LMS Platform Research Articles

From Platforms to Online Communication Tools

In e-learning, the shift from platforms to online communication tools has been significant. As education evolves towards virtual environments, learning platforms become crucial for managing courses, delivering content and assessing learners. The article focuses on various forms of online communication tools, such as discussion forums, live chats and virtual meeting rooms, and explains how these tools facilitate interaction, collaboration and active participation between learners. It also discusses potential obstacles to the integration of these tools. In this contribution, we work with the LMS platform, as the various online communication tools can be found in the LMS platform. Ultimately, the article highlights the importance of combining a robust e-learning platform with appropriate online communication tools to foster an interactive learning environment.

Learning Sequence “Learning | Growing | Working”: A Helpful Approach to Facilitate the Entry into the IT Faculty

Virtual teams and digital collaborative work have become an integral part of modern university teaching. The demand for suitable methods for group formation in virtual formats has increased, not least due to Covid-19. Even though students at the university have become more confident in using digital exchange options during this time, it has become apparent in recent semesters that first-year students in particular need support during the transition into higher education, with the learning process and with virtual group work. This paper describes how the digital self-oriented learning approach called the learning sequence “Learning | Growing | Working” was set up and used on the LMS platform Ilias, and how it supports students in learning alone and in groups, collaborating online, building group cohesion, pursuing goals and learning to network. The sequence focuses on intensive exchange and networking. The learning sequence has been designed for first-semester students as a twelve-week guided group focusing in different tools and methods to support students in these subjects. The research methodology used to evaluate and analyse the outcomes of the learning sequence was the observational method, the empirical evaluation of the behaviour and constant comparison approach of the structured collected observation notes and responses of the participants. The results indicate positive outcomes, showing growth in goal setting, networking capabilities, attitudes towards learning, and critical reflection. Both participants and project stakeholders recognise the potential of the sequence to support students' personal development. Strategies for future implementation are suggested to enhance the learning experience. Among others, clear guidance on goal setting, emphasising non-academic goals for motivation and maximising engagement within the allotted time, facilitating discussions on interesting topics and addressing group dynamics challenges were observed as suggested approaches.

Factors Affecting Students’ Intentions to Use the LMS Platform During the Paradigm Shift of the Epidemic Situation in the Rain Classroom

Background and Aims: To understand how to make students adapt to online teaching under a clear paradigm shift. This article therefore uses the domestic LMS platform - Rain Classroom as a case study to study what factors affect students' willingness to use the platform. Therefore, this article aims to understand undergraduate students' willingness to use the platform. Beijing to use domestic LMS software platform - Rain Classroom. Materials and Methods: This study used a quantitative method to assess the intention of undergraduates in Beijing to use the domestic LMS platform, namely Rain Classroom. Data were collected using a five-level Likert scale questionnaire. The reliability and effectiveness of the instrument have been fully verified by expert evaluation and Cronbach’s Alpha value. Data were collected through statistical analysis, including regression. Students' intention to use is influenced by subjective norms and attitudes, and the influence of subjective norms on intention to use is more intuitive. Results: The paper studies the influencing factors of undergraduates' intention to use rain classes in three colleges and universities in Beijing, provides a reference for colleges and universities to carry out online education better, and puts forward suggestions for schools to pay attention to and for the improvement of LMS platform. Conclusion: In the end This study contributes to our understanding of the dynamics behind students' choices regarding LMS adoption, highlighting the importance of social influences and individual attitudes in shaping their intentions.

Geogebra supporting materials for introductory physics university courses

In this contribution, we present a set of Geogebra activities used in several introductory courses on Classical mechanics, Special relativity, Introductory course to cosmology and within the courses for non-physics majors (Physics for chemists, Physics for biologists). Examples include various oscillations, curvilinear coordinates, solutions of equations of motion, basic types of Minkowski spacetime diagrams and the effective potential for the dynamic of basic cosmological models. All the activities include basic interactivity and the possibility to play with selected parameters. They are used within the classrooms and shared with the students via links in the Moodle LMS platform together with other supporting materials.

Dental students' perceptions and educational impact of preclinical interactive videos compared and in combination with live demonstrations.

