Learning Management Research Articles

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

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

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

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

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

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

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

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

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

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

Teaching Online in a Developing Country Context

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

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

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

Didactic Innovation in Mathematics Using Technologies

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

Adoption of SPACE-learning management system in education era 4.0: an extended technology acceptance model with self-efficacy

The COVID-19 pandemic has caused constraints on education that takes place face-to-face; thus, the learning process has been conducted online. With this emergence, an application-based learning tool called a Learning Management System (LMS) was created to cater to the requirements of distant students. Therefore, this study explores how SPACE-LMS is used in the Teacher Professional Education Program (TPEP) and how it interacts with the Technology Acceptance Model (TAM) and self-efficacy. This study collected data from TPEP participants in the province of West Sumatra-Indonesia from the 2022 cohort, and 245 individuals actively participated. As the quantitative method, Partial Least Square-Structural Equation Modeling (PLS-SEM) analysis with SmartPLS software was used to test and predict the conceptual model. The empirical findings demonstrate that the readiness of adopting SPACE influences perceived ease of use (PEU) and perceived usefulness (PU). Self-efficacy (SE) influences PEU and intention to use (ITU); PEU influences PU; PEU influences attitudes toward users (ATT); and PU influences ATT. Interestingly, PU had no impact on the ITU. The desire of TPEP students to use the SPACE-LMS is also influenced by their sense of self-efficacy. Thus, this study has both theoretical and practical implications.

Operationalizing critical success factors of employee ownership using principles of learning management

ABSTRACT The importance of employee-owned (EO) organizations around the world is increasing. Countries, communities and organizations are realizing that passing profits to workers increases wealth at all levels of society. The benefits, widely known, include personal prosperity, organizational profitability and stability, and a host of economic benefits for communities in which EO companies operate. Selling a company to employees, or starting a cooperative organization containing worker owners, is not without risk. New skills are required for the company to reap the rewards inherent in EO organizations, but the method of creating this change varies significantly from one organization to another. Each is unique, but there are some factors that are common to most EO organizations that have achieved a dynamic organizational culture. These factors, which are critical for success, can be isolated using structured research, organized through a lens of general systems theory and operationalized using principles of Learning Management (LM). The result is an organized knowledge transfer plan that maximizes resources and provides the highest probability of a successful transition to a uniquely profitable EO company.

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

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

Exploring the Challenges and Opportunities of Blended Learning in a Technology–Enabled Education Environment

Technology integration in education has led to blended learning, a pedagogical approach combining traditional face-to-face instruction with online learning components. Through a comprehensive review of existing literature and empirical research, this investigation examines the impact of blended learning on both students and educators. It delves into this approach's diverse range of technologies, including Learning Management Systems, video conferencing tools, and digital content platforms. Through qualitative and quantitative analysis, the research identifies the opportunities that arise from adopting blended learning. It investigates the advantages of increased student flexibility, personalised learning experiences, and enhanced access to educational resources. The study explores how interactive content and virtual collaboration tools can boost student engagement and motivation. However, the study also uncovers educators' and students' challenges when implementing blended learning. These obstacles include technology access and proficiency issues, consistent communication, and addressing individual learning needs. The study addresses potential resistance to change from traditional teaching methods and the importance of teacher training and support. It compares students' achievements in blended learning environments with those in traditional classrooms and analyses the role of technology in influencing these outcomes. Based on the findings, the research concludes by providing insights into the future implications of blended learning in technology-enabled education environments. Keywords: Blended Learning; Learning Management System; Technology-enabled learning

Facilitating Capability: iSAP – A Novel Pedagogical Intervention

This study explores the educational impact, as perceived by students, of an innovative, online context-rich case-based learning assessment and reflection framework known as integrating Science and Practice (iSAP). The study draws on a cross-sectional study conducted from 2018 to 2020 for students in units of study where an iSAP case was used as one assessment method. The voluntary survey was administered via the university’s learning management system at the end of each academic year (Semester 2). The 19 self-rating questions were presented as counts and percentages. The difference in item responses between undergraduate and postgraduate students was explored using chi-squared tests. We observed that the majority of students perceived iSAP as a well-rounded framework that helped them apply knowledge and skills to real-life situations, improved their understanding of study material and helped them develop evidence-based reasoning, critical thinking and reflective analysis skills. We also observed that postgraduate students, compared to their undergraduate counterparts, were more likely to agree with statements related to the authenticity of the iSAP case as well as the benefits of iSAP to individual learning, further engagement in research to extend their knowledge and development of their evidence-based reasoning skills and critical thinking skills. We conclude that iSAP is an innovative case-based learning and assessment approach to facilitate preparation for professional and clinical capability. Further research is required to determine the impact of student professional maturity and how this may impact upon students’ perception and adaptation of the reflective component of the iSAP framework.

