Learning Management Research Articles

Rapid Learning in Frontline Grocery Workers During the COVID‐19 Pandemic

ABSTRACTProlonged stress and the need for rapid uptake of information can have detrimental effects on memory and cognition, whereas meaningfulness of study material and motivation to learn can have positive effects. How do these opposing conditions impact workplace learning in essential frontline workers during a global pandemic? We analyzed learning data collected longitudinally since before the pandemic in over 85,000 essential frontline grocery workers and nonessential telecommunications workers via a learning management system that incorporates a spaced retrieval schedule, where items are retrieved following retention intervals of varying length. Findings indicate more rapid knowledge uptake in grocery workers (a) during than before the pandemic, (b) for COVID‐19‐related content than non‐COVID content, and (c) in the United States than in Canada. Longer‐term maintenance of training material was similar across groups. Evidence of enhanced workplace learning and retention supports efforts to integrate empirically based strategies from the behavioral sciences into learning‐based technologies.

EMPOWERING INDEPENDENT LEARNING THROUGH ASSISTIVE TECHNOLOGY: A QUANTITATIVE STUDY ON ITS IMPACT FOR STUDENTS WITH DISABILITIES

BACKGROUND The integration of assistive technologies in educational settings offers a promising avenue to enhance the learning experience for students with disabilities. These technologies, including voice recognition software, screen readers, and customizable learning management systems (LMS), have the potential to promote autonomy and engagement by accommodating diverse learning needs. This research will evaluate the effectiveness of these assistive technologies in supporting independent learning among these students. RESEARCH AIM The research aims to assess the usage and accessibility of assistive technologies in GBS, quantify their impact on students with disabilities, and identify the most effective technologies for enhancing learning outcomes. METHODS The study will involve surveys and performance metrics analysis among students with disabilities across various campuses of GBS. Statistical methods, including regression analysis and t-tests, will be employed to analyse the data. RESULTS Expected findings include detailed insights into assistive technology usage patterns and quantitative evidence of their impact on independent learning and academic performance. Recommendations for effective assistive technologies will be provided. CONCLUSION This research is expected to offer empirical evidence on the role of assistive technologies in supporting independent learning for students with disabilities, guiding educational institutions towards creating more inclusive environments.

Analysing influential factors in e-learning technology acceptance for digital learning effectiveness enhancement

This study aims to discover the factors that influence the acceptance of electronic learning media and its effect on the effectiveness of digital instruction. The study involved a learning management system and online tutorials using management system (MS) teams from various faculties at the Universitas Terbuka. These include the Faculty of Economics and Business, the Faculty of Teacher Training and Education, the Faculty of Science and Technology, and the Faculty of Law, Social Sciences, and Political Sciences. also conducted in three regional offices in Ambon, Gorontalo and Makassar, which were selected through purposive sampling. Primary data sources include participant questionnaires and interviews. Analytical methods include correlation and multiple regression analysis, with descriptive statistics used to summarize the dataset. Variable selection involves reliability and validity tests and classical assumption tests like multicollinearity. The F-test demonstrates a statistically significant and beneficial influence of utilizing e-learning media and individual ability, training, and intention to use it for digital learning success. The results of ttests and regression models provide empirical evidence supporting the significant effect of e-learning media and intention to use on the effectiveness of digital learning. However, variables related to training and ability do not show any significant influence.

Development of artificial intelligence-based teaching factory in vocational high schools in Central Java Province

The objective of this study is to examine and assess the progress of utilizing artificial intelligence (AI) in teaching factory learning to enhance the digital skills of vocational high school (SMK) students in the province of Central Java. This study employed a qualitative approach utilizing metaethnography, as well as a quantitative approach employing Aiken’s V formula and strength, weakness, opportunity, threat (SWOT) analysis to identify and analyze the issues that arise. The present study examines the locations of SMKN 2 Purbalingga and SMKS Telkom in Central Java. Furthermore, relevant documentation was also utilized as a source of data. The research findings indicate that the implementation of AI in teaching manufacturing learning has effectively facilitated the development of an online learning management system. This system is characterized by its organized and integrated approach inside the online learning management system. The administration of teaching materials may be conducted autonomously and facilitated by the utilization of diverse information and communication technology or e-learning functionalities, including chat, email, blogs, and social media platforms. The creation of new enterprises within the domain of AI. It is imperative for educational institutions to align their policies with the demands and requirements of the business.