To study the utility of simulation videos with embedded quiz items compared and in combination with live hands-on demonstrations of dental procedures. Thirty-three videos with embedded items were developed to help students understand the procedures they had to practice in the simulation laboratory. Videos were uploaded to the university LMS platform for students to watch and complete the embedded items as many times as they liked. All 76 students from 2021 and 73 from 2022 Integrated Dentistry III courses were invited to participate in the study. Practical (OSCE) and theoretical (MCQ) exam grades of the 2021 academic year, when interactive videos replaced live demonstrations, were collected and compared to those of the previous years (2017-2020) when only live demonstrations were performed, as were those from the 2022 academic year, when videos were complemented with hands-on live demonstrations. At the end of each year, a perception questionnaire was voluntarily completed by the students. Assessment grades were significantly higher in the 2021 academic year when interactive videos were incorporated versus the 2017-2020 period when only live demonstrations were performed. However, the combination of interactive videos with live demonstrations performed during 2022 showed the highest exam grades. Seventy-nine percent of students answered the questionnaire, highly valued the utility of the interactive videos and liked the embedded items. Overall, they stated that they learned from the videos. Interactive videos of preclinical procedures with embedded items combined with live demonstrations can significantly enhance students' learning and are valued by students.

Students with Special Needs Online Learning Experiences during the COVID-19 Pandemic at the University of Ghana

Since the upsurge of online learning in higher educational institutions due to the COVID-19 pandemic, it is imperative to explore students’ active involvement, their challenges encountered, and how these challenges were resolved in the online environment. Using semi-structured interviews, we thus explored the online experiences of 17 Students With Special Needs (SWSNs) at the University of Ghana during the Covid-19 pandemic. Findings show that all participants were actively involved in online learning during the pandemic as they participated in scheduled online lectures and were self-directed in their learning. However, there were challenges met that include an uncustomised LMS platform, a struggle to meet online task deadlines and a lack of relevant digital skills. The lecturers’ collaboration and negotiation with SWSNs curtailed some of the challenges for the visually impaired as resource persons were asked to convert reading materials into braille for them. In addition, SWSNs had preferential treatment and recognition by lecturers to fully benefit from the online learning environment. The study recommends the provision of well-trained online technical support staff at the university to assist SWSNs and introduce a blended learning model to address these challenges. Such a step will lead to a positive experience of blended learning and inclusive education for all students, consequently, giving rise to a successful online learning environment.

Impact of interactivity on learning outcome in online learning settings: Ordinal logit model

The study aimed to investigate the relationship between content, teaching, and LMS platform, and student achievement in online classes. To accomplish this, the study drew upon the transactional distance theory and the community of inquiry framework. Using log data from the LMS platform, the study analyzed the impact of student-faculty interaction, student-content interaction, and student-systems interaction on learning outcomes. The sample consisted of online classes offered in the Department of International Marketing at B University in Korea during the spring semester of 2022. The study specifically targeted classes with 40 or more students to ensure an adequate sample size. The researchers used parallelism tests to confirm the validity of the research model, followed by a goodness of fit test with an ordinal Logit model. The results indicated that all three factors of interaction (content, teaching, and platform) had a significant positive effect on learning outcomes, while student-Zoom interaction did not. The interaction between learners and content was found to be the most important predictor of learning achievement, suggesting that student engagement with course materials plays a crucial role in their academic success. The study’s findings have important implications for educators who are interested in improving online teaching and learning. The study recommends expanding the empirical analysis of the research model from the existing structural equation or multiple regression model to the ordinal logit model to provide a more comprehensive understanding of the impact of these factors on student achievement. Overall, the study highlights the importance of considering the complex interaction between content, teaching, and platform in designing and delivering effective online courses that promote student engagement and achievement.

ИНТЕГРАЦИЯ LMS MOODLE В ОБРАЗОВАТЕЛЬНЫЙ ПРОЦЕСС, НАПРАВЛЕННЫЙ НА ФОРМИРОВАНИЕ НАВЫКОВ ПРЕПОДАВАНИЯ ESL В ГЛОБАЛИЗИРОВАННОМ МИРЕ: ВОЗМОЖНОСТИ И ПЕРСПЕКТИВЫ

The author presents an innovative approach to form teaching competence of future English language teachers via integrating LMS Moodle. The issues related to the use of LMS Moodle in the educational process to prepare Master’s students on the basis of data obtained at the Sevastopol State University (SSU) are investigated. The purpose of the study is to evaluate the efficiency of LMS Moodle to develop students’ foreign language teaching skills at the university. The process of development and implementation of the online course “Technologies of Teaching English at the University” at SSU is characterized. The structure and stages of the course are described. The types of tasks to from the methodical competence of Master’s students are considered. To assess the results of the impact of the digital course, the author created a questionnaire and conducted a survey among the teachers who had worked during the pandemic using LMS platform. The LMS platform involves the use of an interactive module designed to master the skills of teaching English. The benefits of using LMS platform in foreign language teaching of future teachers of English were revealed. The results show that the use of the LMS platform in implementing the online course “Technologies of Teaching English at the University” contributes to the development of the methodical competence of Master’s students. The results obtained can help teachers, education specialists to carry out methodical training of future ESL teachers using LMS Moodle.

