Learning Management Research Articles

Student Virtual Identity System

Abstract: In the ever-evolving landscape of modern education, the imperative of robust and secure systems for student identity management has taken center stage. Enter the Student Virtual Identity System (SVIS), a comprehensive solution meticulously crafted to meet this demand. SVIS is a versatile platform that seamlessly caters to the needs of students, educational institutions, and administrators, offering a secure and efficient means of managing, verifying, and harnessing digital student identities.At the heart of SVIS is a user- friendly registration process, ensuring an easy and secure onboarding experience for students. Upon enrollment, students are granted access to a virtual identity that opens the doors to a multitude of educational services, from course registration to library access and Institutional Efficiency and Security. Educational institutions stand to gain significantly from SVIS. Administrative processes related to student enrollment, and record-keeping are streamlined, reducing the burden on staff and enhancing operational efficiency. SVIS is a bulwark against identity fraud and unauthorized access, bolstering security and protecting educational resources. SVIS introduces a consistent, secure, and standardized means of authentication, reducing the risk of identity theft and thwarting potential cyberattacks. Its adaptability ensures compatibility with various educational technology platforms, learning management systems, and a wealth of online resources, making it a versatile solution for the modern educational landscape.In conclusion, the Student Virtual Identity System is not merely a tool for simplifying student identity management; it's a catalyst for an educational revolution. SVIS doesn't just meet the needs of the moment; it enhances the security, efficiency, and convenience of digital learning environments. Its implementation signifies a commitment to providing a more reliable and secure experience for students and educators in the dynamic and increasingly virtual education landscape. Welcome to a new era in education with SVIS!

교직이론 과목에서 현장 역량 강화를 위한 혼합형 PBL 수업 사례 연구

This study attempted to present a specific case of blended Problem-Based Learning (PBL) in teacher education course to enhance the field competency of pre-service teachers. The participants were first-year adult learners majoring in Early Childhood Education who were enrolled in the educational psychology course. The blended PBL process was organized by appropriately combining face-to-face and online sessions, following the sequence of 'Course Introduction,' 'Problem Presentation,' 'Subsequent Problem Steps,' 'Presentation of Results and Discussion,' and 'Review and Evaluation of Learning Outcomes.' Five PBL problems were developed, and during the initial five weeks, students were assigned to individually contemplate one problem per week. In the 10th week, a face-to-face group discussion session was conducted. Subsequently, continuous online communication through Learning Management System (LMS) and Social Networking Services (SNS) was maintained, leading to the group presentation of the final project at the end of the semester. The analysis of reflection journals submitted by students after the class was conducted to assess the effectiveness of a blended PBL course. The case presented in this study proposes a form of instructional design that integrates real-world experiences, suggesting a hybrid approach to PBL in education. Furthermore, the application of blended PBL in educational psychology courses suggests the potential to enhance field competency in teacher education courses.

The Role of Video-Based Shadowing Practices in L2 Oral Proficiency Development

This quasi-experimental study investigated the effect of shadowing practices on oral proficiency and pronunciation, specifically in terms of comprehensibility, pronunciation, intonation, and speech rate in second language learners. To this end, intact freshmen classes in an English language teaching program were randomly assigned to experimental and control groups. The experimental group carried out 11 shadowing tasks bi-weekly in two academic terms and submitted their shadowing recordings to the learning management system to receive feedback from their instructor. After the intervention, oral rating forms, an activity evaluation survey, and a semi-structured interview were used to investigate the outcomes. The oral assessment forms including pre- and post-treatment oral recordings of the participants were rated online through a 7-point Likert scale by native speakers of English. The ratings of the experimental and control groups were compared through ANOVAs. The descriptive statistics revealed that the experimental group demonstrated a relatively higher but small increase in the oral rating components (comprehensibility, intonation, speech rate) except for the pronunciation of individual sounds. However, the pre- and post-test differences of both groups were not found to be statistically significant in the ANOVA analysis. The 5-point Likert scale activity evaluation questionnaire and the content analysis of the interviews showed that the experimental group participants thought shadowing improves pronunciation and overall, participants had positive attitudes towards the shadowing practice.