메타버스와 인공지능을 반영한 최신 음악교육매체 기반예비교사 교육과정 적용 및 경험 탐색

The study aims to examine experiences and draw implications by designing and applying a pre-service teacher curriculum based on the latest media in music education that reflects of the metaverse and artificial intelligence. Using backward design as stage, 15-session curriculum was planned, and appropriate media were selected for each session. To analyze the experience of pre-service teachers, the survey was planned with 8 TPACK questions of technological pedagogical content knowledge and 9 questions of instructional self-efficacy, and the subjective experience was closely examined by analyzing reflective journals, performance tasks, observation diaries, and learning management systems (LMS). As a result, a significant increase in the mean TPACK scores of pre-service teachers was observed. Observations indicated that tailored learning tools could be developed using media functions, and media-based instruction methods were effectively recognized. Descriptive analysis of the self-efficacy survey revealed high average scores, particularly in 'motivation' and 'instruction planning suitable for social flow,' while 'strategies for underachievement' showed relatively low scores. To improve the media-based curriculum: First, media-based curricula should be implemented considering the various levels of prospective teachers and should have sufficient time. Second, suitable media must be selected in elementary classrooms, considering student differences, and a curriculum addressing underachievement is needed. Third, a stable digital environment should be ensured through regular checks of equipment, with additional support for headsets during sound editing. This study hopes to help pre-service teachers enhance their technological pedagogical content knowledge and develop media-based music education for the digital age.

Determining the influence of data on working with video materials on the accuracy of student success prediction models

The object of this study is models for predicting students’ success, constructed on the basis of machine learning methods. The paper reports results of research into the problem of improving their accuracy by expanding the data set for training the specified models. The most available are data on student actions, which are automatically collected by learning management systems. Entering additional information about students’ work increases time and resources but allows the improvement of the accuracy of the models. In the study, information about students’ work with video materials, particularly the number and duration of views, was entered into the original data set. To automate the collection of this data, the plugin for the Moodle system has been developed, which stores information about user’s actions with the video player and the duration of watching video materials in the database. Model training was carried out using Naive Bayes (NB), logistic regression (LR), random forest (RF), and neural networks (NN) algorithms with and without video data. For the models using video viewing data, accuracy increased by 10 %, balanced accuracy by 15 %, and overall performance, expressed as area under the curve (AUC), increased by 14 %. The highest prediction accuracy, with a difference of 1.8 %, was obtained by models built using RF algorithms – 87.1 % and NN – 85.3 %. At the same time, the accuracy of the models obtained by the NB and LR algorithms was 70.7 % and 76.5 %. The increase in accuracy for them was 2.3 % and 8.1 %, respectively. Analysis of calculations confirms the assumption that students’ work with educational video materials is correlated with their success. The results make it possible to find a reasonable compromise between model development costs and its accuracy at the stage of data preparation for model training.

