Online Learning Management System Research Articles

Assessing the Relevance of Information Sources for Modelling Student Performance in a Higher Mathematics Education Course

In recent years, most educational institutions have integrated digital technologies into their teaching–learning processes. Learning Management Systems (LMS) have gained increasing popularity, particularly in higher education, due to their ability to manage teacher–student interactions. These systems store valuable information which describes students’ behaviour throughout a course. These data can be utilised to construct statistical models that represent learner behaviour within an online LMS platform. In this study, we aim to compare different sources of information and, more ambitiously, to provide insights into which source of information is most valuable for inferring student performance. The considered sets of information come from (i) the Moodle LMS; (ii) socio-economic data about students acquired from a survey; and (iii) subject marks achieved throughout the course. To determine the relevance of the incorporated information, we use artificial intelligence (AI) methods, and we report the importance measures of four state-of-the-art methods. Our findings indicate that the selected methodology is suitable for making inferences about student performance while also shedding light on model decisions through explainability.

The Pros and Cons of English Learning Strategies in the Post Covid-19 Pandemic of Vocational High School: Perception and Attitude by Indonesian EFL Learners

During the outbreak of the Covid-19 pandemic, students and teachers had to carry out academic activities via online learning management system. Recently the threat of Covid-19 has receded and schools immediately carry out full face-to-face learning. The present study observed high school students’ perception of the shifts of English learning from blended to offline learning. The research data was obtained through a questionnaire from 286 students consisting of 118 males and 168 females in Central Java, Indonesia. The results reveal some pros and cons towards offline learning. In general, students accustomed to online learning find offline learning time-consuming and burdensome. However, most of them state that offline learning is fun, more interesting, and more effective. Importantly, they could meet their classmates and teachers in person again. The study concluded that offline learning or traditional classrooms were preferred to online learning.

Online Classes Design and Delivery Based on Student Responses

Covid -19 has made a series changes in all system of life especiallyin education. As a result, education has changed dramatically with thedistinctive rise of e-learning. The present study was aim to examine thepreference and perception of MBBS student on newly introduced onlinelive video classes. Methods: For this purpose, an online questionnairesurvey consisting of closed and open-ended questions on nine differentcategories such as accessing online video content, previous experiencewith online learning, interaction with video lectures addressing thecontent, duration, visualise, timings and screen size, perceived learningexperience, the online content learning assessment methods and theexperience with the online learning management system. Two hundredand thirteen undergraduate medical students were participating in thisstudy. And it was conducted by the large medical institution in AndhraPradesh. Results and conclusions: From the results the e learningmethods was encouraged and its gaining popularity among the medicalstudents and faculty only 2.3 % were not satisfied with the online classeson comparison to the traditional methods of learning. But the usefulnessand acceptability of e-learning among medical students as a part of theircurriculum is still not fathomed in medical education.

Implementation of the online learning management system ‘Moodle’ as a blended approach to online teaching

Objectives: Web-based learning is becoming a newly accepted standard in education, more so with COVID-19 pandemic. To use technology to redesign learning experiences, a blend of synchronous and asynchronous approaches was used wherein the routine lectures through MS Teams (synchronous) were integrated with an online learning management system (LMS), ‘Moodle’ (modular object-oriented dynamic learning environment) based, four-quadrant approach (asynchronous). We aimed to determine the student’s engagement, performance and perception of the new online LMS. Materials and Methods: All 170 students of the 1st year MBBS of batch 2020 were enrolled in the course. A module was developed for teaching ‘Physiology of Vision’ with this blended approach. Along with routine online lectures through Microsoft Teams, supplementary materials in the form of multimedia presentations and additional links to useful websites were provided through online LMS. The online activity of students was recorded and assessments were done. A feedback form was filled out by students at the end of the course. Results: A significant positive correlation of examination scores with individual student’s activity logs and significantly better scores in top Moodle users along with significantly higher marks in Moodle-based modules than in other modules confirmed the value of Moodle in improving student performance. Overall feedback from students was clearly in favour of implementing Moodle as a complementary tool to traditional teaching. Conclusion: Moodle improved the quality of learning. It developed interest and motivation among students and has a positive impact on academic outcomes.

Engaging students in population genetics online: Genetic wheel activity.

Engaging students in population genetics online: Genetic wheel activity.

