virtual classrooms with their different styles (synchronous, asynchronous, and blended), and organizing them into categories and criteria to verify the availability of the criteria required for learning in the virtual environment. Also, the research aims to propose a method for evaluating and measuring the extent to which virtual classrooms during emergency learning meet its design quality criteria. The study used the descriptive method and analysis processes to determine the quality aspects of the virtual classrooms design, to draw out the design criteria and quality indicators, and to explore the opinions of the research population on the importance of these criteria and their measurement indicators. A purposive population of (17) specialists in the field of educational design and e-learning participated in the study, all of whom hold a PhD degree in the specialty in order to systematize the list of criteria for designing the virtual classroom and the indicators for measuring them in light of emergency learning. The importance of this current research lies in its aim to contribute to the improvement of training and learning environments through virtual classrooms during emergency learning, and to provide a list of design criteria that benefit teachers and instructional designers, in addition to reconsidering the use of learning management system tools and electronic content with virtual classrooms in order to achieve the maximum benefit for students in achievement outcomes of their learning, especially in the context of emergency learning.

Learning management systems and online tools to support continuous workplace learning in academic libraries

In today’s evolving academic landscape, which has been made even more changeable by the COVID-19 global pandemic, library managers and administration must consider accessible and sustainable methods for providing continuous workplace learning programmes for library staff. Establishing sustainable continuous workplace learning and professional development initiatives is critical for library staff to remain confident in their service delivery and use of digital tools. It is possible for libraries to develop online continuous workplace learning programmes that employ an array of online tools that are already in use by the library, such as those used for course delivery, internal documentation and online communication. Specifically, as many libraries make use of learning management systems (LMS) to embed their information literacy programming for faculty and students, there is an opportunity to strategically use LMS to support professional development and continuous workplace learning for library staff. Drawing from examples for Carleton University Library, this paper explores how the use of an LMS and other online tools for continuous workplace learning can provide library staff with equitable online access to develop essential technical and practical skills, while helping to build a workplace culture that prioritises learning and skill development. Employing these tools in continuous learning and training programmes can allow libraries to become ‘learningful’ workplaces where staff at all levels are supported and are confident in their work.

Adoption of Academic Staff to use the Learning Management System (LMS): Applying Extended Technology Acceptance Model (TAM2) for Jordanian Universities

Starting from March of 2020, the outbreak of the COVID-19 caused Jordanian universities to close their campuses and forced them to initiate online teaching. Learning management system (LMS) is an important tool and suitable as tool for learning and activities in a higher education. However, each university has a different LMS tool that allows users to use it in their activities. This paper is interested in investigating the acceptance of Jordanian academic staff in using an LMS after getting back to work post the COVID-19 period. The study sample consisted of 500 faculty members of different ranks, selected randomly from all Jordanian universities, for the second semester of the academic year 2020-2021. The Technology Acceptance Model (TAM2) has been adopted to identify the Acceptance and use of LMS. The questionnaire developed by the researcher was based on past research studies. Simple linear regression was used to calculate the relationships between factors. The research results presented that there is a statistically positive effect of Perceived Usefulness(PU), Perceived Ease of Use (PEOU) and Subjective Norm(SN) on adoption to use LMS, and Perceived Ease of Use(PEOU), lecturers' Image(LI), Subjective Norm(SN), Job Relevance(JR), and, Result Demonstrability(RD) Output Quality(OQ) on Perceived Usefulness(PU). This study indicates that we must always conduct workshops and training programs related to learning management systems and computers to enhance the usability of learning management systems among faculty members

Meeting Them Where They Are: Designing a New Self-Paced Library Orientation Program for Students in the Learning Management System

In this column, we share what we have done before to teach students how to access the databases. In addition, we briefly discuss our past marketing efforts and the tools we used for our information literacy assessment programs in the past. Finally, we discuss what we’re doing now including the platform we chose and why, the audience (who is this for), and the details of the project plan. Ultimately, by migrating from Teachable to the Learning Management System tools for the online library orientation program I have reduced redundant technologies, saved the library money, and reduced my workload.

