scholarly journals Understanding Faculty Use of the Learning Management System

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Jason Rhode ◽  
Stephanie Richter ◽  
Peter Gowen ◽  
Tracy Miller ◽  
Cameron Wills
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Management System ◽  
Online Courses ◽  
Learning Management System ◽  
Database Queries ◽  
Face To Face ◽  
System Logs ◽  
Learning Management ◽  
Pedagogical Innovations

The learning management system (LMS) has become a critical tool for nearly all institutions of higher education, and a driving force in online learning. According to a 2014 report by the Educause Center for Analysis and Research, 99% of higher education institutions have an LMS in place, and the LMS is used by 85% of faculty and 83% of students. This was not always the case, however. There was a time in the not-so-distant past when using an LMS was considered highly innovative. Understanding the growth and adoption of the LMS is a stepping stone to understanding how faculty may choose to adopt other technological and pedagogical innovations. This study was conducted at a large, research-intensive public university in the Midwest, which has used the same LMS for 15 years. From a small pilot, adoption has grown to nearly universal use. This study used system logs and database queries to examine how faculty used the LMS. The results identified the features that were used most frequently and how usage had changed over time. In addition, the study compared the usage data for face-to-face and online courses to determine if there are differences in LMS use due to course modality. Based on this, it is possible to better understand the role the LMS plays in higher education and online learning, to inform development of next generation learning systems or other innovative technologies.

Instructional Challenges in Higher Education Online Courses Delivered through a Learning Management System by Subject Matter Experts

2011 ◽  
pp. 330-341 ◽  
Author(s):  
George L. Joeckel III ◽  
Tae Jeon ◽  
Joel Gardner
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Management System ◽  
Online Courses ◽  
Learning Management System ◽  
Instructional System ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Learning Management ◽  
Instructional Challenges

The authors are Instructional Designers developing online courses in higher education. These courses are facilitated by Subject Matter Experts and delivered through a Learning Management System. They propose that instructional alignment with pedagogic beliefs is the best instructional foundation for original course designs in this instructional context, and examine three factors unique to this context. They propose new instructional design models and a new instructional system of design to address the instructional challenges specific to their learning system context.

scholarly journals EXPERIENCE OF USING THE BLACKBOARD LEARNING MANAGEMENT SYSTEM IN JAZAN UNIVERSITY

2021 ◽  
Vol 83 (3) ◽  
pp. 79-99
Author(s):  
Мухаммад Аршад
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Performance ◽  
Management System ◽  
Higher Education Institutions ◽  
Learning Management System ◽  
Advanced Education ◽  
Learning Platform ◽  
E Learning ◽  
Learning Management

Students’ engagement in a traditional classroom setting has been occurring for so long with several traditional tools such as textbooks, lectures, video, and group activities. Nowadays, globally and locally connected classes are the target of advanced education intellects. The Learning Management System (LMS) has become a basic tool for all institutions of advanced education, and the main thrust in web-based learning. The significance of the learning management system is defined by its role in building up instructive and educational development, so it is considered the most significant new tool for e-learning. As per a report by the Educause Research Center of U.S higher education institutions, almost 100% of advanced training institutions have an LMS setup, the LMS is utilized by 85% of faculty members, 56% of faculty use it daily, 83% of undergraduate and postgraduate students use the LMS and 56% say they use it in most or all courses. Learning Management System (LMS) is now not only becoming a critical tool for most higher education institutions but is also being seen as a driving force in online learning. Blackboard Learning Management System is a technologically improved learning platform within the context of the e-learning and aimed to investigate the use of Blackboard for training, learning, and examination purposes. In turn, this study is designed to explore the efficient utilization and evaluation of the students’ academic performance and the use of a Learning Management System (LMS), Blackboard, among academics at Jazan University, Kingdom of Saudi Arabia. The primary aim of this research is to investigate how the faculty employs the features and communication tools in an online learning management system to facilitate the students in learning practice and to engage them in the material at hand. Through the findings obtained, both the faculty and the administrators are expectedly able to develop the online learning environment more effectively. It is also expected that the findings of this study can be a significant stimulus for other higher learning institutions in the Kingdom and the rest of the world to use the Blackboard for improved academic performance.

