scholarly journals Initiating the Development of the Ubiquitous Learning Environment as a Projection of the Ubiquitous Environment in South Korea

2019 ◽  
Vol 4 (1) ◽  
pp. 84-94
Author(s):  
Wirawan Yogiyatno
Keyword(s):  
Learning Environment ◽  
Ubiquitous Computing ◽  
Management System ◽  
Learning Management System ◽  
Learning System ◽  
Identification System ◽  
Ubiquitous Learning ◽  
Ubiquitous Environment ◽  
Learning Management ◽  
Ubiquitous Learning Environment

Indonesia's Internet users mostly are high school students. This is an opportunity for education activists to provide learning system that can be accessed anytime and anywhere just similar to regular websites on Internet. Learning environment that is accessible anytime and anywhere is built based on ubiquitous computing. Republic of Korea is a country that has a program to develop ubiquitous city, which one of its service is ubiquitous learning environment. In this study, a literature study about ubiquitous computing, ubiquitous learning environment, its characterics and components, also its possibility to implement on Indonesian schools was conducted. This study shows that ubiquitous learning environment development, with its components are a server providing learning management system software, hotspot access points, smartphones that have an application installed to access the learning management system, and radio frequency identification system, can be done in any education unit that has supporting factors for those components.

A Specified Ubiquitous Learning Design for Seamless Learning

2020 ◽  
pp. 19-51 ◽  
Author(s):  
Ibrahim Emin Deryal ◽  
Veysel Demirer
Keyword(s):  
Ubiquitous Computing ◽  
Management System ◽  
Learning Management System ◽  
Learning System ◽  
Learning Design ◽  
Ubiquitous Learning ◽  
Seamless Learning ◽  
Learning Management

Seamless learning and ubiquitous learning are nested concepts and they may be confused notions without elaborating definitions and implications. In this chapter, seamless learning is handled deeply, and ubiquitous computing and ubiquitous learning concepts are explained. Seamless learning is explained through the definition stated by Kuh and implications carried out by numerous researchers who conducted many studies in the field. Each implication and study are analyzed and elaborated carefully in order to propose an efficient seamless learning management system. In addition to those analyses, after explaining ubiquitous computing and ubiquitous learning concepts, MOOCs are mentioned in order to give a well applied ubiquitous learning system. Finally depending on seamless learning fundamentals (stated by authors) an efficient seamless learning management system is proposed.

scholarly journals The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Tiong-Thye Goh ◽  
Bing Yang
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Management System ◽  
Learning Management System ◽  
Learning Systems ◽  
Learning System ◽  
Flow Experience ◽  
Learning Engagement ◽  
E Learning ◽  
Learning Management

AbstractE-learning systems are widely deployed in higher education institutions but sustaining students’ continued use of e-learning systems remains challenging. This study investigated the relationship between e-learning engagement, flow experience and learning management system continuance via a mediated moderation interaction model. The context of the study is a Moodle LMS supporting a blended learning environment. After controlling age and gender, a PLS analysis of 92 students’ samples with a reflective flow construct explained 49% of the variance in the research model. The analysis shows that flow mediates e-engagement and perceived ease of use with a direct positive impact on e-learning system continuance. Flow has an indirect impact through perceived usefulness on e-learning system continuance. However, the direct impact of flow on system continuance weakens as e-learning engagement increases. This finding may help to explain the mixed and inconsistent impact of flow in the e-learning system continuance literature. The dual effect of flow suggests that instructors must carefully balance pedagogical decisions intended to heighten flow experience to generate positive learning outcomes through e-engagement and its consequence of reduced impact on continued system use.

scholarly journals Design of an Effective WSN-Based Interactive u-Learning Model

2011 ◽  
Vol 8 (1) ◽  
pp. 514836 ◽  
Author(s):  
Hye-jin Kim ◽  
Ronnie D. Caytiles ◽  
Tai-hoon Kim
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Contextual Information ◽  
Learning Model ◽  
Learning System ◽  
Ubiquitous Learning ◽  
Ubiquitous Environment ◽  
Wide Range ◽  
Potential Applications ◽  
Ubiquitous Learning Environment

Wireless sensor networks include a wide range of potential applications to improve the quality of teaching and learning in a ubiquitous environment. WSNs become an evolving technology that acts as the ultimate interface between the learners and the context, enhancing the interactivity and improving the acquisition or collection of learner's contextual information in ubiquitous learning. This paper presents a model of an effective and interactive ubiquitous learning environment system based on the concepts of ubiquitous computing technology that enables learning to take place anywhere at any time. The u-learning model is a web-based e-learning system utilizing various state-of-the-art features of WSN that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. It is based on the theory of connectivism which asserts that knowledge and the learning of knowledge are distributive and are not located in any given place but rather consist of the network of connections formed from experiences and interactions with a knowing community. The communication between devices and the embedded computers in the environment allows learners to learn in an environment of their interest while they are moving, hence, attaching them to their learning environment.

scholarly journals A Development Framework for Social Media Interaction in Learning Management System