Edmodo: An Effective Learning Management System Tool for Online Medical Education During COVID-19 Pandemic

Covid-19 is undoubtedly this century’s deadliest disease. As the preventive measures for this lethal condition involve minimization of human-to-human contact, physical classes were suspended, and globally the education system continued its function online, the same occurred in medical education. During the pandemic, Learning Management Systems were adopted by various medical institutes and Edmodo was used by most of them due to its cost-effectiveness, versatility, flexible features, user-friendly interface, and self-paced learning. The use of this virtual tool has been welcomed internationally and for developing countries like Pakistan, its use can prove a big aid to medical education in these times of crisis. Among different types of learning management systems, Edmodo has positive feedback from not only students and teachers but it is supportive to administrators as well. Besides helping teachers in sharing lecture materials, and assignments, interacting with students, and conducting quizzes, the scope of its platform can extend to promote critical thinking and conduct flipped classrooms as well. Relevant keywords from 2019-2022 studies were used to retrieve data from “PubMed” and “Google Scholar”. It can be concluded that the use of a Learning Management System especially Edmodo for medical education continuation was a need of the hour in the Covid-19 crisis and they are a big aid for teachers. Keywords: Edmodo; Medical Education; Learning Management System.

Applications of Artificial Intelligence in Education

School closures affect about 1.2 billion children in 186 countries as a result of the pandemic COVID 19. Many people around the world are concerned about whether online learning will continue to evolve or how it will affect the global education sector. The key benefits of Education 4.0 are related to the digital, virtual, and smart revolution for educators and other stakeholders. Some educators believe that the philosophy of personalized learning involves a lot of work, but that they can still address the specific needs of students. Using this technology, the teacher can teach the students rather than the class. Teachers have used various techniques and tools to promote personalized learning. This leads to better learning outcomes for students and better educational outcomes overall. Digital technology facilitates the work of educators and teachers by giving them the best techniques to make their job easier. Individuals prefer a customized learning methodology. In this area, the role of artificial intelligence is of great importance. AI-centric tools cater to the individual needs of students by enabling greater focus on specific topics through repetition of content and helping students learn at their own pace. In the future, the development of AI will lead to the adaptation of improved learning programs that result in greater gamification and personalization of the learning process. The purpose of this study is to investigate the impact of e-learning through the use of AI and Future Management Tools in learning management system in COVID 19.

STUDENT PERCEPTIONS OF LMS AT THE FACULTY OF ENGINEERING TRUNOJOYO UNIVERSITY MADURA

This study aims to determine student perceptions of the Learning Management System (LMS) during the Corona pandemic. Currently, many educational institutions are conducting online learning and using LMS in their activities. The LMS system is used as a medium for managing the learning process. By utilizing the LMS, schools can register, identify lesson plans, monitor learning, and evaluate learning. During the pandemic learning period, LMS plays a very important role in determining the success of learning targets. It is therefore important to get students' perceptions of the LMS used. The LMS system used in this study is a free web-based LMS system and can be used by the public. The assessment methodology used to fulfill the research objectives uses a Likert-type scale. This study provides insight into the LMS preferred by students. The results of this study can be used as a reference in the selection of the LMS tool used. The method we use is a simple questionnaire using a google form. This research is included in quantitative research. From the results of the research, it is evident that there are two things that are of great concern to students, namely the LMS is easy to use and is able to facilitate the availability of teaching materials. Respectively with a total agree of 86.8% and 93.3%.

Teaching during COVID-19 Pandemic: Students’ Experiences, Perceptions and Lessons for Higher Education Institutes

A sudden shift to complete online teaching and learning due to the COVID-19 pandemic created many challenges for educational institutes, their administrators, teachers and students. This study investigated students’ online teaching experiences with the intention to shape higher education institutes’ (HEI) Information and Communication Technology (ICT) integration policies and practices. A mixed-method research approach was used to collect data. The quantitative data were collected using a survey questionnaire and focus group discussion method was used to gather qualitative data. The students’ views of their instructors’ online instructional and assessment strategies revealed that teachers confined themselves to the university guidelines and used the recommended learning management system (LMS) and digital tools but lacked the training to utilise many of the features available in the recommended LMS and digital tools that could be integrated with the LMS due to poor knowledge and ICT skills. This study suggests that HEIs should invest in research to understand students’ choices of digital tools and train teachers to maximise the use of the LMS.