Evaluation of Web Accessibility of an LMS Platform: A Portuguese University Case

Evaluation of Web Accessibility of an LMS Platform: A Portuguese University Case

Design and Implementation of the Heartful Education System Platform Based on PHP

With the rapid development of Internet technology, the education industry increasingly relies on information technology to improve teaching quality and management efficiency. This article designs and implements a heartful education system based on the PHP programming language to meet the needs of educational managers in student management, teacher management, course management, etc. Through database design and front-end code development, the system provides convenient user login, registration and personal information management functions, and achieves effective management of educational resources through operations such as adding, modifying, deleting, and querying courses. Additionally, this article describes interface design and security considerations. The front-end technology uses HTML5+CSS3+Bootstrap4.0, and the back-end technology uses ThinkPHP6 enterprise-level framework+MySQL database to ensure that the system has a good user experience and data security. After actual testing, the Heartful Education System has certain applicability and value in the education industry. It can help education management departments improve education quality and efficiency while also saving costs (avoiding the high cost of purchasing an LMS platform).

A Bibliometric Study : Recommendation based on Artificial Intelligence for iLearning Education

Since most students begin their studies online, the LMS platform is frequently used. Universities and colleges play a crucial role in adopting many of its LMS platforms. A web-based application software package called Bibliometrics is used to design, test, and evaluate specific learning processes. LMS will be the dominant artificial intelligence-based solution for managing eLearning starting in early 2021. The principal objective of this project is to develop an artificial intelligence-powered LMS portal that enables students to continue studying and receive the most recent lessons from their teachers. Using the Communicate cloud software and Dialog Flow, a chatbot plugin system connected to the Google platform, and based on current needs, research bibliometrics was developed as an LMS project system. Students can interact with the chatbot anytime to satisfy their learning needs as long as they have an internet connection and a student ID card to access the dashboard. The LMS Platform, which was developed utilizing Bibliometrics and Artificial Intelligence approaches to help students access resources and complete teacher tasks, is a novelty in this work, according to earlier publications that have been evaluated.

How are you travelling? Facing retention head-on

Learner engagement and cultivating a sense of belonging is the primary challenge of providing distance, hybrid, and online modes of higher education (Parkes et al., 2015). In response to this need, we designed and embedded the ‘How are You Travelling?’ (HYT) block into 285 teaching sites over 6 years enabling student engagement. It provides a short side-by-side sequence of expressive emoji – from happy to tearful – in a high-visibility area of the course page within the LMS platform. When learners open the course, alongside the course content, they are greeted with a simple query: ‘How are you travelling?’. The block is part of a holistic approach to engagement (Boulton et al., 2019), allowing for integration with broader university support services as appropriate to student needs. For students who are anxious or intimidated by directly contacting teachers via email, or publicly posting to discussion forums, the HYT block provides an approachable space for instigating open dialogue, increasing a sense of engagement (Hammill et al., 2020; Muzammil et al., 2020), and breaking cycles of distance, isolation and disconnect, with the overall goal to improve learner retention (Muljana & Luo, 2019). In the HYT block, learners select an emoji indicating positive or negative affect and are taken to a form to optionally respond further. The HYT block draws on innovative uses of available functionality within the platform, without the need for custom plugins, including automatic alerts for teachers. The simplicity in design allows learners to reach out when in need or share when they are going well. From a learning design perspective, the block is developed to: Provide a real-time and responsive support Act as a visual prompt to access support Indicate that students are valued within the online learning community Encourage and facilitate learner to instructor interaction (Hirumi, 2013) Positive reactions allow the learner to communicate with the teacher about their positive learning journey, while the negative-coded emotions provide options to allow the teacher to reach out to them directly. There were 2,963 student interactions with the block (averaging 10.4 student interactions per site), of which 62.2% were positive-coded and 37.7% were negative-coded. Emoji was selected over written text as a more universal emotive language, allowing the learner to interpret the faces in a way that aligns to their own subjective experience (McCulloch, 2019). The intentional use of open-ended questions and emotion-based iconography can provide insight into the more “subjective aspect of the student experience” (Boulton et al., 2019, p. 1). The HYT block and any follow-up conversations are not restricted by mode of study, so both on- and off-campus students can benefit. Being located directly in the course throughout the teaching duration, the HYT block allows for early intervention and timely feedback on issues, course content, and student affect, that are not readily available through traditional university feedback mechanisms, such as post-teaching surveys. Feedback from students on their progress allows teachers to engage with the learner and address issues on a personalised one-to-one basis, improving student engagement and anxiety (see Table 1). Table 1. Results of 2022 HYT Block Teacher Feedback Survey Survey Questions n % Contacted students as a result of student interaction with block 30 63.3 Initiated follow up action as result of contact with student 19 47.4 Perceived impact on student anxiety 27 Positive 44.4 Neutral 55.6 Negative 0.0 Perceived impact on student engagement with teacher 27 Positive 48.1 Neutral 51.9 Negative 0.0 Ease of Use 17 Positive 41.2 Neutral 58.8 Negative 0.0 Would recommend tool 27 77.8