2018 ◽  
Vol 7 (2.13) ◽  
pp. 301 ◽  
Author(s):  
Kalaivani Ravisekaran ◽  
Sivakumar Ramakrishnan
Keyword(s):  
Social Media ◽  
Management System ◽  
Learning Management System ◽  
Vital Role ◽  
Technology Enhanced Learning ◽  
Ubiquitous Learning ◽  
Learning Condition ◽  
Development Framework ◽  
Media Interaction ◽  
Learning Management

Learning Management System (LMS) plays a vital role and an imprortant part in technology-enhanced learning. It presents different services to enhance the education procedure in ubiquitous learning condition. But, it is found that in existing education MS a extend range of education procedure and process are presented. But, it needs to be developed with some ubiquitous additional functionality. So the current research we proposed a struture for LMS to integrate social media services to make the LMS enrich in ubiquitous condition. This structure approves efficient social and intellectual interaction between users in ubiquitous Learning Management System environment. 

Information Security Perspective of a Learning Management System

2013 ◽  
Vol 4 (2) ◽  
pp. 9-18
Author(s):  
Mohd Faiz Hilmi ◽  
Shahrier Pawanchik ◽  
Yanti Mustapha ◽  
Hafizi Muhamad Ali
Keyword(s):  
Information Technology ◽  
Information Security ◽  
Management System ◽  
Learning Management System ◽  
Learning System ◽  
The Internet ◽  
Specific Information ◽  
Learning Context ◽  
E Learning ◽  
Learning Management

The advancement of information technology has changed the education landscape. The process of teaching is no longer the same. Information technology has made e-learning possible and available on a large scale. The main component of an e-learning is a learning management system (LMS). LMS has been widely used and are accessible through the Internet. By connected and accessed to the Internet, LMS are exposed to various threats. Proper understanding of these threats combined with strategy and best practices countermeasures will ensure a safe learning environment. Therefore this study will look into the information security aspect of LMS. There are two main purpose of this study. First, this study provides a review of information security in e-learning environments and explains the important of information security. Confidentiality, integrity and availability are considered to be the primary pillars of information security. In addition to these pillars, the International Information Systems Security Certification Consortium introduced a common body of knowledge (CBK) comprised of ten domains relating to specific information security topics. These domains are the foundation of security practices for those involved in information security. In this article, each of these is explained within an e-learning context. It is recommended that institutions employing e-learning adhere to these domains. By applying the principles and practices associated with each domain, e-learning institutions should be able to provide an e-learning system with high confidentiality, integrity and availability. The second purpose of this study is to understand student perception of an information security perspective of an e-learning management system. To achieve this purpose, a survey was conducted targeted at undergraduate students in a distance learning program. 497 students responded to a survey questionnaires. Apart from demographics information, the survey asked the respondent to rate six statements related to how they perceived security of the learning management system which they are currently using. All six statements are rated using a five point Likert scale anchored at 1 (Not at all) to 5 (Very much). Frequencies analysis was conducted to show the profile of the respondent. Overall, respondent has strong positive perceptions towards security of their LMS. This study provides an overall picture of information security elements of a learning management system. It can serve as an introduction which help LMS administrator to understand the issues and possibilities related to the safety of LMS.

scholarly journals Guru di Era Digital: Pelatihan Implementasi Schoology sebagai Learning Management System bagi Guru SMP Veteran Kota Cirebon

2020 ◽  
Vol 5 (4) ◽  
pp. 1043-1050
Author(s):  
Surya Amami Pramuditya ◽  
Cita Dwi Rosita ◽  
Siska Firmasari ◽  
Sri Asnawati
Keyword(s):  
Junior High School ◽  
Management System ◽  
Learning Management System ◽  
Learning System ◽  
Communication Process ◽  
Implementation Phase ◽  
Face To Face ◽  
Use Of Technology ◽  
Lecture Method ◽  
Learning Management

TEACHERS IN THE DIGITAL ERA: TRAINING ON THE IMPLEMENTATION OF SCHOOLOGY AS A LEARNING MANAGEMENT SYSTEM FOR TEACHERS OF SMP VETERAN CIREBON CITY. Distance education is a natural learning system that involves two-way communication through the media between educators and students when there is a distance that separates them. To integrate the two-way communication process requires a learning management system (Learning Management System). One of the LMS platforms is Schoology. Schoology allows users to create, manage, and interact with each other and share academic content. Schoology provides solutions for teachers to improve their professionalism in the digital age, especially in the use of technology for learning. The resource person trains participants with the lecture method, which explains how to use the menus and tools contained in LMS Schoology, as well as simulations of how to implement them in learning. The training stage consists of the preparation phase and the implementation phase of the training. The target of the training is the teachers of all subjects in Cirebon Veterans Junior High School. Indicators of training implementation with evaluation during the training process and post-training evaluation. From the results of the community service activities, during the face-to-face events, the teachers looked enthusiastic, only when the exercises were online (non-face-to-face), only one teacher actively participated out of a total of 9 teachers who became training participants. Based on observations, few teachers took part in online activities because of their busy operations in classroom teaching, which had to pursue productive weeks of learning.

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