Online Learning Management System Research Articles

Student Study Portal

Student Portal Project is an online learning management system developed using Python, Django, HTML, CSS and JavaScript. It simplifies the attendance and grading process, integrates data storage and increases the efficiency of the application process, while ensuring effective communication between teachers and students. Security is paramount and sensitive information is protected. It has been redesigned and complies with industry standards for scalability, stability and security. It offers flexible solutions to make things more efficient and clearer when it comes to absenteeism and lack of grading in schools. Keywords : Learning Management, Enrollment Management, Grade Management, Enrollment Processing, Web Based Systems, Python, Databases, Schools.

Improving undergraduate students' email etiquette with computer-based instruction.

Email etiquette is an important skill, especially in professional settings. Research demonstrates that undergraduate students follow email rules when given written instructions plus an example. The purpose of the present study was to evaluate the effects of computer-based email instruction on undergraduate students' email etiquette and to assess the social validity of that instruction. The email instruction package was delivered through an online learning management system and consisted of written instructions plus a model, a quiz, and quiz feedback. We measured email etiquette by scoring emails from course assignments using a checklist. The instruction package produced a replicated increase in mean email checklist scores across two sections of introductory psychology, and checklist scores were elevated when participants sent emails in a novel context. The results of the social-validity assessments suggest that the goals were important, the procedures were acceptable, and there were meaningful improvements in email etiquette for some participants.

Crafting Compelling Argumentative Writing for Undergraduates: Exploring the Nexus of Digital Annotations, Conversational Agents, and Collaborative Concept Maps

Argumentative writing is a fundamental aspect of undergraduate students’ academic and scientific writing related to critical thinking and problem-solving skills. However, previous studies have shown that students face various difficulties with argumentative writing, such as unclear and illogical ideas, less-structured arguments, and unbalanced interpretation of issues, data, and evidence. This study aims to improve the argumentative writing skills of undergraduate students by integrating computer-supported argumentative writing tools, such as annotation, conversational agents (CAs), and collaborative concept maps, into an online learning management system. Since the study was conducted during the COVID-19 pandemic, these tools can support meaningful learning activities and investigation in argumentative writing. The researchers divided sixty participants into the experimental group ( N = 30) and the control group ( N = 30). The results showed that the experimental group’s writing achievements outperformed the control group, and the three tools effectively improved the five elements of argumentative writing, including claims, grounds, warrants, backings, and rebuttal. Furthermore, a deep analysis found that the number of annotations, valid CAs’ responses, and argument nodes on collaborative concept maps can significantly predict students’ argumentative writing development. Moreover, students perceived that the incorporated tools could effectively improve their argumentative writing skills.

Adapting the Gamified Educational Networking Online Learning Management System to Test a Decentralized Simulation-Based Education Model to Instruct Paramedics-in-Training on the Emergency Intraosseous Access and Infusion Skill.

Intraosseous (IO) access and infusion is a safe and rapid alternative to intravenous access in obtaining vascular access for administering fluids and drugs. Healthcare professionals, such as primary and advanced care paramedics, use IO access and infusion in emergency circumstances where peripheral intravenous routes are inaccessible. IO access skills require hands-on training, which can be done remotely if the participants have access to simulation, instructions, guidance, and feedback. For the purpose of moving the training outside of the simulation laboratories, we have developed (1) an inexpensive and scalable three-dimensional (3D) printed and silicone-based advanced adult proximal tibial IO access and infusion simulator and (2) a unique learning management system (LMS) for remote simulation-based training. The LMS was built using the Django platform and supports experiential learning by providing access to educational and instructional content (including virtual simulation and serious games), allowing peers to communicate among themselves and with subject-matter experts, provide and receive feedback asynchronously, and engage in learning using gamification elements. The aim of this technical report is to describe the process of development and the final product of the LMS as a research and educational tool to scaffold remote learning of emergency IO skills by paramedics-in-training.