An analysis of educational data on the correlation between learning success and students’ behavior in the university digital educational environment

Digitization is one of the key factors in the development of the modern educational system. Using end-to-end digital technologies in the educational process leads to the accumulation of a large amount of data on students’ behavior and learning outcomes in the digital educational environment. The analysis of these data will enable educators to improve the efficiency and quality of students’ learning. The article analyzes the correlation between learning success and students’ behavior in the university digital educational environment employing the methods of educational analytics. The research relied on theoretical, empirical, and mathematical methods. We provided a definition of educational data and explain their intended purpose. Next, we described the methods used to analyze educational data and gave examples of applying models based on them in the education sector. We developed and demonstrated a model of the correlation between students’ final grades and their activity during university training using the example of an online programming course hosted on the Moodle LMS platform. Impact analysis was carried out both for individual indicators and for their combination. As a result, the research has identified a student’s actions that create the most significant impact on the final score. The model can be used to predict students’ learning success in the digital educational environment based on their activity and learning outcomes in order to improve the managerial effectiveness of the learning process at universities.

Organizational Analysis in Preparation for LMS Change: a Narrative Case Study

Collaboration and teamwork are concepts routinely attributed to organizational success and successful change management. Yet often the details of these collaborative experiences are limited to participants in the team involved. In this case study we highlight how a learning experience architect, as part of an organizational working group, could leverage human performance technology (HPT) principles to lead the analysis efforts surrounding an LMS platform change at a professional training organization. Human performance technology is the study and practice of improving productivity in organizations. This includes designing and developing effective interventions, processes, and methodologies that are ethical, results-oriented, comprehensive, and systemic (West, 2018). This article covers the project’s genesis, the project team’s creation, and how the analysis work was carried out. The first author’s unique access to the subject matter of this case study provides the ability to present the project’s analysis phase in the following narrative format. This article’s intrinsic case study represents an exploratory inquiry into a single case, as this article’s conclusions are inherently limited to its scope. Nevertheless, the article provides evidence that large scale change within organizations requires a balance of effective communication practices and organizational systems thinking.

Using the Technical Teacher Application (Gl 4.0) in the Post Pandemic

The implementation of the e-learning teaching and learning process using commercial media still has limited access and some focuses on the knowledge aspect, so that it becomes an obstacle for teachers in assessing aspects of students' attitudes and character. This article aims to describe the development of a blended learning platform in order to develop students' readiness to use the internet as a learning mode in the era of internet-based technology openness. The research method used in this study is a qualitative research method with a case study approach. Through the object of research teachers and students. Obtaining data by observation, documentation study and focus group discussion were then analyzed by data reduction, data presentation and conclusion drawing. The results of this study indicate that there is user readiness in accessing the LMS platform through optimal use of GL 4.0, the establishment of teachers presenting KBM planning in virtual managerial has been achieved by being shown to be able to prepare and upload learning resources (teaching materials and enrichment materials), assessment of student achievement and interaction. and communication of teachers with students or students with colleagues. GL 4.0 provides a space for teacher creativity so that the learning space is facilitated properly and is fun for students. Teachers in the maturity of mixed learning management between online and offline (blended learning) are the main requirements to be able to carry out these learning activities . The conclusion is that GL 4.0 is the platform of choice for blended learning KBM adaptation in schools because the simplicity of the platform makes it easy for users to complete media attributes or features that facilitate the conditions for blended learning to take place.