Integration of MS Teams as an LMS Tool for Language Classroom: An Analysis using SAMR Model

The digital transformation that happened in the field of education has made its way in teaching methodology supported by the integration of digital technologies. With the normalization of using digital technology among the generation Z and Alpha, the educational approaches are being constructed and reconstructed using latest digital technologies. The change in approaches can be identified from computer assisted to mobile assisted, blended to flipped and regular courses to Massive Open Online Courses (MOOC) or Learning Management System (LMS). In the context of language teaching and learning, the current digital technologies are being supportive tools in imparting language skills. Hence, this study aims to analyse the effectiveness of integrating Microsoft Teams (Teams) as an LMS tool to support language teaching using Substitution, Augmentation, Modification and Redefinition (SAMR) framework. The four degrees of the SAMR framework helps in understanding the effectiveness of the integration of digital technologies to language teaching methods. The findings of the study conclude that MS Teams can be considered as an efficient LMS tool for language teaching-learning process.

The Development Of QMMS: A Case Study for Reliable Online Quiz Maker and Management System

The e-learning and assessment systems became a dominant technology nowadays and distribute across the globe. With severe consequences of COVID19-like crises, the key importance of such technology appeared in which courses, quizzes and questionnaires have to be conducted remotely. Moreover, the use of Learning Management Systems (LMSs), such as blackboard, eCollege, and Moodle, has been sanctioned in all respects of education. This paper presents an open-source interactive Quiz Maker and Management System (QMMS) that suits the research, education (under-grad, grad, or post-grad), and industrial organizations to perform distant quizzes, training and questionnaires with an integration facility with other LMS tools such as Moodle. The proposed system supports three basic levels: 1) administration, 2) instructors, and 3) learners at the micro-level teaching. The proposed system is adopted using .Net framework integrated with SQL-Server database engine that compromise between performance, security and stability. The proposed QMMS is described through different phases of Software Development Life Cycle (SDLC) including detailed analysis, design, implementation, testing, verification, and maintenance in order to exploit the importance of the analysis and design of LMS from the software engineering point of view. A comparative analysis, among the proposed system and a recent list of challenging ones, is presented in different aspects that shows the effectiveness, reliability and validity of proposed tool. Moreover, the proposed QMMS shows an enhancement ratio of up to 42.19% in response time perspective as compared to Moodle system in the case of massive concurrent transactions.

An Effective Practice of ICT Tools in Higher Education to Improve the Teaching Learning Process

Education is a process that simplifies learning. It should be a continuous process in one’s life to attain success. Over the decades, Information and Communication Technologies (ICT) have gradually begun to play a very important role in education, with their usage in education is growing worldwide continuously. These methods allow access to information through the internet. In education, ICT is the method of teaching that uses information and communication technology to support, improve and optimize the transfer of information, in turn leading to the invention of smart education. This improves the quality of teaching, the learning process of students and ultimately facilitates e-learning. It is commonly believed that technology can empower educators and students, making substantial contributions to knowledge and achievement. This paper gives an insight into the various tools that help instructors to develop online course content using Learning Management System tools. These tools allow the instructors to conduct online classes from any location using tutor tools and desktop recording tools to record screen output for further use. The instructor can assess the students in their course using assessment tools and can also enhance teaching methods using innovative teaching tools. The paper also throws limelight on the feedback taken by the faculty as well as the students about the usage of various tools in higher education which helps in analyzing the best suitable tools.

Postgraduate Students' Experience of Using a Learning Management System to Support Their Learning: A Qualitative Descriptive Study.

IntroductionEducational institutions worldwide have implemented learning management systems (LMSs) to centralise and manage learning resources, educational services, learning activities and institutional information. LMS has mainly been used by teachers as storage and transfer of course material. To effectively utilise digital technologies in education, there is a need for more knowledge of student experiences with digital technology, such as LMSs and especially regarding how LMSs can contribute to student engagement and learning.ObjectiveThis study aimed to gain knowledge about postgraduate nursing students’ experiences with the use of LMS in a subject in an advanced practice nursing master's programme.MethodsA qualitative method with a descriptive design was employed. Two focus group interviews were performed with eight postgraduate nursing students from an advanced practice nursing programme at a university college in Norway. Data were analysed using qualitative content analysis.ResultsThree themes emerged from the data material: 1) A course structure that supports learning; 2) LMS tools facilitate preparation, repetition and flexibility; and 3) own responsibility for using the LMS for preparation before on-campus activities.ConclusionThe course structure within the LMS seemed to be important to enhance postgraduate students’ ability to prepare before on-campus activities. Implementation and use of LMS tools can facilitate preparation, repetition and flexibility, especially when postgraduate students study difficult topics. Postgraduate students seem to have different views regarding their own responsibility for using the LMS to prepare before on-campus activities.