A Systematic Review of Google Classroom in Mathematics Education

Google Classroom is an online learning management system designed to help teachers create and manage online classrooms. Over the years, it has become an essential tool for teachers and students, transforming the way they learn and interact with each other. This study takes a systematic approach to assess the users’ perspectives and perceptions towards Google Classroom and the implementation of Google Classroom in mathematics education. This study used comprehensive analysis and synthesis of 21 articles from 2018 until 2022, including full-text articles and peer review journal articles from Google Scholar and ERIC for better comparison between sources. Results of this study show that the quantitative was the most used method in exploring the users’ perspective and perception towards Google Classroom and the implementation of Google Classroom in mathematics education. The results of this study show that most users hold favorable views of Google Classroom and find it compelling and has positively impacted learning outcomes. Overall, Google Classroom is a useful tool for facilitating remote learning, and its popularity is expected to rise in the coming years as the technology becomes more important in education.

Digital Delivery of a Global Critical Care Education Program.

CERTAIN (Checklist for Early Recognition and Treatment of Acute Illness and iNjury) education program was developed to accelerate the global dissemination of a standardized, systemic, structured approach to critical care delivery. The coronavirus disease (COVID-19) pandemic prompted the evolution of this program from a live in-person course to a blended synchronous and asynchronous learning experience, including virtual simulation. We describe our experience and insights gained through this digital program transformation and highlight areas in need of further research to advance the delivery of high-quality online education offerings to global interprofessional audiences. The CERTAIN education program was delivered to a broad international audience first in person (2016-2019) and then virtually during the COVID-19 global pandemic (2020-present). During this transition, we adopted a flipped classroom model to deliver the core content asynchronously using an online learning management system, supplemented by a novel synchronous online experience to provide learners with the opportunity to apply these concepts using a series of simulated clinical cases. A total of 400 participants attended 11 CERTAIN courses. We transitioned our 10-hour live course to a 3-hour virtual workshop. The duration of simulation activities (admission, rounding, and shared decision-making) remained constant. Didactic lectures were eliminated from the synchronous online course and presented as recorded videos in precourse materials. We collected 306 postcourse surveys (response rate, 76.5%). The majority of the overall course ratings were excellent (147 [49.5%]) and very good (97 [32.7%]), and learner responses were similar to live and online courses. Simulation activities were consistently the most popular elements of our program. Access to digital learning platforms and language barriers during simulation activities proved to be the greatest challenges during our transition. Delivering mobile-friendly online content and close coordination between dedicated bilingual faculty and local champions helped overcome these challenges. Critical care education and case-based simulation workshops can be delivered to international interprofessional audiences with similar, high degrees of learner satisfaction to in-person offerings.

Continuance Intention Factor of Online Learning Management System in Case on Faculty of Computer Science at Brawijaya University in Indonesia

Continuance Intention Factor of Online Learning Management System in Case on Faculty of Computer Science at Brawijaya University in Indonesia

Pengaruh Pembelajaran Daring Learning Management System (LMS), Multimedia dan Motivasi Belajar Terhadap Kemampuan Pemahaman Membaca Peserta Didik

This study has the objectives: (1) to determine the effect of online learning management system (LMS) with multimedia on student motivation, (2) to determine the effect of online learning management system (LMS) with multimedia on students' reading comprehension ability, (3) To find out the effect of motivation on students' reading comprehension ability, and (4) To find out the interaction between online learning management system (LMS) learning with multimedia and learning motivation on students' reading ability. This study uses an experimental design which is divided into two classes, namely online learning management system (LMS) with multimedia and online learning management system (LMS) without multimedia where in the data analysis technique process used is 2-way analysis of Variance (Anava). The population of this study was students of class IV with the research sample being students of class IVA and class IVB which totaled 72 students. Based on the results of calculations with Anava, it is obtained FA count > F table (8.292 > 4.02) which explains that online learning management system (LMS) learning with multimedia has a significant effect on students' reading comprehension ability; FB count > F table (9.871 > 4.02) which explains that motivation has a significant effect on students' reading comprehension ability; and FAB count > F table (4.787 > 4.02), which explains that there is an interaction between online learning management system (LMS) learning and multimedia and learning motivation on students' reading abilities.