Citation classics on distance and online learning: a bibliometric analysis

Purpose The purpose of this study is to identify seminal research works on distance and online learning that have had significant impact on the domain. Design/methodology/approach The authors used the SCOPUS database for this study as the data source, and a well-defined search strategy retrieved the items for analysis. First, the authors identified the h-index (n = 207) of the discipline to determine the threshold for listing the top works. The authors critically analysed these classic publications using several bibliometric parameters to present the analysis. To understand the primary focus of the classic research works, the authors also carried out a keyword cluster analysis using VOSviewer. Findings While the USA produced maximum classic research, authors from Canada have maximum research visibility in terms of citations (n = 474.06). Canada also received the highest value of RCI (1.30), followed by Taiwan and Australia. The majority of the classics are published in 67 scientific journals. Of these, Computers and Education published the highest number with a quarter of the total citations (n = 19,403). Although e-learning was the nucleus of the research theme, the authors observed that students, learning systems, online learning, blended learning, learning management systems and computer-aided instructions dominated their influence in the research cluster. Originality/value To the best of the authors’ knowledge, this is the first of its kind work in the field of distance and online learning. Findings of this study would be useful to faculty, researchers and students in the discipline to focus on the seminal works and understand their implications better in the context of the growing significance of the discipline.

Effect of institute and LMS service quality on HEI Brand Equity: an empirical investigation

Purpose The purpose of this paper is to examine the education service quality factors, for online education context, that drive the brand equity of a higher education institute. In the times of emerging online education programmes by otherwise traditional institutes, assessing the service quality of educational institutions and its effect on the institute’s brand represents an extant research gap. Design/methodology/approach This study addresses the gap by empirically measuring higher education institution (HEI) service quality and explores its impact on student engagement, satisfaction and brand equity. This research analyses structured data from 250 students, through partial least squares-based structural equation modelling, to test the proposed hypotheses. Findings Within the overall service quality of an HEI, all components of institutional service quality are found to affect student engagement strongly; however, only some dimensions of learning management system service quality do. Student engagement is found to positively impact student satisfaction which, in turn, strongly affects all elements of HEI brand equity. Originality/value This study adds value to the extant research in higher education service quality by adding a layer of online platform service quality and offers actionable insights for HEI administrators.

The integration of Artificial Intelligence (AI) into undergraduate education

The incorporation of AI as a tool in educating undergraduates is a promising concept held with a great potential of positively influencing the learning process, learners’ experiences and institutional management systems. At the same time, it lifts essential moral issues that ought to be adequately addressed into new stages. The aim of this paper is to review literature on the subject of ethics in the application of AI in the context of an undergraduate degree program. Algorithmic choices for instructional design are another relevant ethical concern along with privacy and data protection, practitioners’ responsibilities, and the requisite levels of transparency, as well as the depersonalized and mechanized nature of learning management systems. The analysis reveals how the use of AI technology might deepen the social and economic inequities the students have described and how difficult it is to keep the students’ trust in cases when AI technology is not transparent. Also, the paper raises concerns related to several ethical issues and their consequences to students, teachers, and institutions on how strong ethical principles and policies to apply AI in the educational sectors. It is established that the use of AI in the delivery of undergraduate education has the potential of enhancing the effectiveness of learning(). Nonetheless, it is recommended that the integration of AI in the classroom must be done with reference to several ethical concerns so as to prevent further negative ramifications of the technology.

The Development of a Learning Unit to Promote Biodiversity Utilization in Agricultural Ecosystems

The objectives of this research were to 1) develop a learning unit to promote biodiversity use in agricultural ecosystems, 2) assess student learning outcomes related to their knowledge of biodiversity in agricultural ecosystems and to their skills of knowledge management, and 3) evaluate the impacts of learning to manage biodiversity in agricultural ecosystems on cultivators. Agriculture is a major occupation in Thailand. Knowledge about utilizing biodiversity in an agricultural ecosystem is essential for safe food consumption. Teachers play a vital role in developing and managing learning opportunities for cultivators, leading to participatory learning. Important components of learning management are teachers, learning sources in the local community, learning units about managing agricultural ecosystem biodiversity, and collaborative learning assessments for developing the learning units. This study develops learning outcomes at secondary schools to address the use of biodiversity in agricultural ecosystems along with agricultural methods and teaching skills related to sustainable agricultural learning management. Teaching skills have been improved through the guideline Encouraging Learning Outcomes for Biodiversity in Agricultural Ecosystems, in accordance with the sustainable development goals of the United Nations.