Abstract TP63: Eliminate Delays: Utility of a Cross-Trained Nurse Responder Team in Acute Stroke

Background: Over the past year, it was noted that having two separate teams (Rapid Response (RRT) and Code Stroke) delayed the care of multiple stroke patients. Challenges encountered included: waiting for the Code Stroke Team to arrive, delays in essential stroke care metrics (door to needle, door to groin, & door to start of device), and waiting for Interventional Radiology (IR) personnel to begin IR procedures. Purpose: The purpose of this project was to determine if a cross-trained Nurse Responder Team would decrease the time to essential nursing stroke care interventions and wait times to neuro-interventional acute stroke treatment. Methods: Utilizing the Plan-Do-Check-Act quality improvement method, we cross-trained our Rapid Response Nurses to various types of emergency responses including Code Stroke. Thus, the evolution a Rapid Response Team to a Nurse Responder Team. Training consisted of on-line learning management system courses, preceptorship, and simulation training. Data was collected and analyzed at various times throughout the Code Stroke process. Time markers collected included: time RRT call was changed to Code Stroke, time the Stroke Team arrived, and time between when a Code Stroke patient arrived in IR without an available IR nurse to initial groin puncture. Results: Implementing a multiple code cross-trained Nurse Responder Team reduced the need to call another nursing response team to begin the Code Stroke process. This resulted in a decrease in treatment times, the number of patient hand-offs, wait times for IR endovascular procedures, door to needle time, door to groin time and door to start of device time. The median door to needle time before the nurse responder team was 90 minutes and after the nurse responder team the median was 52.5. The before median door to groin time was 104 minutes and after door to groin time was 91.3. The percentage of time, the door to start of device within 60 minutes for patients transferred from outside hospital or 90 minutes in presented directly, was increased from 16.7 to 53.8% with initiation of the Nurse Responder Team. Conclusions: A cross-trained Nurse Responder Team improved stroke quality indicators.

Developing online communication training to request donation for vascularized composite allotransplantation (VCA): improving performance to match new US organ donation targets.

Approaching families of dying or newly deceased patients to donate organs requires specialized knowledge and a mastery of relational communication. As the transplantation field has progressed, Donation Professionals (DPs) are also leading conversations with family decision makers (FDMs) about the donation of uncommon anatomical gifts, such as face, hands, genitalia, referred to as Vascularized Composite Allotransplants (VCA) without much training or experience. To address the need for training, we adapted and beta tested an evidenced-based communication training program for donation discussions to VCA requests. The overarching goal of Communicating Effectively about Donation for Vascularized Composite Allotransplantation (CEaD-VCA) is to increase the number of VCA authorizations and to improve the socioemotional outcomes of FDMs. We developed CEaD-VCA, an online, on-demand training program based on the previously tested, evidenced-based communication skills training program designed to train DPs to have conversations about solid organ donation. The training was modified utilizing data from a national telephone survey with DPs and results of 6 focus groups conducted with members of the general public. The survey and focus groups assessed knowledge, attitudes, and barriers to VCA donation. The training was shaped by a partnership with a leading industry partner, the Gift of Life Institute.™ RESULTS: Using the results as a guide, the existing CEaD training program, consisting of interactive eLearning modules, was adapted to include technical information about VCA, foundational communication skills, and two interactive example VCA donation request scenarios to facilitate active learning. Forty-two DPs from two partner Organ Procurement Organizations (OPOs) participated in the beta test of CEaD-VCA. Pre- and post-test surveys assessed the impact of the training. The training was scored highly by DPs in effectiveness and ease of use. This project created a standardized, accessible, and comprehensive training for DPs to communicate about VCA donation. CEaD-VCA is an example of how to develop a communication skills training for difficult conversations utilizing input from stakeholders, guided by communication theory. It also demonstrates how gaps in communication skills during medical education can be filled utilizing advanced online Learning Management Systems. The training specifically addresses new CMS rules concerning OPO performance metrics.

