Implementation of Learning Management System: A Way Ahead on the Digital Journey in Distance Learning

Over a number of years, the Allama Iqbal Open University (AIOU) has encouraged and supported moves to Learning Management System (LMS) replacing aspects of paper-based and face-to-face teaching and learning including, assignments, workshops and examination. The views of learners and academics were explored to consider the advantages of the system as well as potential challenges. Twenty-two participants were involved in qualitative data gathering by means of focus group discussion and semi-structured interviews, which were comprised of 12 M.Phil students and 10 academics from the Faculty of Education. Thematic analysis was carried out by applying themes and codes. Numerous advantages were identified with the use of Learning Management System. However, it was found that the approach did face some challenges. Learners often lacked easy Internet access and the necessary skills to use new technologies efficiently. Academic staff required considerable time for the development of online materials. Major training needs arising from the findings and it was recommended that the university must consider setting up small campuses in rural areas as well as provided mandatory training and support for learners, especially those from rural areas. There is also a need for formal training for academic staff and the sharing of ways by which the new technologies can be used effectively and efficiently in enhancing all aspects of distance learning.

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Enculturation of the Utilization of Learning Management System

Cases on Interactive Technology Environments and Transnational Collaboration ◽

10.4018/978-1-61520-909-5.ch017 ◽

2010 ◽

pp. 323-340

Author(s):

Aida Suraya Md. Yunus ◽

Hamidah Meseran ◽

Zaidan Abdul Wahab

Keyword(s):

Management System ◽

Teaching And Learning ◽

Academic Staff ◽

Learning Management System ◽

Professional Service ◽

Knowledge Repository ◽

Extension Work ◽

E Learning ◽

Learning Management ◽

The University

Universiti Putra Malaysia’s (UPM) vision is to become a university with international repute. The Strategic Plan Document 2001- 2010 includes a goal for the university to be fully wired through ICT in enhancing research, extension work, professional service, strengthening teaching and learning environment and enhancing the culture of ICT in supporting teaching and learning. Two strategies were drawn; namely (i) implement the use of one learning management system (LMS) and (ii) enhance competency of academic staff in using the LMS. It has been a practice that each faculty decides on a platform for implementing e-Learning. However, the use of various LMSs had created difficulties in the sharing of integrated database, continuous monitoring of the effectiveness of the e-Learning system, and depository of e-Learning resources in the UPM’s knowledge repository. This paper reports on UPM’s experience in adapting the use of LMS from the early 1990s until today.

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Academic and student use of a learning management system: Implications for quality

Australasian Journal of Educational Technology ◽

10.14742/ajet.1228 ◽

2008 ◽

Vol 24 (1) ◽

Cited By ~ 42

Author(s):

Debbi Weaver ◽

Christine Spratt ◽

Chenicheri Sid Nair

Keyword(s):

Management System ◽

Teaching And Learning ◽

Academic Staff ◽

Learning Management System ◽

Teaching Staff ◽

Tertiary Institutions ◽

Learning And Teaching ◽

Subsequent Investigation ◽

Timely Feedback ◽

Learning Management

Many higher education institutions have implemented a learning management system (LMS) to manage online learning and teaching, with varying levels of support provided to staff and students, but often there is little subsequent investigation into the quality of the online sites or the use made of the support structures provided. This paper presents findings from an institutional survey investigating the use of WebCTby academic staff and students in their learning and teaching at a large Australian university. It was expected that student feedback would relate to technical and infrastructure issues, but instead, the survey elicited responses primarily on how WebCT was used in teaching and learning, indicating that quality control is a major issue for the University. Student opinions appear to reflect more the use of the technology made by teaching staff - students who have experienced a well-designed unit rich with resources, timely feedback and good interaction with staff reported a positive experience with the technology. Staff responses are more focused on the technical and administrative aspects of using WebCT rather than teaching issues. The findings in this paper have implications for quality teaching and learning with technology, and the way in which tertiary institutions support academic staff.

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Perspectives on E-Learning

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch225 ◽

2011 ◽

pp. 1488-1493

Author(s):

Curtis J. Bonk ◽

Robert A. Wisher ◽

Ji-Yeon Lee

Keyword(s):

Online Learning ◽

Distance Learning ◽

Management System ◽

Teaching And Learning ◽

Learning Management System ◽

Teaching Online ◽

Home Institution ◽

E Learning ◽

Learning Management ◽

The Many

For students, teachers, and administrators, e-learning is a relatively new and sometimes uncertain event. With popular technologies and instructional trends coming and going, distance learning practice and policies change constantly. Regardless of one’s preference for an online learning management system, he or she may be forced to drop it in favor of an inferior and untested courseware shell that was developed internally and adopted solely because it was free. Adding to the confusion, technology tradeshows and teaching and learning conferences continue to alter their themes to fit the current online terminology, which, in turn, changes and evolves. Despite the anxiety caused by the many uncertainties and the accelerating pace of change, teaching online is fast becoming an expected part of one’s scholarly endeavors or, at the very least, a legitimate practice of one’s colleagues and home institution.