Strategy for Inserting Thai Culture into Teaching and Learning Management of Teachers and the Perception on Thai Culture among Korean Students Studying Thai as a Foreign Language in Universities in Republic of Korea

This research utilized the combination between quantitative and qualitative researches. The research sample included Thai language course lecturers both Thai and South Korean persons, including 1st-4th year South Korean undergraduate students. The instruments used included the questionnaire on teaching strategy which also included Thai culture to be used in providing instruction on Thai language for South Korean students. The forms of tests assessing the perception on Thai culture of South Korean students. Two interview forms to interview the teachers and South Korean students on their perception and acquisition of Thai culture. The findings reveal the teacher’s opinion on strategy to integrate Thai culture with the instruction on teaching Thai language to South Korean students studying Thai as a foreign language in aspects of integrating Thai language along Thai culture and instructional strategy integrated with Thai culture. The overall outcome reveals that the sample subjects agree mostly with such statement. Concerning the result of the perception on Thai culture of South Korean students, it was found that 14.29% of students had obtained the score at very good level, 70% at good level, 14.29% at moderate level, and 1.43% at minimal level. The average level was of 73.5 scores.

Optimizing Interactive Learning Management System (LMS) in Improving Students' English Language Skills

This study aims to evaluate the effectiveness of the platform in improving the quality of learning for students at the Al-Mujaddid Sabak Islamic Institute. This study seeks to understand how interactive features such as discussion forums, automatic quizzes, online assignments, and virtual classes can contribute to improving student engagement, motivation, and learning outcomes. The methodology used is qualitative research with data collection techniques in the form of in-depth interviews, observations, and document analysis. The results of the study indicate that the process of implementing a Learning Management System (LMS) with interactive features has proven to be an effective solution in supporting flexible, collaborative, and more participatory learning. Features such as discussion forums, virtual classes, online assignments, and student progress analysis provide various benefits for the teaching and learning process, both for students and teachers. Recommendations for LMS with interactive features not only optimize online learning but also enrich the overall learning experience, making it an important platform in the world of modern education. Recommendations for optimizing interactive learning are to provide training to lecturers and students in using LMS, provide adequate internet access, and combine online learning with face-to-face learning that supports social interaction. Continued support from institutions in terms of infrastructure and training will be critical to ensure a more mature and comprehensive implementation in the future.

Enhancing Engagement in Learning Management Systems using Gamification Framework

The rapidly evolving landscape of higher education demands innovative approaches to engage learners effectively within Learning Management Systems (LMS). This article presents a conceptual framework of gamification explicitly designed for higher education to enhance learner engagement within LMS platforms. Drawing inspiration from game design elements, principles, and motivational theory support, the framework strategically integrates points, badges, and leaderboards to create an interactive and motivating learning environment. The primary objective is to leverage intrinsic motivation, fostering active participation and a deeper understanding of course material. By implementing this framework, higher education institutions can enhance the educational experience for learners, improve retention rates, and cultivate a passion for lifelong learning. This article discusses the gamification framework's theoretical foundation, practical implementation, and potential benefits. It provides insights for educators and administrators seeking to transform their LMS into engaging and effective learning environments in higher education.

USING ARTIFICIAL INTELLIGENCE IN MATHEMATICS TEACHING

In modern education, there is a growing need for innovative teaching approaches, particularly in the context of using artificial intelligence. The relevance of the issue under consideration lies in exploring the potential of ChatGPT for automating the creation of mathematical problems, which can significantly reduce the workload of teachers. The aim of the research is to assess the potential of ChatGPT in generating high-quality math problems across various topics in the school curriculum. To achieve this goal, methods of theoretical analysis of scientific literature and an empirical experiment were applied, during which ChatGPT was used to create tasks on proportionality, combinatorics, algebra, and geometry. The research results demonstrate that ChatGPT can effectively generate both simple and complex mathematical problems, opening new opportunities for automating teachers' preparatory work. This allows teachers to automate part of the preparation process and focus on more creative aspects of teaching. However, certain limitations are identified, such as the dependence of task quality on the clarity of queries and the presence of errors in complex calculations. Overall, the research emphasizes that artificial intelligence can become a valuable tool for math teachers, but its use requires an understanding of its capabilities and limitations. Further research may include researching the impact of using ChatGPT on the student motivation and academic achievements, developing of methods for assessing the quality of ChatGPT-generated tasks, integrating ChatGPT with other learning tools (e.g. learning management systems), exploring the possibility of using ChatGPT to create more complex mathematical tasks that require a creative approach.