Padlet as a LMS Platform in Arabic Learning in Higher Education

The use of the LMS is expanding and progressing in accordance with the digital learning procedure that has been going on for more than a year. We as teachers face the problem of Arabic learning platform. Amidst the various LMS available, the Padlet platform provides the most advantage, hence an engaging, expressive, and unique learning approach. This study illustrates that this Padlet is very suitable for use in LMS Arabic Language Learning in Higher Education because the Padlet has Complete Features, starting from preparation, the learning process to evaluation, everything is in the Padlet which is easily accessible so that learning is planned and the results are maximized.

Technologies for Teaching Mathematics in a Multilingual Digital Environment

The article considers the expansion of digital technologies and their impact on training modern specialists. The increase in the volume of information, students’ requests for interdisciplinary practice-oriented training, and the involuntary transition to online learning during the COVID-19 pandemic encouraged changes in the ways educational information is presented. The multilingual approach, enhanced by digitalization, also contributes to these transformations. The purpose of this study is to develop a methodology aimed at improving the perception and understanding of mathematics. The experience of combining digital training in mathematics, multilingual technologies and scaffolding is considered. Scaffolding is implemented in a digital environment and is extended by the reverse scaffolding approach, when the educational material first appears without prompts, and then the prompts are given from complex to simple. Based on the idea of presenting information in various ways, a test was created on the Moodle LMS platform. The surveys showed that the current generation of students prefers educational information based on visualization and supporting symbolic signs. When presenting new material and generating training tests, the teacher should refer to inter-subject multilingualism, reinforcing it with a professional context. Digital implementation of scaffolding proved to be especially in demand during the transition to online learning.

Enhancing the Reasoning Performance of STEM Students in Modern Physics Courses Using Virtual Simulation in the LMS Platform

The difficulty of tutors in all types of learning (face-to-face and online) is when they teach abstract concepts in modern physics courses, especially to improve students' reasoning skills. We see an opportunity that advances in digital technology can help overcome this problem. This study aims to improve the reasoning performance of STEM students in modern physics courses using virtual simulation integrated with the LMS platform. Experimental design was prepared with one control group (face-to-face learning with expository method). The sample was 54 STEM students at the University of Mataram which was divided into the experimental group (n = 27) and the control group (n = 27). Reasoning skills were measured using an essay test instrument, and the results were analyzed descriptively (analysis of increasing reasoning skills scores) and statistically (analysis of differences in reasoning skills scores between sample groups). The results of this study have clearly shown that the reasoning performance of STEM students in modern physics courses can be improved by learning using virtual simulation on the LMS platform. Descriptive and statistical analysis of the reasoning performance of STEM students shows the advantages of learning using virtual simulation when compared to face-to-face learning that relies on expository methods. We recommend using virtual simulation on the LMS platform to teach abstract concepts that are not limited to modern physics but in science learning in general.

An Explorative Analysis of Using LMS (Lentera) in Writing Class at UIN Alauddin During Covid-19

This research aimed at finding out the students’ barriers in writing class and the advantages of using LENTERA as the LMS platform of Islamic State University (UIN) Alauddin Makassar in writing class during Covid-19 pandemic. This research employed a qualitative method with 9 participants from English and Literature Department students. The data were collected by using in-depth interview and documentation, then it was analyzed by using Miles and Huberman theory. The results of this research showed that English and Literature students who learned writing courses by using LENTERA application had several barriers such as network problems, difficulty in understanding the lesson, and inaccessible application. In addition, the advantages encountered by English and Literature students in writing course by using LENTERA application were facilitating the process of teaching and learning, facilitating the students in submitting the assignment, and providing accessible file storage. The researchers recommended that LENTERA features should be enhanced and the teachers should organize the material in attractive way so that during the teaching process the barriers can be reduced.

LIMITATIONS OF THE DIGITAL LEARNING TOOLS OF THE 21ST CENTURY

This paper takes a step forward and investigates into the higher education industry of Latvia and seeks to understand the labyrinth of the teachers & students with the use of digital learning platforms such as «Learning Management Software», (LMS) and for this particular article the LMS platform investigated is (Moodle), in one particular higher education institution (HEI) of Latvia, International College of Cosmetology (ICC). The research tries to analyze the limitations students’ & teachers’ face during the exercise of such digital tools in their daily routine and what do they demand or seek more from such LMS platforms. Based upon the analysis of the results, a potential new LMS modification is suggested that will help to suffice the current Latvian HEIs’ need and demands with the changing educational trends and help the academics, stakeholders attached to the educational sector incorporate an LMS platform that is based and formulated on the study of the local market & people.