A Review of Cross-Cultural Design to Improve User Engagement for Learning Management System

A Review of Cross-Cultural Design to Improve User Engagement for Learning Management System

LMS MOODLE ЯК ЗАСІБ ОРГАНІЗАЦІЇ СЕРЕДОВИЩА ЗДОБУТТЯ ПЕДАГОГАМИ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

The article addresses issues related to the effective organization of the educational process in postgraduate pedagogical institutions through the use Information and Communication Technologies (ICT), specifically exemplified by LMS Moodle. The possibilities LMS for creating a learning environment that meets the requirements of high-quality postgraduate education for educators are demonstrated. The authors elucidate the role of postgraduate pedagogical education amidst the contemporary transformations of Ukrainian society, emphasizing the necessity for additional knowledge and experience in ICT utilization among educators. Postgraduate education courses facilitate the integration of professional and educational activities of educators, aiming to foster their abilities for self-organization, self-development, and independent acquisition of constantly evolving information, enabling them quickly adapt to changes in the socio-economic environment. The substantial flow of information necessitates additional knowledge and experience in using information and communication technologies by educators, thereby imposing new demands on the organization of postgraduate education for teachers. The authors proved that the effective solution to the personalization task in postgraduate education is possible only through the integration of teaching technologies and information and communication technologies. Modern learning management systems have a powerful arsenal of tools for implementing innovative teaching models. This paper analyzes the capabilities of LMS Moodle in terms of course administration, personalized learning, organizing group and individual interactions (Forum, Chat, Choice, Workshop, Wiki, MindMap), monitoring, and analytics of the educational trajectory of each student. Construction of branched course structures (Lesson element), the organization of problem-oriented content with elements of group processing, tracking the interests of each learner through the selection of educational information blocks and feedback (Lesson elements, Assignment, Feedback, Survey), operational monitoring of knowledge quality (Lesson elements, Quiz, Choice), and the organization of the educational process using the flipped classroom model are analyzed. According to the authors, future research prospects may involve the development of new tools to support the learning process in LMS Moodle, particularly related to addressing the complexity of questions to ensure the objectivity of assessing learners' knowledge.

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.

Place of forums in online communication through an LMS platform

Web 2.0 communication tools have great potential to support collaborative learning. However, it is essential to conduct research into how learners and teachers have experienced the use of new communication tools, such as discussion forums. In this contribution, our aim is to evaluate the effectiveness of a collaborative learning environment linked to a discussion forum in the context of e-learning. We examine the use of forums as a communication tool in learning contexts across four stages of the learning process via a Learning Management System (LMS) platform. We will focus on the specific integration and management of the forum at each stage, and how forums can be strategically and effectively integrated into each stage of the educational process, fostering constructive interaction and collaborative learning throughout.

Behavioral risk factors among mathematics education major students

A student's academic performance is directly related to their level of education, which plays a significant role in the personal, social, and economic development of the nation. The number of senior high school graduates in the country who take education as a program in higher education serves a silver lining to the quality of education in the country. Future teachers who are determined to join the teaching force, especially mathematics education. The abstract nature of mathematics education makes it a challenging program to take because it requires students to have a strong understanding of difficult concepts, the ability to reason logically, and the ability to solve problems. The progressive structure of the curriculum requires continuous comprehension because it builds on foundational knowledge of the subject matter. The paper is aimed at addressing the dropout rate of mathematics education major students as they progress to more complex content subjects in their curriculum. Using a descriptive correlational design, this paper revealed that the mathematics major students perform well in academics. They also show a high level of perseverance and possess a learning mindset. They are also able to identify learning strategies and socialize with their peers despite the complexity of the concepts that they study in their curriculum. Results also reveal that learning management is among the factors of drop-out from the program. An action plan will be developed from these results.

E-learning platforms in higher education: A comparative review of the USA and Africa

This comparative review explores the landscape of e-learning platforms in higher education, drawing distinctions between the United States and Africa. As technology continues to transform education globally, understanding the nuanced approaches and challenges faced by these regions becomes paramount. In the United States, a leader in educational technology, e-learning platforms have become integral to higher education institutions. This study examines the diverse platforms utilized, ranging from learning management systems to specialized tools fostering interactive and collaborative learning experiences. The analysis also delves into the role of Massive Open Online Courses (MOOCs) and their impact on access to education.In contrast, the African continent exhibits a varied and evolving e-learning terrain, shaped by economic, infrastructural, and cultural factors. The study reviews how African higher education institutions are adapting to digital transformation, emphasizing the unique challenges faced in the implementation of e-learning platforms. Accessibility, connectivity issues, and the digital divide present formidable hurdles, yet innovative initiatives and partnerships are emerging to address these constraints.A comparative lens is applied to elucidate commonalities and disparities in e-learning adoption between the USA and Africa. Policy frameworks, funding mechanisms, and institutional support for e-learning initiatives are scrutinized, revealing how governmental and organizational strategies influence the trajectory of digital education. The study also considers the role of e-learning in addressing socio-economic disparities, particularly in Africa, where digital education has the potential to bridge gaps and enhance educational inclusivity.The implications of these comparative findings extend beyond the technological realm, touching upon pedagogical shifts, student engagement, and the future of higher education. As the world navigates the complexities of the digital age, this comparative review contributes to a broader understanding of how e-learning platforms are shaping higher education in the USA and Africa, offering insights for policymakers, educators, and stakeholders invested in advancing educational opportunities in an increasingly interconnected world.