Monitoring the quality of e-learning implementation in educational institutions

The article analyzes some aspects of quality control and efficiency of electronic educational and methodological complexes of educational disciplines usage in the educational process. Analysis of the implementation of e-learning and of user work allows to build a model of student’s work, identify the disadvantages of both organizational and technological plan and take timely steps to eliminate them. The solution to this problem should include a comprehensive approach to ensure an objective result. Google Analytics tools, Moodle Learning Management System (LMS) tools, the teacher’s surveys to monitor the quality of e-learning in an institution proves its efficiency and allows to see the full advantages and disadvantages of ongoing e-learning in an institution, plan and implement further development and improving e-learning. The analysis of the effectiveness of e-courses usage should be carried out in a comprehensive manner, using the monitoring tools of the educational process adopted in the educational institution. Such as surveys for teachers and students, analysis of success, etc. The specifics of e-learning, the Moodle LMS tools and third-party services for collecting statistics and analyzing user activity in the LMS should be taken into account.

An exploratory study of students’ perceptions of learning management system utilisation and learning community

Blackboard Learn is one of the learning management systems (LMSs), which is used in teaching to manage user learning interventions and assist in the planning, distribution and evaluation of a specific learning process. The purpose of this study was to investigate how the functionalities of Blackboard Learn were used in online courses and how students perceived the benefits of using them. Also, the study was to investigate how students’ perceptions of teaching, cognitive and social presences within the Community of Inquiry and perceived benefits of using Blackboard Learn were related to their learning efforts. The results revealed that students who consider Blackboard tools more beneficial on their learning are most likely to have higher perceptions of teaching presence. Moreover, students’ learning efforts were increased primarily by students’ perceptions on perceived benefits of using Blackboard and secondarily by students’ perceptions of social presences. In conclusion, utilising LMS tools effectively in online courses can benefit students’ course work and would motivate them to put more efforts on their learning.

The RECAP and SCAFFOLDS Frameworks: Engaging Students in Self-Reflection and Self-Regulation Within Online Learning

This case study will focus on the authors’ efforts to engage students in one asynchronous, online undergraduate legal pipeline course, and the substantive revisions made to the course over three years to increase student engagement, self-reflection, self-regulation, and metacognition. A “pipeline” program is designed to identify, support, and guide students from diverse backgrounds to the graduate level field of their interest (Cunningham & Steele, 2015). In this paper, the authors will discuss their initial efforts to engage students and facilitate self-regulation, and the substantive revisions made based on user data for two subsequent offerings of the course. The authors will describe two strategic uses of the learning management system (LMS) to increase student engagement and self-regulated learning. First, the authors detail a weekly reflection and engagement routine that was developed to address concerns regarding student-to-faculty engagement identified during the first version of the course. Second, the authors outline a scaffolded multi-week skills-based activity that was developed to reinforce a critical course learning objective and help students monitor their own learning progress. During each iteration of the course, user data collected from the LMS and other integrated tools, along with student feedback and instructor and designer reflection on practice, informed substantive revisions to the learning activities described. Over three versions of the course, data suggest increased engagement, self- reflection, and self-regulation. Finally, the authors will reflect on the implications of their work and possible applications to other settings.

How Metacognitive Instructors Can Use Their Learning Management System to Facilitate Student Learning

This essay explores ways instructors can be metacognitive about course design, including selecting tools in the Learning Management System (LMS) to support student learning. It offers strategies for being intentional about learning within the LMS and examples of online modules that can be directly incorporated into course instruction or can be self-contained, student-directed, and stand alone. These examples serve as a blueprint for creating predictable structures that offer guidance and opportunities for students to learn about their own learning. We also argue that purposeful use of LMS tools can provide opportunities for instructor to monitor student progress toward learning goals and make adjustments to their instructional method when appropriate.