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Valuing and using web supported teaching: A staff development role in closing the gaps

Australasian Journal of Educational Technology ◽

10.14742/ajet.1370 ◽

2004 ◽

Vol 20 (1) ◽

Cited By ~ 2

Author(s):

Susan Shannon ◽

Loene Doube

Keyword(s):

Staff Development ◽

Management System ◽

Administrative Support ◽

Academic Staff ◽

Learning Management System ◽

Teaching Staff ◽

Management Support ◽

Structured Interviews ◽

Learning Management ◽

The University

This paper describes findings from a 2002-03 research project which sought to establish what the barriers were to the adoption or extended use of the centrally supported online learning management and content creation system by academic staff at the University of Adelaide. The research was conducted using semi-structured interviews and a survey administered to all teaching staff at the University. The survey canvassed respondents' use of and the value they placed on web supported teaching (particularly the centrally supported learning management system MyUni) and barriers to its adoption and further use. Respondents reported a higher valuing of and future intention to use than their current use of the Internet to support teaching. Factors that constrained their adoption or expanded use of web supported teaching included time and workload pressures, concerns about knowledge and skills, conceptions of teaching and the value of web supported learning for improving student outcomes, and the perceived stability and integration of the University infrastructure and learning management system. Respondents' views of priorities in addressing these concerns related to improved support from the University for web supported teaching, including staff development and training, IT and administrative support, and management support. This paper discusses some staff development implications of the findings.

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Learning Management System in Education: Opportunities and Challenges

International Journal of Innovative Technology and Exploring Engineering - Special Issue ◽

10.35940/ijitee.l1161.10812s19 ◽

2019 ◽

Vol 8 (12S) ◽

pp. 664-667

Keyword(s):

Management System ◽

Teaching And Learning ◽

Online Courses ◽

Learning Management System ◽

Arabic Language ◽

Academic Programs ◽

Educational Institutions ◽

Structured Interviews ◽

Online Assessments ◽

Learning Management

Traditional teaching and learning methods have undergone a reform shift with the integration of ICT tools, especially learning management systems (LMS). They are emphasized as essential tools in the educational system. This paper examines the use LMS in higher education in the UAE. Based on semi-structured interviews conducted in the winter of 2018 and summer of 2019, the study revealed that 54 participants unanimously identified the highest degree of need for active participation in the investment of modern technologies within their universities. They mentioned a number of opportunities offered by the use of the Learning Management System (LMS) in the emirate educational institutions such as: The ease of organizing and delivering online courses, conducting online assessments, access to and availability of learning materials, the possibility of saving time and money for students and faculties, communication and interactivity. Respondents seem to be aware of some challenges in adopting the Learning Management System in their respective universities, particularly the lack of self-discipline of students in the online environment, the inconsistency of the Learning Management System with some academic programs offered in a number of emirate higher educational institutions, limited use of Arabic language and technical illiteracy.

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Diffusion of Innovations Approach to the Evaluation of Learning Management System Usage in an Open Distance Learning Institution

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v17i3.2191 ◽

2016 ◽

Vol 17 (3) ◽

Cited By ~ 16

Author(s):

Peter Mkhize ◽

Emmanuel Samuel Mtsweni ◽

Portia Buthelezi

Keyword(s):

South Africa ◽

Distance Learning ◽

Diffusion Of Innovations ◽

Management System ◽

Teaching And Learning ◽

Learning Management System ◽

Online Questionnaire ◽

Information And Communication ◽

Learning Management ◽

Evaluation Of Learning

Academic institutions such as the University of South Africa (Unisa) are using information and communication technology (ICT) in order to conduct their daily primary operations, which are teaching and learning. Unisa is the only distance learning university in South Africa and also in Africa. Unisa currently has the highest number of students on the continent of Africa. In an attempt to bridge the gap between facilitators and students, Unisa introduced a learning management system known as myUnisa. MyUnisa is used by facilitators and students as a tool to conduct teaching and learning, and for communication. To the best of the researcher’s knowledge, factors that influence its acceptance and usage have not been studied prior to this study. The main deciders of the success of technology are the users, as is reflected in the well-established theories and models that exist to evaluate the acceptance of technology and innovation. The objective of this study was to understand the factors that contribute to the usage of myUnisa by students. An online questionnaire was used for data collection, and a quantitative analysis was conducted. Among others, the results reveal that complexity does not have a significant impact on the students' decision to use myUnisa.

