Online Learning Management System Research Articles

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.

Social Media in Higher Education: A Study on Use of Social Media by New Entrants at the Faculty of Dental Sciences, University of Peradeniya, SRI LANKA, during the COVID-19 Pandemic

The transition to online education prompted by the COVID-19 pandemic had a negative impact on educational institutions globally, especially in developing countries. The absence of formal online learning management systems (LMS) in many of these institutions presented significant challenges. In response, many educators and higher educational institutions turned in to social media platforms and other digital tools to continue providing education and support the learning process. The present study attempts to understand social media behaviour of new entrants to the faculty of Dental Sciences of University of Peradeniya, more specifically for fulfilling their information need related to academic programs during the CORONA outbreak. The study was carried out at the Faculty of Dental Sciences during the library orientation program for new entrants. Although 117 undergraduates registered with the dental library for the academic year 2022/2023, only 112 students participated in the survey. An online questionnaire made with Google Forms was administered among the research sample.According to key findings, WhatsApp, Facebook, and Research Gate were the most popular social media platforms used by Dental Science new entrants for the purpose of academic information during the COVID-19 pandemic. More specifically, 65% of them had been used these online platforms as a tool of searching scientific and academic information related to their academic programs. There were some positive impacts of using social media for academic purposes. One significant benefit was that social media helped them to maintain better relationships with their peers during the CORONA pandemic, facilitating peer support and collaboration etc. However, the students have perceived some negative impacts of social media as well i.e. students found social media to be quite time-consuming. Despite the potential of educational benefits of social media, the study indicated a gap in awareness and utilization of them for academic purposes. A significant proportion of students, about 35%, were not aware of the educational potential of social media. The majority of respondents appeared to prioritize using social media for entertainment rather than accessing educational content or utilizing academic features available on these platforms. On top of these findings, it can be recommended that educational institutions and policymakers in Sri Lanka consider strategies to harness the educational potential of social media for undergraduates. By raising awareness and encouraging the use of social media for academic purposes, they could enhance the learning experience and make better use of digital tools to support education in the context of ongoing and future disruptions.

A multi-state evaluation of extreme risk protection orders: a research protocol

BackgroundExtreme Risk Protection Orders (ERPOs) are civil court orders that prohibit firearm purchase and possession when someone is behaving dangerously and is at risk of harming themselves and/or others. As of June 2024, ERPOs are available in 21 states and the District of Columbia to prevent firearm violence. This paper describes the design and protocol of a six-state study of ERPO use.MethodsThe six states included are California, Colorado, Connecticut, Florida, Maryland, and Washington. During the 3-year project period (2020–2023), ERPO case files were obtained through public records requests or through agreements with agencies with access to these data in each state. A team of over four dozen research assistants from seven institutions coded 6628 ERPO cases, abstracting 80 variables per case under domains related to respondent characteristics, events and behaviors leading to ERPO petitions, petitioner types, and court outcomes. Research assistants received didactic training through an online learning management system that included virtual training modules, quizzes, practice coding exercises, and two virtual synchronous sessions. A protocol for gaining strong interrater reliability was used. Research assistants also learned strategies for reducing the risk of experiencing secondary trauma through the coding process, identifying its occurrence, and obtaining help.DiscussionAddressing firearm violence in the U.S. is a priority. Understanding ERPO use in these six states can inform implementation planning and ERPO uptake, including promising opportunities to enhance safety and prevent firearm-related injuries and deaths. By publishing this protocol, we offer detailed insight into the methods underlying the papers published from these data, and the process of managing data abstraction from ERPO case files across the multi-state and multi-institution teams involved. Such information may also inform future analyses of this data, and future replication efforts.RegistrationThis protocol is registered on Open Science Framework (https://osf.io/kv4fc/).

