Learning Management System

The paper discusses design and development issues of an online program for enhancing management skills of Early Years Childcare practitioners. The program is developed in the frames of the EEEYMS* project by partners from UK, Bulgaria, Finland, and the Netherlands. The purpose is to design an ICT-based flexible learning solution for problem-based learning. The content is organized in nine modules.

AbstractIntroduction: To ensure that nursing education stay abreast with modern technology advances has the Schoolof Nursing (SoN) of The University of the Western Cape integrated e-learning into the curriculum. This methodarticulates well with the case-based approach adopted by the SoN. The Learning Management System,Knowledge Environment for Web-Based Learning (Kewl), Next Generation (KNG), was used to facilitate onlineteaching and learning.Objectives: The primary aim was to gather baseline data on e-learning by exploring the perceptions andexperiences of the first pilot group of undergraduate nursing students who were exposed to this strategy.Methods: A descriptive cross-sectional quantitative design was used to determine the students' understandingand valuing of e-learning, the benefits and skills gained and challenges experienced, by means of a structured,close-ended questionnaire with space for comments. Convenience sampling was used and the questionnairewas distributed to...

Globalization together with new information and communication technologies (ICTs) and accelerated changes in society affect the economic and social life to a great extent. In order to achieve the goals mentioned in the strategy document, the necessary arrangements were made and FATIH (Increasing the opportunities and Technology Improvement Movement) project, a new project is being carried out. A scanning model was used in this research. The method of learning objects, the document review project, the Turkish education system, management information systems, have made the case for investigations. This information, in the light of the standards, learning about learning object Management FATIH project information system (LMS-Learning Management System) and learning content management system (LCMS-Learning Content Management System) for definitions and recommendations. Learning objects according to what criteria will be adopted, to evaluate and to determine how the deployment will be the shape of the study and a proposal for the creation of electronic content to the project system.

In most Australian correctional jurisdictions, prisoners are not allowed access to the internet precluding them from participating in higher education online. Making the Connection is an Australian government funded project which is taking digital technologies, that don't require internet access, into prisons to enable prisoners to enroll in a suite of pre-tertiary and undergraduate programs. A version of the University of Southern Queensland's learning management system has been installed onto the education server of participating prisons. The second stage of the project will see notebook computers preloaded with the learning management system and course materials, allocated to participating prisoners. At the time of writing, the project has been deployed at thirteen sites in Queensland and Western Australia, with a further three sites coming on board in time for semester I 2016 and negotiations underway for further rollout to Victoria, New South Wales, South Australia, Tasmania, the ACT and the Northern Territory.

This paper investigates the value of eye tracking in evaluating the usability of a Learning Management System, at an open distance learning university where the users’ computer and Web skills vary significantly. Eye tracking utilize the users’ eye movements, while doing a task, to provide information about the nature, sequence and timing of the cognitive operations that took place. This information supplements, but does not replace standard usability testing with observations. This forces the questions of when the added value of eye tracking justifies the added cost and resources. Existing research has indicated significant differences in the usability experienced by experts and non-experts on the same system. The aim of this paper is to go one step further and shed light on the type and severity of the usability problems experienced by non-expert users. Usability testing with eye tracking is a resource intensive method but our findings indicate that eye tracking adds concise, summarised evidence of usability problems that justifies the cost when testing special groups such as users deficient in Web and computer skills. The contribution of this paper is to highlight the added value of eye tracking as a usability evaluation method in working with Web non-expert users. Furthermore, the findings improve our understanding of the knowledge differences between expert and non-expert Web users and the practical challenges involved in working with non-expert users.

Almost all have used smart devicesdespite geographical areas and countries. In detail, it is transparent that trendy smart devices rule the people, especially youngsters all around the world. Smart devices are being used in various domains despite the public of Sri Lanka; higher education is one of them. These smart devices are used for smart communication, sharing course material and knowledge, research purposes, group activities, e-learning, online tutorials, online assessments, and guest talks. This exploratory study approach was conducted to analyze the positive influence of smart devices in higher education among the undergraduates of the South Eastern University of Sri Lanka. This survey was carried out using a stratified sampling technique. The samples were collected from all the six faculties of the South Eastern University of Sri Lanka. Two hundred five responses have been collected out of 300 questionnaires. Descriptive statistics test and Chi-square test were applied for the statistical investigation purpose. As a result, most of the undergraduates (93.2%) use mobile phoneslike smart devices in academic activities.

Abstract. The paper presents a way to overcome the shortcomings of traditional learning by enforcing collaboration between students and introducing self-assessment as part of the process of final grade formation. Treating collaboration and self-assessment as two elements of a modern learning process that are very closely bounded together, the authors argue that these elements should by no means replace the traditional (ex-cathedra) way of learning but rather extend it. A specifically designed computer science course is presented as an illustration of how the introduction of self-assessment combined with teacher evaluation can encourage collaboration between students. The benefits and drawbacks of this method are discussed.

A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, or learning and development programs.

The learning management system concept emerged directly from e-Learning.

Blackboard, Canvas LMS, Moodle, D2L, and Schoology are popular Learning Management Systems used by top higher education institutions globally.

Sometimes, they are known as Virtual Learning Environment (VLE). Some of these Learning Management Systems are customized by the various institutions giving them unique, exciting names.

There are different types of learning management systems.

This document will focus on Learning Management for Schools, and some universities have interesting Learning Management System names.