Chamilo LMS for web-based e-learning development in a vocational high school

The development of a web-based e-learning at SMK Negeri 4 Padang was initiated by the absence of a structured e-learning system at the school. This study aims to design and implement e-learning using the Chamilo Learning Management System (LMS) platform, ensuring its validity and practicality. The study employs Research and Development (R&D), adapting 3 stages of the ADDIE model, including analyzing, designing, and developing. The results of the validity test, assessed by three lecturers as media validators, show a score of 91.84%, categorized as very valid. The practicality test results show that 92.31% of teachers and 82.34% of students rated the system on the very practical category. Based on this data, the developed e-learning system at SMK Negeri 4 Padang is considered valid and practical. However, this study has not been through the broader implementation and evaluation. Therefore, it is suggested for further researchers conducting the similar studies to get it come to the whole stages of ADDIE model, confirming its effectiveness.

SustentAÇÃO: E-learning training on food sustainability for teachers in the Lisbon Metropolitan Area

Abstract Background It is essential to address food sustainability (FS) within the school community to enhance both public and environmental health. In Portugal, in the scope of AML Alimenta, teachers’ training on FS was identified as a priority. Therefore, local partners along with academia developed, implemented, monitored, and evaluated the SustentAÇÃO. Objectives SustentAÇÃO aimed to empower school teachers in the Lisbon Metropolitan Area to teach students between 6 and 14 years old on FS. The program consisted of 10 hours of asynchronous online learning (MoodleTM), structured in 4 modules, and 10 hours of autonomous learning (5 students’ educational sessions), offering autonomy and flexible time management. The contents were adapted for different age groups. The teacher’s performance was monitored and evaluated continuously. A process evaluation was conducted for both teachers and students. Results Of the 79 teachers enrolled, 47% completed the program. Teachers’ performance (0-20) on the 4 evaluation questionnaires was on average 17,9±3,13. Most teachers found the program benefited their work (94%) and considered it essential for enhancing student’s knowledge (98%). Considering overall satisfaction, 85% of teachers were satisfied or very satisfied with the training and 91% would recommend it to their colleagues. Additionally, 86% of students enjoyed the activities delivered, 76% considered that they were wasting less food, and 78% believed they had improved their ability to make healthier and more sustainable food choices. Conclusions Through a collaborative work between local partners and academia, an innovative e-learning training programme on FS was developed, implemented, monitored, and evaluated, responding to the local needs identified. SustentAÇÃO complies with national education guidelines and contributes to the sustainable development goals agenda. Key messages • SustentAÇÃO E-learning training highlights the importance of collaborative work, based on an initial assessment to target local needs. • SustentAÇÃO E-learning training improve teachers’ knowledge on FS and benefit their students.

Deconstructing the Complex Network of Student Satisfaction in Open and Distance Learning: An Application of Structural Equation Modeling

The rapid spread of open and distance learning (ODL) in higher education has sparked a strong interest in the determinants of student satisfaction. Although previous studies have explored various factors that influence satisfaction, a comprehensive model integrating multiple dimensions is still lacking. This study proposes and empirically tests a comprehensive structural equation model of ODL student satisfaction, incorporating interaction, instructor quality, learning management system (LMS), assessment, and student self-regulation as key predictors. Based on constructivist, collaborative, and cognitive information processing theories, we hypothesize direct effects and mediation relationships between these constructs. Data collected from 1,450 students at a large open university in China were analyzed using partial least squares structural equation modeling (PLS-SEM). The results reveal complex interrelationships among the predictors, with interaction and self-regulation emerging as key mediating variables. This study contributes to the ODL literature by providing a nuanced understanding of the satisfaction formation process and offers practical implications for improving the ODL experience. Our findings highlight the need for a holistic approach to ODL design and implementation, emphasizing the synergistic effects of technology, instructional, and personal factors in fostering student satisfaction.