Facilitative Teaching Utilizing Active Learning Modules in Engineering Graphics: A Model for Promoting Success and Engagement in Technology and Engineering Education

Success in post-secondary engineering graphics courses in technology andengineering often relies on self-efficacy, academic success, and mental rotationabilities. Using a facilitative instructor model, the Improving UndergraduateSTEM Education (IUSE) team applied active learning modules as supplementalmaterial at two post-secondary institutions in the United States of America, thenused a quasi-experimental design iterative study approach to investigate impactsin an introductory engineering graphics course. Active learning modules werecomposed of ten units that engaged students through relatable examples andpractices of foundational principles and applications of engineering graphics thatare heavily applicable to the Standards for Technological and EngineeringLiteracy. The modules were presented to students through an online learningmanagement system that encouraged elements of self-regulated learning.Measurements of self-efficacy, mental rotation ability, and academic successwere gathered. Differences in academic and non-academic indicators wereexamined in combination with students at risk of non-matriculation and studentsnot at risk of non-matriculation subgroups. Results from paired t-tests supportedprevious findings that there are positive impacts of supplemental materialsavailable to students. Students at risk of non-matriculation benefited from thecombination of active learning modules and supplementary video tutorialsresulting in greater self-efficacy and higher final exam scores than at-riskstudents whose modules did not include video tutorials. Students not at risk ofnon-matriculation had higher levels of self-efficacy and mental rotation abilitywhen video tutorials were not included. With this information, engineering,engineering education, and other STEM programs can model elements of activelearning modules to promote early student success in both subgroups.Furthermore, the IUSE team has published the material through open access foreducators and students to utilize.

Changes in online course designs: Before, during, and after the pandemic

The switch to emergency remote teaching during the COVID-19 pandemic became for many university instructors a necessity to familiarise themselves with the institution’s online learning management system (LMS). This switch to online teaching made learning activities, course design patterns, and pedagogical approaches more visible than during face-to-face teaching. Furthermore, the process of translating physical learning activities to the digital space was challenging and needed institutional and leadership support. This paper presents an analysis of the changes made to the learning designs of 102 courses in a university’s LMS before, during, and after the pandemic. Using descriptive statistics and Epistemic Network Analysis we used LMS data to explore the use of LMS features revealing not only the overall university trends, but also faculty differences. In addition, we compared the learning activities as described in course descriptions with the actual learning activities designed in the LMS. Our findings show that although the switch to emergency remote teaching forced many instructors to change the learning designs of their courses, some instructors reverted to their pre-pandemic learning designs after the pandemic, while other instructors did not change their learning design during the pandemic at all. In addition, we identified a positive trend of an increased use of activity features in the learning management system. Finally, we reflected on the importance of the university leadership supporting the digital transformation.

A Study of Factors Affecting the Self-managerial Skills of Undergraduate Students on Online Learning

Nowadays, undergraduate students have to change from on-site classroom learning to online learning; hence, building self-managerial skills is essential to their success in online learning. The goal of this study was to investigate the impact of various factors on undergraduate students’ self-managerial skills in online learning. A questionnaire was designed and distributed directly to respondents via the online system, and 1,057 valid responses were collected and evaluated. In this study, the data were analyzed using exploratory factor analysis (EFA) and multiple regression techniques. The current findings revealed that self-appraisal (SA), planning skills (PSSP), organizing skills (PSSO), evaluating skills (PSSE), and interpersonal skills (IPS) had effects on self-managerial skills (SMS) of undergraduate students in Thailand. This study has a benefit for professors or lecturers who must design and build modern online classroom through an online learning management system that enhances the competency of undergraduate students’ self-management skills and prepares them for future careers.

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.

New ways to impact primary palliative care practices using online continuing education.