A health equity ECHO for clinicians of individuals with SCD

Abstract SCD is the most common genetic disorder in the United States, affecting nearly 100 000 Americans, with the majority of affected individuals identifying as Black. Studies have shown that both children and adults with SCD face stigmatization resulting in low-quality care stemming from institutional racism and implicit bias by clinicians. Clinician biases often result from a lack of awareness of their own racial identity, failure to develop an anti-racist or social justice lens, and absence of skills to mitigate racist practices and policies. The Sickle Treatment and Outcomes Research in the Midwest (STORM) multi-state regional learning network developed a health equity training curriculum that was delivered as a continuing education learning series using the Project ECHO® virtual telementoring framework supplemented with an online learning management system. The curriculum addressed foundations of race, racism, and whiteness along with social justice strategies for the individual and institutional level and was piloted with 2 clinician cohorts to assess its feasibility, acceptability, and the potential impact on clinician self-efficacy. Feasibility and acceptability data, including qualitative feedback, suggest that this is a promising method for multidisciplinary clinicians and trainees for raising self-awareness about racism and bias, providing a safe community for self-reflection, and building skills to address inequities within healthcare settings.

The Investigation of First Year University Students’ Online Self-Directed Readiness Level

This study aims to investigate the online learning readiness of first year students at the University of Mpumalanga in South Africa. This university uses Moodle as its online Learning Management System. This is a quantitative, non-experimental study within a positivism paradigm. 150 students were randomly sampled and were enrolled for a Diploma in Agriculture programmed. A Self-Directed Learning Readiness Scale (SDLRS) questionnaire was used to measure the readiness level for students’ SDL. The results reveal that more than two-thirds of the students have a medium self-directed readiness level with a total mean for all the questions of 2.91, a standard deviation of 0.79, and a variance of 0.77. This shows that first-year students are therefore not self-directed learners, which makes the transition to tertiary education difficult. This study is useful because assessing the level of readiness towards SDL among first year university students could help to introduce the modern method of student-centered teaching approach. The results of this study could assist universities to develop intervention strategies that will encourage self-directed learning.

Enhance Teaching using Google Classroom as a Digital Tool

Google Classroom is gaining popularity as an online Learning Management System (LMS) and with the suite of free tools that comes with Google for Education, it is worthwhile knowing about.[1] Google Classroom is a fantastic platform to use because it works really well alongside the other apps in Google Suite for Education such as Gmail, Google Calendar, Google Docs, Google Slides, and Google Meet. The ease of having all these handy tools in one place helps to keep things as simple as possible when teaching online. Google Classroom can be used for most parts of delivering a lesson, from setting tasks, adding files, and marking student assignments [2] In this work we explain how to Create Google classroom, invite students to the class, add assignments and materials, Grade the assignments and leave feedback. The aim of the work is to enable teachers to create an online classroom area in which they can manage all the documents that their students need. Teachers can make assignments from within the class, which their students complete and turn in to be graded

Development of an Academic Administration Model on a Digital Platform to Enhance the Quality of Life and Competence Amongst Underprivileged Students in Wat Si Don Chai Municipal Community School, Chiang Mai Province

information in developing a digital-based academic administration model to promote the quality of life and competency of underprivileged students in urban communities, 2) to develop an academic administration framework using digital technology to improve underprivileged students’ quality of life and academic competence in a Municipal Community, 3) to determine the overall results from the model, and 4) To evaluate the outcomes. The study's informants were Wat Si Don Chai Municipal Community School personnel. This included 2 School Deputy Directors, 36 teachers, and 5 representatives from the Education Committee, bringing the total to 43 people. The study also included 247 students from kindergarten 1 up to Mattayom 3 who were in their second semester for the year 2021 and who fit the criteria set by the Wat Si Don Chai Municipal Community School for underprivileged students in the area. The research instruments used for this study were questionnaires, interviews, group meetings on guidelines to operate according to the framework provided, digital skill evaluation forms for personnel, evaluation of teachers’ capability to enhance students’ competence, evaluation of students’ quality of life and competence and a satisfaction survey. Statistics used in data analysis consisted of determining frequency, percentage, mean and standard deviation, and descriptive analysis. The results from the study showed that 1) An effective academic administration model. To do so, it is imperative to develop a curriculum that aims at competency and at the same time, also develop a digital, online learning management system. It is also important to promote further research that aims to solve key issues amongst underprivileged students. The academic administration should also develop a learning center that focuses on building occupational skills, along with developing a network that can help the underprivileged. Finally, the framework also consists of educational supervision that can empower the students. 2) After implementing the model, it was found that increase in the staff’s digital skills and increase in their ability to manage the learning emphasizes competency, quality of life of student, and competency also increased. 3) Finally, the school’s personnel were also satisfied at a high level with the model provided.