A MODEL FOR PHYSICS PRACTICAL WORK USING MOBILE LEARNING AND LEARNING MANAGEMENT SYSTEM (LMS) IN HIGHER EDUCATION: DESIGN, VALIDATION, AND EVALUATION

Despite the importance of physics practical work in higher education, its implementation is often hampered by various constraints and problems. Technology, such as learning management systems (LMS) and mobile learning, can offer solutions to some of these problems and enrich students' learning experiences. Therefore, this research proposes a model called Practical Works in Physics via Mobile Learning and LMS (PWP-MLMS) that exploits features of LMSs and mobile devices to overcome specific challenges encountered in physics practical works and improve students' performance in these works. The model was designed, validated, and evaluated within the teaching context of a Moroccan university. To assess the model's effectiveness,128 students in the Bachelor of Education, Physics-Chemistry specialization were randomly divided into two groups of 64 students each: an experimental group using the model for practical work on the topic of rectification and filtering in the electronics module, and a control group following the conventional method for the same practical work. The results of the evaluation showed that the proposed model can significantly reduce the time required to complete the practical work, have a positive influence on the students' technical skills, and improve the quality of their laboratory reports. Keywords: mobile learning, LMS, practical work, physics education, higher education

Applying conversation analysis to classroom interactions: students’ ‘oh’-prefaced utterances and the interactional management of explanations

ABSTRACT This study serves as an example of Conversation Analytic (CA) research with a focus on the interactional management of learning in classroom interactions, while simultaneously illustrating the several steps and procedures used for conducting these analyses. In this case, the method of CA is used to study students’ ‘oh’-prefaced utterances in one-to-one classroom interactions centred around explanations. The interactions are studied from the participants’ perspective by means of a turn-by-turn analysis of the selected fragments on the basis of video recordings and detailed transcripts, as is common practice in CA. This study aligns with previous CA research focusing on the details of classroom interaction relating to students’ learning processes. The results of the close analysis of the data provide insight into the orientation teachers and students show to interactionally exhibited knowledge displays in relation to the entire explanation activity they are involved in. This detailed analysis of one-to-one explanation interactions in secondary school classrooms provides insight into students’ learning processes as well as into the accompanying teacher practices.

Blockchain in Education: Transforming Learning, Credentialing, and Academic Data Management

Background and Aims: Blockchain technology is critical in education for transforming learning, credentialing, and academic data management by ensuring secure, immutable, and transparent handling of academic records. This technology improves the integrity of credentials, streamlines administrative processes, and promotes personalized learning, resulting in a more dependable and efficient educational environment. This review is intended for educators, administrators, policymakers, and technologists who are interested in blockchain's potential to transform the education landscape. Methodology: The methodology for this review included a systematic approach to gathering and analyzing literature on blockchain in education. A rigorous protocol was used to screen, extract, and categorize relevant data from academic databases and supplementary sources. Thematic analysis, aided by tools such as NVivo, enabled a thorough understanding of blockchain's impact and prospects in educational settings. Results: Blockchain technology has the potential to transform the educational sector by addressing critical issues such as data security, credentialing, and administrative efficiency. Blockchain, which provides a decentralized, immutable system for managing educational records and credentials, can improve the integrity and accessibility of academic information, streamline processes, and support personalized learning experiences. Although challenges such as scalability, legal complexities, and institutional resistance persist, ongoing advancements and research are likely to pave the way for wider adoption. As educational institutions investigate and implement blockchain solutions, the technology's transformative impact on the global education system may result in a more transparent, equitable, and innovative learning environment for future generations. Conclusion: blockchain technology has the potential to revolutionize education by improving data security, credentialing, and administrative efficiency through its decentralized and immutable system. Despite current challenges, its continued development and implementation could result in a more transparent, equitable, and innovative educational environment.

Comparative analysis of frequently used e-learning platforms

An online e-learning platform known as a learning management system (LMS) provides an interface between trainers, students, and administrators toward a common objective of learning. In the market, diverse LMSs with extensive functionalities are available to facilitate e-learning. In this article, we selected some popular LMSs majorly used by most schools and institutions for their teaching–learning process. We compared these LMSs in a discussion based on their technical specifications, technical features, administrative features, general features, and course management-related features. This comparative analysis could help users decide which LMS suits them best, according to their requirements. We also attempted to identify the limitations of these learning management systems so that users and organizations can determine which one is best suited to their needs.