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Factors that impact student usage of the learning management system in Qatari schools

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v12i6.985 ◽

2011 ◽

Vol 12 (6) ◽

pp. 39 ◽

Cited By ~ 8

Author(s):

Ramzi Nasser ◽

Maha Cherif ◽

Michael Romanowski

Keyword(s):

Public Schools ◽

Student Performance ◽

Management System ◽

Quantitative Data ◽

Teaching And Learning ◽

Independent Schools ◽

Learning Management System ◽

Structured Interviews ◽

School Activities ◽

Learning Management

In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. Despite the benefits of the LMS, research studies indicate that its use by students has been limited because of a number of manipulative and non-manipulative factors that can influence behavior. This study explores the factors that impact student use of the LMS K-Net in Qatari independent schools. Quantitative data were collected through a questionnaire that was administered to students in 37 schools. A total of 1,376 students responded to the questionnaire. Semi-structured interviews were used to collect qualitative data that helped to confirm the results of the quantitative data and to provide additional insight on students’ perspectives regarding the use of the LMS. The results point to a strong relation between ICT knowledge and LMS usage. They suggest that the more ICT knowledge students have, the less prone they are to using the LMS. Attitudinal barriers were not predictive of usage. Student usage was strongly correlated to teacher and parent usage. This study is informative in evaluating LMS usage in Qatari schools.

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ICT officials' opinion on deploying Open Source Learning Management System for teaching and learning in universities in a developing society

E-Learning and Digital Media ◽

10.1177/2042753020946280 ◽

2020 ◽

Vol 18 (1) ◽

pp. 18-38

Author(s):

Moses Kumi Asamoah

Keyword(s):

Management System ◽

Teaching And Learning ◽

Learning Management System ◽

Sub Saharan Africa ◽

Structured Interviews ◽

Support Unit ◽

The Face ◽

Information And Communication ◽

Learning Management ◽

Sub Saharan

Information and Communication Technology specialists, working within universities play important roles in the deployment of educational technologies for teaching and learning. Given the centrality of these specialists and the woeful dearth of empirics on this subject-matter in Sub-Saharan Africa, this paper interrogates the perspectives of ICT specialists working within universities in Ghana, on the deployment of Moodle®/Sakai® Learning Management System (LMS) by universities in the country for teaching and learning and the challenges involved. Data collection entailed semi-structured interviews with twenty informants. Thematic analysis was used for data analysis. It emerged that there has been impressive formulation of e-learning policy, construction of computer laboratories, Staff Resource Centre, Electronic Support Unit in the Balm Library, installation of Internet facility, Learning Management System, Enterprise Solution Software, Library Solution Software to promote ICT-mediated teaching and learning in the face of barriers. The paper adds knowledge to the extant literature in the field, impacts practice and policy along the pathway for ensuring sustainable deployment of LMS in universities in Sub-Saharan Africa.

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Enculturation of the Utilization of Learning Management System

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch704 ◽

2012 ◽

pp. 1406-1425

Author(s):

Aida Suraya Md. Yunus ◽

Hamidah Meseran ◽

Zaidan Abdul Wahab

Keyword(s):

Management System ◽

Teaching And Learning ◽

Academic Staff ◽

Learning Management System ◽

Professional Service ◽

Knowledge Repository ◽

Extension Work ◽

E Learning ◽

Learning Management ◽

The University

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Disciplinary Differences in the Uptake of a Learning Management System: A Case of a South African Historically Disadvantaged Institution

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/2663-5895/4617 ◽

2022 ◽

Vol 41 (1) ◽

Author(s):

Phumla Hlengiwe Shamase

Keyword(s):

Management System ◽

Teaching And Learning ◽

Sociological Theory ◽

Learning Management System ◽

Research Question ◽

Management Tool ◽

Disciplinary Differences ◽

Activity Data ◽

Standard Requirement ◽

Learning Management

The provision of a Learning Management System (LMS) for use in distributed, blended or open distance e-learning as a management tool has become a basic standard requirement in higher learning institutions globally. Many students and lecturers use an LMS in support of innovative and engaged teaching and learning, both inside and outside the classroom—whether blended or open leaning. However, many academics choose not to make use of the institutional LMS. This is the specific issue that this study addresses, with a particular focus on the role played by disciplinary differences in the uptake of an LMS. The research question guiding the study is thus: To what extent do disciplinary differences affect the uptake of an LMS? The research study drew on Legitimation Code Theory, a sociological theory that explains the knowledge principles underpinning practices, in this case, the practice of the uptake (or non-uptake) of an institutional LMS. The study made use of quantitative data collection and data analysis methods, drawing on the institutional LMS activity data. The study found that there was a significant relationship between the disciplines and LMS uptake. However, the study also found a number of unexpected exceptions, where the nature of the discipline did not seem to impact uptake or non-uptake. The contribution that the study makes is to show the significant role that the academics’ home discipline plays in LMS uptake.

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