Engaging and Retaining Students in Online Learning

Before the COVID-19 outbreak, universities were already exploring the potential of online education. Colleges and universities throughout the world became more reliant on online learning management systems (LMSs) and videoconferencing tools like ‘Zoom’ and ‘Microsoft Teams’ during the 2020-2021 campus’ lockdowns. The transition from traditional face-to-face teaching to online learning presented significant difficulties for universities, particularly those that depended heavily on international students. The project reported in this paper was undertaken in Australia in 2021 at the request of a private higher education institution. A new student-centric version of the Moodle learning management system (LMS) was created to maximise the platform’s pedagogical, communicative, and informational capabilities. The purpose of this article is to demonstrate how online learning platforms that are flexible, utilise embedded interactive features and resources, and are freely available can enhance and support the delivery of quality online education. The paper discusses how well-designed learning management systems have the capacity to motivate, engage and retain students in online learning. Academics, at both the undergraduate and graduate levels, as well as those working in curriculum development and information technology at institutions of higher learning, may find this article to be of interest and value. Keywords: online, Moodle, Learning Management System (LMS), pandemic

Knowledge sharing practice through LMS: Perspectives of faculty members affiliated to Mysore University

: The Karnataka Learning Management System (KLMS) is a cloud-based platform that provides educational resources and tools to students and educators. It is developed and maintained by Department of collegiate Education, Government of Karnataka. It is being used by college teachers in varying degrees for varying purposes.: The utilization of Information Technology (IT) has become increasingly important for the dissemination of knowledge. Specialized platforms such as online Learning Management Systems (LMS) are fostering knowledge sharing among college educators, who are demonstrating a growing interest in employing such online platforms The Karnataka LMS e-learning portal is one such LMS and this study aims to quantitatively assess the extent of usage, and has objective of examination of the perception and identifying challenges in using this educational portal.: Survey by questionnaire, collection of data and its analysis and finally hypotheses testing were used in this study.: Daily visit to the portal had the highest per cent representation showing teachers regularly used LMS portal to a large extent and also it came out that they preferred uploading of videos. Major obstacles were lack of knowledge sharing culture among colleagues and excess academic workload.: The findings reveal that a predominant majority of the academic staff exhibits a positive disposition towards knowledge sharing. However, challenges impede the promotion and utilization of the Learning Management System (LMS) Portal for Knowledge Sharing.

USEFULNESS AND CHALLENGES OF CLUSTERED SELF-DIRECTED LEARNING MODULES IN ENTREPRENEURSHIP FOR SENIOR HIGH SCHOOL DISTANCE LEARNING

Despite the promising outcome of modular distance learning, its implementation is challenging. Thus, this study aimed to examine the usefulness and challenges of the implemented clustered self-directed learning modules in entrepreneurship for senior high school distance learning amidst the emerging pandemic using the descriptive-survey research method. This study was conducted at Espiritu Santo Parochial School of Manila, Inc., during the school year 2021–2022, among Grade 12 students using a stratified proportional random sampling technique. The study used both quantitative and qualitative methods of analyzing the data, including descriptive statistics and thematic analysis. As a result, all the modules were inferred to be very effective and very useful in terms of their usefulness for distance learning. On the other hand, there were six emergent themes from twenty-five challenges, as follows: (a) difficulties and limitations in theoretical and practical processes; (b) concerns about time constraints and academic workloads; (c) technical issues in learning modules; (d) problems with communication, lessons, and instructions; (e) issues with online learning, connectivity, and learning management systems; and (f) external and personal challenges as a student. These challenges were the basis in framing the recommendations of the students in addressing the aforementioned emergent themes.

The New Order Of Web-Based Assessment System In Higher Education: A Study Of An Indian B-School

We used a mixed method and experimented with the features of the web-based online system Moodle applied in four management courses offering business economics courses with more than 400 students per trimester at Birla Institute of Management Technology (BIMTECH), Greater Noida, a premier private B-school in India. The study assesses Moodle, e-Mail, and a self-developed knowledge management system based on network address translation (NAT) platforms. The major contributions of this study are as follows: First, it adapts Moodle, an online learning management system (LMS) platform, for conducting web-based external examinations smoothly. Second, it compared the outcomes of three modes of external examinations, i.e., offline, online, and hybrid, and their relevance in the digital era. Third, it provides the option of a self-contained assessment tool for fair and better results. Thus, the innovative design saved the efforts of both teachers and students, demonstrating its future implications and effectiveness in higher education.