Learning Management System (LMS) is a web based or cloud-based software program which assist in learning process and helps in effective delivery of instruction. The study described the LMS relative to aim, delivery and interactivity as well as determined the extent of application of LMS relative to curriculum, pedagogy and evaluation. The responses of the administrators and faculty members were compared. Likewise, it also determined the problems and challenges were further identified. The descriptive method of research was utilized in this study. A research-made questionnaire was the main data-gathering instrument complemented by interviews and focus group discussion. Respondents were 182 faculty members and 29 administrators including the Deans, Associate Deans, Department chairpersons, and ICT Head/Coordinators in HEIs. Weighted mean, frequency, percentage and t-test was utilized as statistical tools to treat gathered data. The findings revealed that Learning Management System is ...

Learning management systems (LMS) can be defined as "a suite of services designed to deliver, track, report on and administer learning content, student progress and student interactions". Current LMS are based on courseware tools which mainly use Internet and the Web as learning platforms. However, they use proprietary/closed technologies and formats such as HTML that are not adequate for developing

With the rapid surge in technological advancements, an equal amount of investment in technology-embedded teaching has become vital to pace up with the ongoing educational needs. Distance education has evolved from the era of postal services to the use of ICT tools in current times. With the aid of globally updated content across the board, technology usage ensures all students receive equal attention without any discrimination. Importantly, web-based teaching allows all kind of students to learn at their own pace, without the fear of being judged, including professionals who can learn remotely without disturbing their job schedules. Having web-based content allows low-cost and robust implementation of the content upgradation. An improved, yet effective, version of the education using such tools is Hybrid Learning (HL). This learning mode aims to provide luxurious reinforcement to its legitimate candidates while maintaining the quality standards of various elements. Incorporated with...

There can be no doubt that technology has transformed the way education is delivered to people across the globe. We now live in an interconnected world where the traditional concept of formal learning, taking place in a single physical location, is becoming increasingly less relevant. Modern learners are becoming dissatisfied with the stand-and-deliver approach to education that dictates attendance times, learning venues, and modes of participation. The emergence of sophisticated communication technologies and mobile devices has enabled a new generation of information consumers to satisfy their demands for knowledge without the need to meet in a physical location. Software vendors, open-source developers, and educational institutions, cognizant of this development, have embraced systems that can facilitate the management of courses and engagement with students remotely. The technologies that facilitate the provision of courses over long distances are broadly termed “learning management systems” or “LMSs.” Learning management systems can be defined as web-based software platforms that provide an interactive online learning environment and automate the administration, organization, delivery, and reporting of educational content and learner outcomes.

The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher's role to being 'a facilitator' and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the

Coronavirus is a widespread dangerous disease in recent months, originated in China but with a great impact at the global level. As a result, the education process is choked by shut down of college & universities and maintaining social distancing for reducing the outbreak from community transmission. The purpose of this study is to explore the effectiveness of Learning Management System (LMS) in higher education to support teaching and learning in this ‘new normal’ by providing a stand-alone platform for online & distance learning. LMS is a software application for administering, documenting, tracking, reporting, automating, and delivering educational, training, or learning and development programmes; which originated directly from the concept of e-learning. With the detailed conceptual approach of LMS, the study also associates with the practical implementation of Blackboard LMS in Chandigarh University. Additionally, the study also tastes a comparative analysis between Blackboard, Canvas & Moodle LMS.

Trovare strumenti digitali efficaci per una didattica del latino che coinvolga le nuove tecnologie non è un’impresa semplice. In assenza di un sistema funzionante di valutazione qualitativa delle risorse, questo contributo offre un’analisi basata su quattro criteri: il rapporto con il modello teorico SAMR (Puentedura, 2016), i progressi nell’apprendimento, il feedback degli studenti e la facilità di costruire sinergie funzionali con altri strumenti.
L’analisi fa riferimento ai risultati ottenuti in seguito alla sperimentazione di un percorso pensato per ridefinire la didattica del latino nel liceo linguistico e strutturato per unità di apprendimento progettate per lo sviluppo di competenze anche trasversali.

In this paper, effect on the homework and exam performance of a set of online homework developed for use of Mathematics of Accounting and Finance students was explored. The homework sets, administered through an open access learning management system, MyOpenMath, have advanced features made and aimed to improve the limitations of traditional paper-and-pencil homework. We employed a two-group counterbalanced experimental design with two phases to gather information for this study. Each group had the opportunity to be the control and experimental group during the experiment, and participants received summative tests at the end of each phase, which served as their exam performance. While homework scores of the students served as the measure of their homework performance. Qualitative data were also collected to further explain the result of the experiment. In both phases, the online homework group obtained a significantly higher homework marks and better mean scores on the tests. It was also revealed that students appreciated the modern features of online homework and these motivated and challenged them to perform well.

A primary concern with Information Technology (IT) training has been that IT-based training focuses upon the technical or point and click aspects of learning management system (LMS) platforms and pedagogy-enhancing software without any concern for the content of the courses. The Digital Course Training Workshop (DCTW) approach examined in this article addresses this concern by supporting a content-first approach. The DCTW approach—an initiative at a Midwestern University—is aimed at supporting faculty through the process of transitioning from face-to-face (F2F) courses to online teaching. Participating faculty enter the week-long seminar with traditional course content and leave with digital content transitioned into the appropriate LMS platform. This article is intended to stimulate reflections on the need for systematic faculty professional development programs and activities to help higher education faculty in the transition process from traditional to online courses.