Evaluation of a Project to Develop Learning Management Competency Using Digital Technology Among Teachers in a Bangkok School in Order to Facilitate the Learning Loss Recovery of Basic Education Level Students: Applying Kirkpatrick’s Concepts and Model

The spread of the coronavirus (COVID-19) strongly affected educational management in Thailand. This gave rise to the problem of how to improve the quality of students of all ages through 100% online learning, be this in areas of knowledge, abilities, skills, and attitudes towards learning. Therefore, the Secretariat of the Education Council of Thailand studied the learning loss of basic education students during COVID-19 and recommended ways to solve the problem using the seven measures derived from the RECOVER Model. Based on this, the researchers devised a project and conducted it along with agency administrators and school administrators under Bangkok Metropolitan Administration, Bang Khen District. Their objective was to evaluate the development of learning management competency using digital technology among teachers in a Bangkok school in order to facilitate the learning loss recovery of basic education level students. The results revealed that participants responded strongly to the overall project process and activities (Mean = 4.71, S.D. = 0.57) with the level of knowledge developed from the relative gain score at a high level (GS = 72.12) and 75.00 percent had the ability to create educational Line stickers for sale in the Sticker Shop. In addition, participants’ behavior changed as a result of applying the knowledge, abilities, and skills acquired to teaching and learning in their own subjects. Consequently, the schools to which they are affiliated were able to facilitate the learning loss recovery of students extremely well through the combined participation of administrators, teachers, students, and parents.

Improving the efficiency of resource allocation in educational content delivery networks using the 1C:ESB integration bus

Learning Management Systems (LMS) play a key role in the educational process by providing students with various educational content and instructors with tools to monitor student knowledge and assess progress. However, as the number of students increases, the load on data transmission channels increases, which can lead to a decrease in the quality of learning. To solve this problem, Content Delivery Networks (CDN) are used to speed up the loading of websites and reduce the load on servers. CDN ensure the availability and security of websites and improve their scalability (resistance to smooth load growth) by distributing content across a network of servers around the world, allowing users to access content faster and more efficiently.Integration data exchange bus (Enterprise Service Bus, ESB) can be an effective tool for optimizing CDN content distribution algorithm. It allows integration of different systems and applications, enabling data exchange between them. This is particularly useful in the context of distance learning, which requires fast and reliable delivery of educational content, feedback, learning analytics, etc. Implementing an integration bus of data exchange with LMS-based distance learning system can be a key factor in ensuring an efficient and quality educational process. The article considers the properties and characteristics of the integration bus and justifies the use of the integration bus to optimize the algorithm of CDN content distribution, in particular in LMS.

The Effect of Students' Engagement on Their Learning Achievement in EFL Online Courses

Engagement is an essential aspect of students' success in learning. Even though students' engagement with learning has been widely investigated, the level of learners' online engagement and the relationship between learners' online engagement and their achievement, especially in the English as a foreign language (EFL) context, using a learning management system (i.e. Blackboard), remains unexplored. To fill that gap, this study examines the effects of learner engagement, using its three dimensions (behavioural, emotional, and cognitive), on students' achievement in learning EFL in online courses. In total, 189 college students participated in the study. Data was analysed using the second-generation analysis technique structural equation modelling (SEM) to examine the relationships among constructs and test the hypothesis. Results revealed that students' engagement significantly affected their achievement in learning EFL in an online environment.