Improving Teaching and Learning From High-Level and Close-In Features of Assignments and Assessments in an LMS Instance

2019 ◽  
pp. 89-117
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Data Portal ◽  
Learning Management ◽  
High Level ◽  
Improving Teaching And Learning

In a formal online learning course in higher education, learners usually respond to both assignments and assessments in order to achieve the learning and to provide evidence of their progress. In a learning management system (LMS) instance, analysts may access (1) high-level descriptions of selected features of the assignments and assessments through an administrator-accessed data portal (and a reports section), and they may access (2) close-in descriptions from the learner-facing side. This chapter describes an exploration of the assignments and assessments in a live LMS instance, based on both high-level and close-in analyses; systematized approaches to harness such information to benefit teaching and learning; and proposes some tentative ways to improve teaching and learning for the particular university.

Blended Learning via Schoology as a Learning Management System in Reading Class: Benefits and Challenges

2019 ◽  
Vol 9 (2) ◽  
pp. 36
Author(s):  
Ahmad Ridho Rojabi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Management System ◽  
Learning Management System ◽  
Literature Study ◽  
Face To Face ◽  
Efl Teachers ◽  
Class Information ◽  
Learning Management ◽  
Face To Face Learning

Online learning integrated with face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning itself. Schoology as a Learning Management System implemented in blended learning can help teachers to manage class information. Schoology allows students and teachers to share information and provides access to content or administrative features of certain courses. However, despite the benefits of blended learning via schoology mentioned, EFL teachers are still unwilling to exploit blended learning via Schoology in their reading classes. This literature study reviews several papers investigating the benefits and challenges of blended learning via Schoology as a Learning Management System. The purpose of the study is to observe the benefits and the challenges of blended learning via Schoology. The data were collected through primary and secondary resources. It is expected that the findings will boost the EFL teachers’ attention in applying blended learning via Schoology in their classes, and draw the attention of EFL teachers in covering the challenges of blended learning via Schoology to improve students’ learning experiences. Keywords:  blended learning, Schoology, reading, benefits, challenges

scholarly journals Transformation of higher education sector through massive open online courses in Saudi Arabia

2018 ◽  
Vol 16 (2) ◽  
pp. 220-231 ◽  
Author(s):  
Mohammad Rishad Faridi ◽  
Ryhan Ebad
Keyword(s):  
Higher Education ◽  
Management System ◽  
Global Education ◽  
Online Courses ◽  
Learning Management System ◽  
Education Sector ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Platform ◽  
Learning Management

Higher education needs to respond to ever changing demands and expectations of present and future potential students. In order to amplify access to educational materials for students who endeavor to learn, various methodologies are used with the help of technology. Education is redefined and democratized by enabling anyone to learn from the world’s experts by a click of a mouse. Higher education institutions are venturing to gain better understanding of the phenomenon of Massive Open Online Courses (MOOCs) and its paradigm shift towards open global education. This study endeavors to study how MOOCs can be seamlessly integrated into the present scenario of traditional and learning environment. The commercialization with marketing of MOOCs in KSA’s higher education sector is also discussed. Finally, this study recommends adaptive home grown organic introduction of blended learning with the MOOC platform. With the advent of internet technology, students are now able to access diversified and latest courses which are participatory, collaborative with digital skills, well distributed, engaging and self-paced. This concept enables them to attain lifelong learning and brings scalability at a virtual zero cost to the students. The overall impact of technology on the learning management system will be explored. An attempt is made to introduce and accelerate learning and teaching strategies and tools to enhance student employability with their present usage of technology. The objective of the study is to comprehend the readiness level of learners by incorporating open learning platform, build an innovation model, which involves stakeholders with a holistic perspective that will enable a congenial learning management system, how the deanship of information technology and distance learning change course from a support-based deanship to a strategic-based deanship.

scholarly journals Pengujian Usability Google Classroom Berdasarkan Model Use-Questionnaire

2021 ◽  
Vol 8 (6) ◽  
pp. 1247
Author(s):  
Suci Ramadhani Arifin ◽  
Etha Gustin Merdekawati
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Management System ◽  
Learning Management System ◽  
Ease Of Use ◽  
Educational Institutions ◽  
Average Value ◽  
Learning Management