Academic Administration that Affects Proactive Learning of Educational Institutions under Chaiyaphum Municipality

Background and Aims: This research aims to study and compare the level of academic administration that affects active learning management in educational institutions under Chaiyaphum Municipality. The analysis will be separated according to educational level. Work experience and type of educational institution. In addition, there is a study of academic administration guidelines that can affect the management of active learning in these educational institutions. Methodology: The sample used in the research consisted of 129 personnel in educational institutions under Chaiyaphum Municipality, which were obtained from stratified random sampling. The research tools included a questionnaire using a 5-level rating scale and a structured interview with an IOC between 0.80 - 1.00 and a confidence value of 0.83. For the statistics used in data analysis, such as frequency, percentage, mean, and standard deviation. T-test, F-test, and pairwise difference test using the Scheffé Method. Results: the finding found that (1) Academic administration that affects the management of active learning in educational institutions under Chaiyaphum Municipality, overall it is at a high level. When considering each aspect, it was found that academic administration that affects proactive learning management is at a high level in every aspect. (2) Results of the comparative analysis of opinions regarding academic administration that affect active learning management of educational institutions under Chaiyaphum Municipality. Classified by educational level work experience and type of educational institution found that there was no difference. (3) Guidelines for academic administration that affect active learning management in educational institutions under Chaiyaphum Municipality include improving or changing the curriculum to be consistent with active learning management. educational institution context and student context. Encouraging teachers to organize problem-based teaching and learning activities. integrated teaching. Encouraging teachers to measure and evaluate learning according to actual conditions, which meets the aims of education. and use the evaluation results to develop individual learners. Teachers are also encouraged to develop modern teaching materials. By using technology to organize teaching and learning. and use the results of supervision to further improve and develop teaching media. Conclusion: The findings show that academic administration has a significant impact on active learning management in educational institutions in Chaiyaphum Municipality, with consistently high performance across all aspects. There were no differences according to educational level, work experience, or type of institution. Aligning curricula with active learning, encouraging problem-based and integrated teaching, promoting authentic assessment, and facilitating the development of modern teaching materials through technology and supervision are all important guidelines for improving academic administration.

Comparative Analysis of Machine Learning Models for Predicting Student Success in Online Programming Courses: A Study Based on LMS Data and External Factors

Early prediction of student performance in online programming courses is essential for implementing timely interventions to enhance academic outcomes. This study aimed to predict academic success by comparing four machine learning models: Logistic Regression, Random Forest, Support Vector Machine (SVM), and Neural Network (Multilayer Perceptron, MLP). We analyzed data from the Moodle Learning Management System (LMS) and external factors of 591 students enrolled in online object-oriented programming courses at the Universidad Estatal de Milagro (UNEMI) between 2022 and 2023. The data were preprocessed to address class imbalance using the synthetic minority oversampling technique (SMOTE), and relevant features were selected based on Random Forest importance rankings. The models were trained and optimized using Grid Search with cross-validation. Logistic Regression achieved the highest Area Under the Receiver Operating Characteristic Curve (AUC-ROC) on the test set (0.9354), indicating strong generalization capability. SVM and Neural Network models performed adequately but were slightly outperformed by the simpler models. These findings suggest that integrating LMS data with external factors enhances early prediction of student success. Logistic Regression is a practical and interpretable tool for educational institutions to identify at-risk students, and to implement personalized interventions.

Toward a comprehensive understanding of massive open online course adoption among college students

AbstractThis paper investigated the factors affecting the behavioral intention (BI) and usage behavior (UB) of 548 Chinese college students in massive open online courses (MOOCs). We extended the unified theory of acceptance and use of technology model by incorporating self‐regulated learning (SRL) management, perceived pleasure (PP), and perceived cost constructs. This study also analyzed the moderating role of individual differences in gender, grade, major, and experience in MOOCs. Data were collected through both offline surveys across 10 universities and an online survey platform. Results from structural equation modeling and multi‐linear regression analyses revealed that students' BI was significantly and positively influenced by six factors: performance expectancy, effort expectancy, facilitating conditions (FC), social influence, SRL management (SM), and PP. Furthermore, we found that UB was predicted by BI, FC, and SM. Moreover, BI played a mediating role in the relationship between the two determining variables (i.e., FC and SM) and UB. Differences in MOOC experience level had a moderation effect. The study provided implications for various stakeholders regarding designing MOOC platforms, structures, and teaching activities.