Healthcare professionals trained in palliative care (PC) improve satisfaction and decrease healthcare overutilization for patients with serious illness and their families. A continuing education (CE) series on primary PC aligned to the National Clinical Practice Guidelines for Quality PC was developed by local, interdisciplinary experts for a target audience of rural, primary care healthcare professionals. The modules were accessed on an online learning management system platform. The study objectives were to assess differences in participants' knowledge, competence, performance, and ability to improve patient care as well as commitment to change practice after taking each of the CE modules. To achieve these objectives, a descriptive design was used with a convenience sample of healthcare professionals who registered for the CE series and completed at least one module. Participants completed demographic questions and an evaluation survey after completing each module. So far, 158 healthcare professionals have registered for the series with the majority being nurses and social workers. Although the professionals reported having extensive healthcare experience, they did not report having the same level of PC experience. The professionals represent nine different states. All the CE modules increased teamwork skills for most participants. The CE modules on cultural aspects and self-care had the biggest influence on participants' ability to improve patient outcomes. Cultural aspects, care of the actively dying, and advance care planning had the greatest impact on participants' knowledge, competence, and performance. The primary PC education series improved self-reported skills in teamwork, practice habits, and meeting goals of healthcare professionals from a variety of disciplines and settings. These enhanced primary PC skills will improve the incorporation of PC into a variety of practice settings, by multiple disciplines to enhance access to PC outside of, and potentially referrals to, specialty PC programs.Palliative care (PC) is an emerging field of healthcare aimed at positively affecting patients living with serious illness and their families. An important factor that influences a health professional's successful delivery of PC may be their knowledge, experiences, and confidence. PC training provided to healthcare professionals improves patients' and healthcare professionals' satisfaction and reduces healthcare expenditures through cost savings and cost avoidance.1,2.

ANALISIS PERBANDINGAN KINERJA VIRTUALISASI SERVER MENGGUNAKAN PROXMOX DAN VMWARE ESXI (STUDI KASUS : VIRTUALISASI SERVER UNTUK PENGGUNAAN MOODLE)

Server virtualization is a technology that utilizes several computers into one as a server service, so that in its use it does not use too many physical computers. Because a system that uses a virtual system where using a computer alone can provide a service to many computers at once with the virtualization system, research conducted by researchers focused on the performance of virtual servers on server software in Proxmox and VMWare ESXi software with virtual machines that access the Moodle system. However, an efficient system needs to use good software so that it facilitates research in designing the system. The test scheme carried out by the author in this study is testing the CPU load, Memory Speed, and Moodle Benchmark Plugin on the Virtual Machine which contains Moodle in Proxmox and VMWare ESXi as a virtual server used in Moodle e-Learning as well as benchmarking on moodle itself. This study aims to analyze the performance of virtual server service provider software in the online learning management system to find out its advantages and disadvantages so as to make it easier for educational institutions to choose virtual server provider software, especially in Proxmox and VMWare ESXi software.

SKILLS OF WORKING WITH PHOTO AND VIDEO MATERIALS AS A COMPONENT OF TEACHER'S ICT COMPETENCE IN DISTANCE LEARNING

The article deals with the urgent problem of increasing the level of teacher's information, communication and technological competence in the conditions of the use of all levels of distance learning technologies in educational institutions. The article considers the essence of the concept of teacher's ICT competence and establishes that its necessary component is the ability to present educational material, using the necessary ICT tools for this.
 The results of a survey of teachers of the Ukrainian language and literature, as well as physics, astronomy and computer science, conducted during the postgraduate training courses for teachers organized at Zhytomyr Ivan Franko State University during September-December 2021, are presented. As a result of the survey, it was found out which teaching materials have been used by the teachers in the process of distance learning, and what with difficulties they meet during the lessons in a distance format. It was found that the majority of teachers have used ready-made presentations, illustrative and video materials taken from the Internet, and the greatest difficulties for them were the creation of their own photo or video materials and multimedia presentations.
 It is proposed to hold thematic classes with teachers during their postgraduate training courses. The content of the classes is given, namely: the peculiarities of working with Internet catalogs of photo and video files; the review of the most popular online services for creating infographics, editing raster and vector images; the technology of preparation and installation of video materials; the artistic approach to building the composition of the frame and the psychology of its perception by the viewer.
 Thus, the implementation of the proposed approaches in the practice of the institutions that carry out postgraduate education of teachers will contribute to the development of ICT competence in the teachers, which will positively affect the quality of conducting educational and extracurricular activities in the conditions of distance learning. The perspective of further research is to study the possibilities of increasing the level of ICT competence in the teachers by using online learning management systems.