<p class="Abstrak">Pembelajaran online adalah solusi ketika lembaga pendidikan ditutup karena wabah COVID-19. Sistem Manajemen Pembelajaran (LMS) merupakan alat untuk memfasilitasi pembelajaran online. Google Classroom dianggap sebagai salah satu LMS yang paling cepat diimplementasikan di pendidikan tinggi. Tujuan dari penelitian ini adalah untuk mengukur tingkat usability Google Classroom sebagai salah satu alat yang digunakan untuk memfasilitasi pembelajaran online di STMIK Dipanegara Makassar. Tingkat usability akan menentukan apakah penggunaan layanan Google Classroom telah efektif, efisien, dan memberikan kepuasan terhadap mahasiswa. Tingkat usability Google Classroom diukur menggunakan USE-Questionnaire. Berdasarkan hasil pengukuran usability terhadap Google Classroom diperoleh nilai rata-rata untuk keseluruhan variabel <em>Usefulness</em> (Daya Guna), <em>Ease of Use</em> (Kemudahan Penggunaan), <em>Ease of Learning</em> (Kemudahan Belajar), dan <em>Satisfaction</em> (Kepuasan Pengguna) adalah 459,1 atau sebesar 76%. Maka dapat disimpulkan bahwa mahasiswa setuju tingkat usability <em>Google Classroom </em>dirasakan sudah baik dan penggunaan layanan Google Classroom telah efektif, efisien, dan memberikan kepuasan terhadap mahasiswa dengan tingkat presentase sebesar 76%.</p><p class="Abstrak"> </p><p class="Abstrak"><em><strong>Abstract</strong></em></p><p class="Abstract"><em>Online learning is a solution when educational institutions are closed because of the COVID-19 outbreak. Learning Management System (LMS) is a tool to facilitate online learning. Google Classroom is considered as one of the fastest implementing LMSs in higher education. The purpose of this research is to measure the usability level of Google Classroom as one of the tools used to facilitate online learning at STMIK Dipanegara Makassar. The level of usability will determine whether the use of Google Classroom services has been effective, efficient, and gives satisfaction to students. Google Classroom usability level is measured using USE-Questionnaire. Based on the results of usability measurements on Google Classroom, the average value for all variables of Usefulness, Ease of Use, Ease of Learning, and Satisfaction is 459.1 or 76 %. So it can be concluded that students agree that the usability level of Google Classroom is good and the use of Google Classroom services has been effective, efficient, and provides satisfaction to students with a percentage level of 76%.</em></p><p class="Abstrak"><em><strong><br /></strong></em></p>

scholarly journals CHALLENGES DURING THE PANDEMIC: USE OF E-LEARNING IN MATHEMATICS LEARNING IN HIGHER EDUCATION

2020 ◽  
Vol 9 (2) ◽  
pp. 147
Author(s):  
Muhammad Irfan ◽  
Betty Kusumaningrum ◽  
Yuyun Yulia ◽  
Sri Adi Widodo
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mathematics Education ◽  
Management System ◽  
Online Survey ◽  
Learning Management System ◽  
Mathematics Learning ◽  
Education Study ◽  
Study Programs ◽  
Learning Management

On March 16, 2020, many universities in Indonesia began implementing online-based learning to replace lectures in the classroom. This is done as a way to reduce the transmission of the Covid-19 outbreak in Indonesia. There is an opinion that with the implementation of online learning, especially in mathematics education study programs, there are many obstacles when learning takes place. This study aims to determine the obstacles that arise after the implementation of online learning in mathematics learning in Higher Education. This research is a qualitative case study, assisted by an online survey. The researcher collected data through an online survey consisting of 27 questions. The survey is aimed at lecturers who teach in Mathematics Education study programs in Indonesia. The survey contains structured questions and leads to three parts, namely; basic skills challenges, teaching and learning challenges, and university challenges. The 27 questions contained questions about the ability of platform mastery to support online learning owned by each lecturer. The research involved 26 lecturers from universities in Sumatra, Java, Kalimantan, and Sulawesi. The results of this study reveal that all lecturers affected by the pandemic use a Learning Management System (LMS) based website as a means of online learning. The learning management system-based platform is the most widely used (google class and Edmodo) while video conferencing is the second choice (Zoom and Skype). What is interesting is that the LMS available on campus is less attractive to lecturers. However, there are obstacles faced such as the limitations of writing mathematical symbols and the limited basic capabilities of the learning management system and multimedia software to support online learning.

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