Adoption of Learning Management Systems in Higher Education: A Qualitative Analysis of Enabling Factors

The widespread and affordability of multimedia devices such as computers, smartphones and iPads among others has now facilitated teaching and learning to take place in formal as well as informal settings. The teaching and learning process can now be encaged at any time from any part of the globe and open to all through the use of hardware and software, converging teacher and students in an online platform. This study has as objective to examine factors that amplify the adoption of Learning Management Systems, especially after the outbreak of COVID -19 which called for social distancing that left many schools on the global platform in a state of pandemonium. The sudden shutdown of schools and the need to ensure continuity in schooling left no option for institutions at all levels to adopt the new technology of learning online. The changing trends in education have enabled the development of ubiquitous Learning Management System (LMS) to resolve the challenge of continuous schooling in the face of crisis. LMS is a virtual environment designed to connect teachers and students in an online platform. This study which used qualitative descriptive method with an emphasis on thematic content analysis seeks to investigate enabling factors for the integration of LMS in the 21st century classroom. Informants consisted of 8 teachers drawn from two private universities. The findings of the study revealed that critical factors, classified as technology factors, social influence factors and human factors will influence the integration of LMS in the school. This paper therefore provides insight of enabling factors and hence learning effectiveness.

Survey Analysis of University Teachers in Ukraine Regarding the Use of Google Workspace for Education

The article highlights the results of a survey of teachers at higher education institutions of Ukraine regarding the possibilities provided by Google Workspace for Education tools in the organization of the educational process. A questionnaire was used to gather data for this purpose, in which 167 respondents from different regions of the country took part. The questionnaire focused on the frequency of using specific educational applications, such as learning management systems, collaborative tools, and educational games. Most often, Google applications are used in blended learning (72% of respondents). To organize and conduct lectures/practical classes, teachers quite actively use Google Slides (79.4%/73.8% of respondents), Google Meet (69.2%/65.4% of respondents), YouTube (60.7%/56.1% of respondents). It was found that the vast majority of teachers (91%) positively evaluate the impact of Google Workspace for education tools on the effectiveness of teaching methods. In the future, it is planned to research students’ opinions regarding the use of Google Workspace for education while studying at university.

Modern Technologies of Strategic HR Management in the Conditions of Innovative Development of Entrepreneurial Structures

In an era of rapid change and the introduction of new technologies, effective personnel management is becoming a key element in the successful development of business structures, and innovative technologies are becoming an integral part in strategic personnel management, optimizing current management processes and creating adaptive, high-performance and innovation-oriented teams. They help companies not only attract, develop and retain talent, but also create innovative corporate cultures capable of continuous growth and transformation. The purpose of researching innovative technologies in strategic personnel management is related to identifying the potential of innovative technologies to improve business processes, increase efficiency, create a favorable environment for employees and ways of their optimal implementation to achieve strategic goals in business structures. The article proposes an interpretation of the concept of “innovative technologies in strategic personnel management”. The methods of finding work for unemployed citizens in the Kyrgyz Republic for the period 2012–2021 are analyzed. Innovative technologies in strategic personnel management are considered, such as business process automation, artificial intelligence, cloud HR platforms, learning management systems, gamification and virtual reality, communication platforms that open up new prospects for creating progressive and flexible work environments. The advantages and disadvantages of introducing innovative technologies in strategic personnel management in the conditions of innovative development of business structures are highlighted. It is noted that the choice of innovative technologies should be based on the resources available in the business structure and the basic tasks of the strategic personnel management system. A combination of technologies is recommended that collectively increase the effectiveness of the strategic personnel management system in innovative development.