Students’ Perception of Online Learning Management System (LMS)’S Lectures and Examinations in Tertiary Institutions of Nigeria

With the constant advancement of modern day technology, the educational sector has faced constant advances with the digitization of learning like never before. This digitization has led to the popularity of learning management systems; platforms that enable institutions hold lectures, seminars, conferences, and even examinations without having to be present in the four walls of a classroom or lecture theatre. While there are studies that highlight the importance of these platforms, its advantages and disadvantages, there are only a number of studies that focus on the perception of students who use these platforms. In this context, this study analysed the perception of the undergraduate students of Edo State University, Uzairue of online learning management systems’ lectures and examinations. The study used a survey and sampled 341 students of the university, and data collected was analysed using table and percentages. The study indicated that the students of the university find the platform relevant in their learning process and are majorly satisfied with the features on the system as well as the activities they partake in on the platform. They acknowledged the presence of challenges on the platform and went as far to proffer solutions for these issues to be tackled.

The perspectives of learners at a public medical school on the evaluation of an online learning management system for degree and non-degree courses

ABSTRACT Background There has been a rapid development and adoption of online learning in medical education. However, it is difficult to adopt the currently available online learning management systems (LMS). This study aimed to examine learners’ perspectives on the evaluation of online LMS. Methods An online LMS was developed based on the evidence-based guidelines. Two cross-sectional studies were conducted. A short survey was conducted with 716 learners registered on the LMS to obtain their perspectives on the online participation. A satisfaction survey was conducted with 255 learners enrolled in the courses taught solely online. Data from the LMS monitoring system was used to report the uptake of online courses. Data were analyzed using descriptive statistics. Results Participants reported that the major factor influencing LMS uptake was the ability to be accessed anytime and anywhere (n = 556, 77.7%). The participants had good experience in using the LMS and were satisfied with it (n = 255, mean = 4.53, SD = 0.62). For online degree courses, the course had a high completion rate of 90% provided that a mark was assigned for course attendance. For non-degree courses, irrespective of whether they were free, paid, exam-based, or participation only, the completion rate was considered low (range 4.3–36.7%). Conclusion Under a limited budget, a medical school in a low- to middle-income country could develop an effective online LMS to meet learners’ needs. Our newly developed online LMS is relevant, accepted and to the satisfaction of the learners. Medical schools in the same context are encouraged to develop their own online LMS that serve and support learning in both degree and non-degree courses.

RECRUITMENT AND BASELINE RESULTS FOR THE STAR CAREGIVERS VIRTUAL TRAINING AND FOLLOW-UP PRAGMATIC TRIAL

Abstract The STAR-Caregivers program is efficacious in reducing the behavioral and psychological symptoms of dementia (BPSD). In this pragmatic trial, we are testing a 6-session, self-directed, online version of the program that leverages secure email, an online learning management system, and brief coaching telephone calls to expand access to training. This paper reports on issues related to recruitment and baseline levels of psychosocial measures collected. Caregivers and persons living with dementia (PLWD) were randomized to intervention or usual care. Baseline measures were collected via REDCap and included standardized measures for PLWD dementia severity and functioning and caregiver measures for anxiety, stress, depression, and caregiving mastery. The study recruited 67 dyads. Recruitment increased greatly when we removed the inclusion that subjects be on antipsychotic medications. Baseline clinical showed the average score on the Dementia Severity Rating Scale was 22.2 (mild) and 28.8 on the Revised Memory and Problem Behavior Checklist (mild). The average Functional Activities Questionnaire was 22/30. Caregivers reported low levels of stress (KCSS), depression (PHQ8), and anxiety (GAD2) with mean and standard deviation: KCSS = 22.8 (6.6), PHQ8 = 4.9 (4.65), and GAD2 = 1.3 (1.4). The mean Caregiver Mastery Score was moderate at 20.4 (3.28). Virtual delivery of the STAR Caregiver training program is feasible. Caregivers of PLWD with mild to moderate cognitive and functional decline seem most amenable to intervention. We are currently analyzing outcome date to determine the efficacy of this program and plan to investigate the optimal timing of caregiver outreach and support programs.