EFFECTIVENESS OF ONLINE LEARNING DURING THE COVID-19 PANDEMIC: A CASE STUDY OF A DEMONSTRATION SCHOOL

This article describes the effectiveness of online learning during the COVID-19 pandemic of the demonstration school. Teachers’ online instructional model, the availability of students’ online learning tools, as well as students’ and parents’ perspectives of, and satisfaction with, online learning was investigated. Participants were teachers (N = 70), students (N = 981), and parents (N = 981) from a demonstration school in Thailand during the second semester of 2021. The research design used a mixed method approach using survey questions administered to teachers, students, and parents. The findings revealed that most teachers preferred live-teaching (93.30%) through Microsoft Teams (96.70%) to facilitate online teaching and learning. Students had good online learning facilities, including learning tools and internet access. Only a small percentage of students (1.73%) did not have computer access for online learning. While online learning has proved to support the health of students during the pandemic, students and parents moderately agreed that there is no difference in effectiveness between traditional face-to-face learning and online learning (students = 41.87%, parents = 57.54%). They highly agreed that traditional face-to-face learning is still important for learning (students = 96.93%, parents = 90.40%). Students’ and parents’ preference of face-to face learning is attributed to the various challenges associated with online teaching and learning. Our research led to the development of an effective and suitable online learning management system for the COVID-19. Parents and students had high levels of satisfaction with online learning, demonstrating the effectiveness of this technique. These findings are valuable for educators, students and parents to adopt and promote online learning during the COVID-19 pandemic.

PEMANFAATAN G SUITE FOR EDUCATION UNTUK MENINGKATKAN EFEKTIVITAS BELAJAR MENGAJAR SMA MUHAMMADIYAH JAKARTA UTARA

Google provides some of its integrated application services under the name G Suite. G Suite is an integrated system that can be used for Gmail email-based institutional management which can also be accessed through a mobile application. This application also has an online learning management system facility called Google Classroom. Responding to the importance of this need, STIEMJ plans to provide assistance in migrating school email to G Suite for Education services, training in using email and G Suite for Education. To be able to use G Suite one of which requires institutional email settings that must be registered in advance for free with Google. After the school has a Google-based institutional email, the school will be able to take advantage of all the features of the applications owned by G Suite such as Google Docs, Google Sheets, Google Forms, Google Drive, Google Calendar and so on, including Google Classroom for online learning that it has. The problems to be solved with this community service are the need to increase teacher capacity in learning, the need for the introduction of G Suite for Education, setup of Google-based institutional email, and training on the use of Google Classroom for teachers. In this case, our PKM team intends to hold community service activities for teachers and students in utilizing the Google Form For Education application as a learning media and data processing for teachers and students at SMA Muhammadiyah North Jakarta.

Examining online learning platform characteristics and employee engagement relationship during Covid-19

PurposeAs work-from-home policies were being implemented during Covid-19, organizations have been migrating their learning and development programs to digital platforms. This study aims to understand the role of employees’ perceptions about four key attributes of online learning platforms (OLPs), namely, online environment, ease of use, online content (OC) and online engagement anchors in their levels of work engagement (WE). Further, it also investigates how the personality attributes of the employees and financial incentives for online learning influence this relationship.Design/methodology/approachUsing the snowball sampling technique, online questionnaires were distributed to about 350 employees in four IT firms in India who were working from home during the Covid-19 period. The total number of valid responses was 306 and consisted of software developers, technical leads, process specialists, testers and managers. The analysis was done using Python software (V.3.7.4) packages and Process Macro (pyprocessmacro V.1.0.8) developed for Python.FindingsPerceived OLP features significantly influence employee WE. OC and ease of use are significant influencers of employee WE. The perception of OLP features indirectly affects WE through the learner’s personality characteristics. Moreover, the financial incentive to learn online shares a negative interaction effect with OLP features to influence WE.Originality/valueThe paper contributes to the existing literature on virtual knowledge management by identifying the driving factors that reinforce the acceptance of OLPs. Moreover, to the best of the authors’ knowledge, this is the first attempt to link online learning management system key characteristics with employee outcome as engagement. Most of the previous work has ignored exploring such a relationship in an organizational setting.

Can we provide quality #MedEd on social media?

In 2020, universities shut their doors and educators uploaded educational content onto online learning management systems. Two years later, students and academics are returning to campus, but many have decided to maintain the delivery of online classes. Now, with education firmly situated online, the focus has transitioned to identifying best practice, refining online delivery, and considering nontraditional platforms. Here, we highlight how social media can provide accessible, quality medical education experiences.