Principle of Educational Management in Hybrid Learning

Hybrid learning occasioned by the introduction of the traditional face to face instruction with online learning mechanisms, has developed as a prominent educational approach in response to the developing landscape of teaching and process of learning. The professional management of hybrid learning ecosystems is important for ensuring best students’ engagement, the outcomes of learning, and the general success. The study investigates the principles of educational management of hybrid learning environments highlighting basic consideration and methods for the management. Based on the established principles of educational management, such as effective communication, support system, assessment and curriculum patterns, this study investigates how these principles apply in the realm of hybrid learning. In addition to that, the study explores the contribution of technology in helping management processes and improving student experiences in hybrid environments. Understanding and adopting the tenants of educational management in hybrid learning setups, educators can come up with dynamic, inclusive, and effective learning experiences that satisfies the diverse demands of the students and promote academic excellence

Towards A Framework for Performance Management and Machine Learning in A Higher Education Institution

Performance management is a process that helps an organisation to manage its performance. Therefore, there are three stages of performance management such as coaching, corrective action, and then termination. A proper performance management process is very important for the development of a higher education institute. Apart from that, machine learning is another important process that is based on software technology. Therefore, machine learning helps to predict the outcomes of learning. There are a total of four types of algorithms of machine learning such as unsupervised, supervised, semi-supervised, and reinforcement. Furthermore, the use of performance management helps to enhance the productivity of the students of higher education institutions. In addition to that, the use of machine learning in higher education institutions is also helpful to enhance the productivity of the students. As both of the processes are efficient to gain knowledge about several things, therefore it helps to enhance the productivity of the students of higher education institutions.
 On the other hand, the purpose of this particular research study is to create a framework for machine learning and performance management in a higher education institution. Therefore, the framework is efficient and effective to understand the concept of research topics. Furthermore, the Framework for machine learning and performance management will help the students of higher education institutions to understand the impacts of these processes on their productivity. Apart from that, the researcher has used several types of methods and techniques for collecting and analysing all the data about the particular research topic. Thus, the researcher has adopted secondary methods for gathering more information and data about the research topic. Along with that, the researcher has used qualitative techniques for analysing all the data in this particular research study.

Creative Economy Learning Management to Promote Sustainable Citizenship for Secondary School Students in the Upper Northern Special Economic Development Zones, Thailand

The objectives of this research were 1) to study creative economy learning approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand, and 2) to design guidelines for creative economy learning management to promote sustainable citizenship. for secondary school students in the Upper Northern Special Economic Development Zones, Thailand, and 3) to study the results of using creative economy learning management approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand. The research was action research. Samples in this research included 1) a group of 15 people who provided information on creative economy learning with the selection based on purposive sampling, 2) a group of 7 people who evaluate learning innovations with selection based on purposive sampling and 3) learning innovation trial group including 299 secondary school students with selection based on simple random sampling, coming up with a total of 321 students. The research tools included 1) a semi-unstructured interview form, 2) a form to evaluate the effectiveness of learning management approaches, and 3) a sustainable citizenship assessment form. The research results revealed that.
 
 1. The study on creative economy learning approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand revealed that creative economy learning management is an integration of creative economy concepts and a basis for learning for students to focus on skills, knowledge and understanding of the economic system with a production system of products and services that rely on the existing experiences and knowledge base. This can be done by making use of cultural resources, including economy, traditions, ways of life, and ways of living, combined with knowledge. creativity and technology level to lead to the appropriate upgrading of one's own economic system. The creative economy learning management to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand will require promotion to bring about learning competency in 4 areas, consisting of 1) Competency regarding Community Engaged Learning 2) Economic Literacy Competency 3) Competency regarding Environmental Awareness and Green Citizenship and 4) Competency regarding Creative Economy Innovation Development.
 
 2. Designing creative economy learning guidelines to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand, it was found that the researcher had designed a learning plan that integrated creative economy learning methods. It is designed as a lesson plan for the creative economy by using the area-based learning cycle teaching strategy (AAAR Teaching Approach) of Mangkhang (2023) together with creative community economics learning activities for 12 class periods, with evaluation results for the overall quality at the most appropriate level.
 
 3. The study on the results of using creative economics learning management approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand revealed that the level of students' sustainable citizenship in an overall picture was at the highest level.

Fraud Power Laws

ABSTRACTUsing misstatement data, we find that the distribution of detected fraud features a heavy tail. We propose a theoretical mechanism that explains such a relatively high frequency of extreme frauds. In our dynamic model, a manager manipulates earnings for personal gain. A monitor of uncertain quality can detect fraud and punish the manager. As the monitor fails to detect fraud, the manager's posterior belief about the monitor's effectiveness decreases. Over time, the manager's learning leads to a slippery slope, in which the size of frauds grows steeply, and to a power law for detected fraud. Empirical analyses corroborate the slippery slope and the learning channel. As a policy implication, we establish that a higher detection intensity can increase fraud by enabling the manager to identify an ineffective monitor more quickly. Further, nondetection of frauds below a materiality threshold, paired with a sufficiently steep punishment scheme, can prevent large frauds.