Development and Application of a Written Communication Rubric to Improve Baccalaureate Nursing Student Writing

Aims. Baccalaureate nursing students often enter nursing programs with varying degrees of writing skills. The use of formative assessment can provide students and faculty with information to act upon during a course and improve learning. This study aimed to test the use of a program-level written communication rubric as a formative assessment to be able to provide targeted interventions for improvement as part of curricular evaluation. Methods. A written communication rubric (14 criteria with scores ranging from 1–4) was applied twice during the semester to assess the writing assignments of 33 undergraduate nursing students enrolled in a nursing research course. A targeted intervention was designed and implemented based on deficient aggregate assessment results from the first student assignment. Results. Paired t-test analysis demonstrated a significant upward change in student performance in the second student assignment for all seven of the targeted competency scores (all p < 0.05 ). Conclusions. The use of a program-level rubric as a formative assessment paired with a targeted intervention improved the writing skills of nursing students during a single semester. By harnessing the tools of online learning management systems, faculty can quickly identify specific challenges for students in academic writing. There is potential for formative assessment to be used by faculty and students to direct the ongoing development of writing skills both during a course and throughout the program of study.

Incorporating Technology in Pharmacy Education: Students' Preferences and Learning Outcomes.

Introduction The integration of technology in pharmacy education has led to significant changes, making it essential to examine its impact on student learning outcomes. With the rise of emerging technologies, such as game-based learning and augmented reality, new pedagogical approaches have been introduced. However, these technologies also bring challenges that necessitate well-thought-out responses from educational institutions, especially considering the effects of the COVID-19 pandemic on learning formats. Methods A cross-sectional study was conducted with pharmacy students in the Kingdom of Saudi Arabia, utilizing stratified random sampling for data collection. The study employed a validated questionnaire to gather information on students' use of technology, their preferences, and their perceived learning outcomes. The analysis was carried out using Statistical Product and Service Solutions (SPSS, version 29) (IBM SPSS Statistics for Windows, Armonk, NY), ensuring adherence to the ethical standards set by the institutional review board. Results The study, involving 508 pharmacy students from Saudi Arabia, revealed that a significant majority regularly use technology in their education, particularly online learning management systems and virtual labs, indicating a shift toward more accessible and efficient learning methods. A notable portion of the students acknowledged the beneficial impact of technology on their learning, with 86.3% reporting improved knowledge retention, 92% noting enhanced skills, and 87.1% observing better academic performance. However, the study also uncovered challenges, with about half of the students facing issues mainly related to distractions while finding technological complexity less problematic. The support from educational institutions in addressing these issues was found to be moderate. These findings underscore the crucial role of technology in enhancing pharmacy education while highlighting the need for more comprehensive institutional support and strategic planning to address the challenges faced by students. Conclusions Technology plays a vital role in the modernization of pharmacy education, significantly aiding in knowledge retention, skill development, and academic performance. Despite the widespread use of technology, the varied experiences and challenges encountered by students underscore the need for increased institutional support and strategic planning. Education must adapt alongside technological advancements to cater to the diverse needs of learners, highlighting the importance of further research into the long-term effects and optimal strategies for technology integration in pharmacy education.

Exploring students’ acceptance of an artificial intelligence speech evaluation program for EFL speaking practice: an application of the Integrated Model of Technology Acceptance

Adapted from the Technology Acceptance Model (TAM), the Integrated Model of Technology Acceptance (IMTA) has been used to examine the perceptions and acceptance of computer-assisted language learning (CALL), such as online learning, mobile learning, and learning management systems. However, whether IMTA can be applied to empirical research on AI-assisted language learning remains unexplored. Therefore, this article intends to analyze an AI speech evaluation system for English speaking practice, in the context of higher education through the IMTA. Research instruments encompassed questionnaires (n = 218) and semi-structured interviews (n = 21). The participants were English as a foreign language (EFL) learners who had used an AI speech evaluation program to practice their speaking skills. The results suggested that (1) most participants found the AI program useful, pleasant, and easy to use. They also had a strong intention to continue using it; (2) perceived usefulness (PU) and perceived enjoyment (PE) are significant predictors of behavioural intention to use (BI). Meanwhile, problems related to user interface design, the accuracy of automatic feedback and especially the lack of face-to-face interaction were reported. This study demonstrates how IMTA could be applied to examine users’ acceptance of AI programs for EFL speaking practice. The findings also offer insights into further research and development in AI tools for EFL speaking practice.