Towards Connectivism: Exploring Student Use of Online Learning Management Systems during the Covid-19 Pandemic

The COVID-19 pandemic has had a profound global impact on students, necessitating a shift towards fully remote e-learning via digital learning management systems (LMS). Despite this significant shift, there is a paucity of research exploring how students of varying academic performance levels engage with e-learning resources. This study addresses this gap by leveraging self-regulated learning theory and connectivism theory to analyze 129,567 activity logs from an Australian public research university. These logs encompass the online learning activities of 313 students and provide insights into their utilization of course files, discussion forums, gradebook, and online quizzes. Our analysis reveals significant differences in how students of varying academic performance levels engage with these resources. We found that higher-performing students tend to view course files, view and create forum posts, and access online quizzes more frequently, suggesting a positive correlation between active engagement with these resources and academic performance. However, the frequency of gradebook views did not significantly differ among students of different performance levels, indicating that grade tracking may not be a strong determinant of academic success. These findings underscore the importance of active engagement with online resources in academic success and provide valuable insights for educators and institutions in designing online courses and strategies to support student learning. The study also highlights the need for further research to understand the nuances of student engagement with e-learning resources. The implications of these findings extend beyond the pandemic, contributing to the broader discourse on e-learning and academic performance.

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.

Exploration and Research on the Construction of Vocational English Curriculum in China under the Context of Digital Transformation

This study delves into how digital transformation affects vocational English education in China, revealing the positive impacts of digital tools and strategies on teaching methodologies, curriculum content, and educational quality. The research indicates that the application of online Learning Management Systems (LMS), Virtual Reality (VR), and interactive platforms has significantly enhanced interactivity and practicality in vocational English education. Innovative teaching methods such as flipped classrooms and project-based learning have been effectively employed, enhancing students’ critical thinking and practical skills. However, the study also highlights issues that still need attention and resolution, such as insufficient digital skills among teachers, unequal distribution of technological resources, and a disconnect between teaching practices and student needs. To address these challenges, it is recommended to strengthen policy support, enhance teachers’ digital teaching capabilities, improve curriculum content to better meet student needs, and promote school-enterprise cooperation to strengthen practical teaching.

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.

Exploring the Role of Social and Digital Media Platforms in Enhancing Teaching and Learning Practices in Indian Schools

The purpose of this study is to investigate the influence of social and digital media platforms in improving teaching and learning practices in Indian schools. With the rapid growth of technology and the increasing distribution of internet access across the country, social and digital media platforms have emerged as powerful instruments with the potential to transform the educational environment. The benefits, constraints, and potential solutions for effectively leveraging these platforms to improve teaching and learning outcomes in Indian schools are examined in this study. The incorporation of social media platforms such as Facebook, Twitter, and Instagram allow teachers to develop virtual communities, facilitate communication, and engage students in dynamic discussions outside of the traditional classroom. These platforms facilitate cooperation, peer-to-peer learning, and the exchange of educational information. Furthermore, they allow teachers to deliver personalized feedback, monitor student progress, and assess learning outcomes in real-time, creating a more student-centered and inclusive learning environment. Digital media platforms, such as online learning management systems, educational apps, and interactive multimedia content, are critical for increasing access to quality education in remote locations and closing the digital divide. These platforms offer a plethora of instructional resources, ranging from e-books and videos to simulations and virtual reality experiences, all of which can help students better learn and retain complicated concepts. Furthermore, adaptive learning capabilities on digital media platforms adjust instructional content to individual students' requirements and learning styles, enabling personalized and self-paced learning experiences. However, integrating social and digital media platforms in Indian schools presents several problems.

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.

Educators' learning experiences and intention to use Online Learning Management Systems' platforms: A perceptual study

Educators' learning experiences and intention to use Online Learning Management Systems' platforms: A perceptual study

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.