Students’ Appreciation of the Learning Management System’s Academic Test Integrity and Prevention of Cheating and Plagiarism

Students’ Appreciation of the Learning Management System’s Academic Test Integrity and Prevention of Cheating and Plagiarism

STACK for Computational Science, Mathematics and Engineering e-Learners

E-Learning platforms such as Moodle, Blackboard and Canvas have got reasonable attention in teaching and learning processes. However, when it comes to assessment and interactive learning activities they offer little service to science, engineering, and mathematics e-learners. In this work, we present the application of the System for Teaching and Assessment using Computer Algebra Kernel (STACK) as a plugin in a Learning Management System (LMS) to address the issue. Different features of STACK are demonstrated and discussed. As an LMS plugin, STACK can be used for interactive delivery of content as well as an assessment tool. Here, examples from mathematics, physical sciences and engineering are demonstrated. The use of STACK extends the applicability of LMS for a wider range of subjects to address existing inability to handle higher level mathematical and computational skills. Additionally, the use of STACK in an LMS is useful in handling tutorials for large classes especially when a blended delivery mode is preferred.

Learnings, Issues, and Challenges Encountered by Students and Faculty Members in the Implementation of Small Private Online Courses (SPOCs)

Consistent with the Plan-Do-Check-Act (PDCA) design of ISO 9001:2015, performance evaluation of policies pertaining to the University’s main functions, i.e., instruction, research, and extension, should be pursued, especially for a newly implemented policy. Small Private Online Courses (SPOCs) at Bulacan State University were crafted, developed, and enhanced not only in compliance with the demands of continuing education but also to suit the standard of learning that is equal to classroom instruction catered physically. Whether these courses became effective and efficient within the duration of implementation remains to be determined. In the hope of having a fair and honest assessment that willlead towards relevant refinement of offering SPOCs, this mixed method of research undertaking aims to re-examine its efficiency and effectiveness, specifically, the learnings, issues and challenges encountered by the facultymembers and students when using SPOC as modality. Thesurvey questionnaire and interview questions were developed and validated and the interview among faculty members were face to face while the survey questionnaire for the SPOC students was through Google form for answering online, and the respondents were five thousand and eight students and twenty-five faculty members were interviewed. The findings indicate the factors that may impede the success of the implementation of SPOCs, aside from personal logistic challenges, the lack of discipline to manage time and sustain the interest in a given lesson are problems that require attention and further innovation. While connectivity can be identified as a personal logistic challenge, it can also be a challenge on the part of the University. The problem of connectivity may be seen as an opportunity for the University to create its own Learning Management System that can be customized to suit fit according to bandwidth, accessible and affordable to students. It can be concluded that SPOC is a promising learning platform in a world where hybrid interactions are highly relevant and can help save a lot of time and resources which brings in the recommendation to revisit, redesign, and recalibrate it for the ever-changing landscape of education.

Using learning analytics to alleviate course and student support administrative load for large classes: a case study

PurposeLarge class sizes are becoming the norm in higher education against concerns of dropping learning qualities. To maintain the standard of learning and add value, one of the common strategies is for the course convenor to proactively monitor student engagement with learning activities against their assessment outcomes and intervene timely. Learning analytics has been increasingly adopted to provide these insights into student engagement and their performance. This case study explores how learning analytics can be used to meet the convenor’s requirements and help reduce administrative workload in a large health science class at the University of New South Wales.Design/methodology/approachThis case-based study adopts an “action learning research approach” in assessing ways of using learning analytics for reducing workload in the educator’s own context and critically reflecting on experiences for improvements. This approach emphasises reflexive methodology, where the educator constantly assesses the context, implements an intervention and reflects on the process for in-time adjustments, improvements and future development.FindingsThe results highlighted ease for the teacher towards the early “flagging” of students who may not be active within the learning management system or who have performed poorly on assessment tasks. Coupled with the ability to send emails to the “flagged” students, this has led to a more personal approach while reducing the number of steps normally required. An unanticipated outcome was the potential for additional time saving through improving the scaffolding mechanisms if the learning analytics were customisable for individual courses.Originality/valueThe results provide further benefits for learning analytics to assist the educator in a growing blended learning environment. They also reveal the potential for learning analytics to be an effective adjunct towards promoting personal learning design.