Online Learning Platform Analysis During COVID- 19 Pandemic in Indonesia

Covid-19 forces Indonesia's education institutions to operate learning online. The continuity of online learning is influenced by several factors, such as personal space, environment, and learning system. Out of all categories, Learning Management System (LMS) has the most impact on online learning. LMS has a role in facilitating several activities, starting from scheduling classes to assignment collection. There are several choices when choosing LMS that are publicly available. The authors chose three LMSs that are the most popular: Google Classroom, Microsoft Teams, and Edmodo. This research aims to know the factors that affected the online learning process in Indonesia during the COVID-19 pandemic and what influenced the selection of LMS. This research uses a Systematic Literature Review and PRISMA to identify factors that affect the online learning process and learning management system selection. From this research, the authors have found that internet connection is the most discussed factor related to things that affect the online learning process. Next are Learners’ and Instructors’ Engagement and LMS. The authors have also found that easy use, class management, assignment, file sharing, and communication features are the main factors in LMS selection. From this result, the authors hope that this research can increase the quality of online learning in Indonesia. This research can be further developed by discussing more LMS that covers several scopes.

AUTOMATIC PRONUNCIATION ASSESSMENT IN A FLIPPED CLASSROOM CONTEXT

Automatic pronunciation assessment programs allow learners to practice pronunciation independently and receive immediate feedback based on acoustic analysis of their speech compared to a pronunciation model. The programs display a high level of reliability when assessing speakers’ pronunciation accuracy. The paper aims to present the results of an investigation into a recent experimental application of an automatic pronunciation assessment online program used within the flipped classroom of English phonetics and phonology course taught to foreign language pre-service teachers of English. Flipped learning approach was selected to offload the preliminary activities and tasks that do not require the immediate attention of the teacher to an online learning management system. Thus, course participants’ face-to-face learning could be enhanced and more effective. The participants could practice and receive tailored feedback from an online program before the face-to-face class. After the individual pronunciation practice, they could discuss more complex questions with the lecturer and, in collaboration with fellow students. The paper will present the survey results among the course participants who evaluated their experience with automatic pronunciation evaluation. Special attention is paid to the potential use of such programs for developing linguistic competence.

비대면 교육환경에서의 대학생의 대학 몰입 예측 요인 연구: 교육 실재감을 중심으로

This study aimed to explore the factors predicting college students’ institutional commitment in the online learning environment, focusing on educational presence (social presence, cognitive presence, and teaching presence). At the beginning of the COVID-19 pandemic, the issue of student dropout emerged in Korean higher education. Against this background, this study adopted Tinto’s student integration model and the concept of educational presence (Garrison, Anderson, & Archer, 2000) as the theoretical framework. In addition, this study investigated the moderating effects of “the COVID-19 cohort,” who started their college life during the pandemic, on the relationship between educational presence and institutional commitment. Data were collected in October 2021 via an online survey with 864 students at “A” university located in Seoul, Korea. The main findings of this study are as follows: Cognitive presence, teaching presence, subjective perception of socioeconomic status, non-face-to-face interactions among students, student perception of organizational communication from university, student perception of support for the online learning management system (LMS), and student perception of support for online services and programs were found to predict institutional commitment. However, there were no moderating effects of the COVID-19 cohort on the relationship between educational presence and institutional commitment. Accordingly, this study suggests practical implications to improve institutional commitment in the online learning environment, including support for cognitive presence and teaching presence.

A comparison of individual and group equivalence-based instruction delivered via Canvas.

Equivalence-based instruction (EBI) is an efficient method that has been used to teach various skills, including content in college courses. This study extended the literature on EBI in higher education by teaching 13 graduate students to identify features of functional analysis conditions and variations. Equivalence-based instruction methods were implemented using Canvas, an online learning management system. Participants completed pretests, experienced EBI individually and in small groups, and completed a posttest, all using the quiz feature in Canvas. The EBI modules increased students' posttest scores relative to pretest scores by 36%, on average, and there was a slight increase in correct responding in the group relative to the individual teaching condition. Furthermore, responses to social-validity surveys indicated that EBI was acceptable to most students; however, students' preferences for group and individual EBI varied.