The document discusses a study on students' experiences using a Learning Management System (LMS) at Universiti Putra Malaysia. Key findings from interviews with students include:
1) Students use the LMS mainly to download lecture notes and check assignment grades. However, they desire a more permanent profile and notification of successful file uploads.
2) Students interact with lecturers and peers on the LMS and appreciate its anonymity for shy students.
3) Emerging themes from students suggest needs for a permanent profile, file submission notifications, and a more attractive layout with embedded features. Addressing student needs could help accelerate adoption of the LMS.
Neural Network Model for Predicting Students' Achievement in Blended Courses ...ijaia
Educator’s knowledge about the likely students’ achievement in blended courses prior to sitting for
examinations provides room for early intervention on students’ learning process, especially to those at risk.
Unfortunately, Leaning Management Systems (LMSs), Moodle in particular lacks an environment to assist
educators access such knowledge from time to time before undertaking their examinations. This raised the
need to propose a model, of which from time to time would be providing the likely students’ achievement
based on activities in Moodle and previous achievement, taking a case of postgraduate programmes at the
University of Dar es Salaam.
This study applied artificial neural networks in building a prediction model. Simulations were conducted in
Matrix Laboratory (MATLAB) utilizing seventy eight instances (78) of students’ logs of three blended
courses extracted from Moodle for 2013/2014 and 2014/2015 academic years.
Mean Square Error (MSE) and Coefficient of Determination (R
2
) performance metrics were used to find
the best prediction model considering ten possible models. The study revealed a model with architecture of
4:10:1 trained with Bayesian Regularization (BR) to be the best model resulting to least MSE of 0.0170 and
high R
2
of 0.93 on training. During testing, the model successfully predicted 78% of the students’
achievement with risk and pass status.
Designing Online Learning, Web 2.0 and Online Learning ResourcesSanjaya Mishra
This is a presentation for the National workshop on Development of Self-Learning Materials (SLM) for distance and online learning, 2009. Presentation on 19/09/2009.
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
This research aims This research aimed to provide good standards for the design and development of
educational software based on the Internet, which could benefit the organizers of the design and development of
educational software, from the point of view of educational technology lecturers, and educational software
designers at Al-Aqsa University Gaza-Palestine. The researcher used the descriptive analytical method during
the application of research on a sample of specialized lecturers in education technology. The researchers
designed the study tool in the form of a questionnaire. Its validity and reliability has been verified. Researchers
have achieved a list of educational and technological standards of educational software based on internet.
The Mobile Classroom at Cross Purposes with Higher Education by Dr. Rick Luma...William Kritsonis
The Mobile Classroom at Cross Purposes with Higher Education by Dr. Rick Lumadue, Dr. L. Rusty Waller, Dr. LaVelle Hendricks, Robin Lamadue - Published by NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Morpheus UNIMAS: Strengthening Student Engagement in Blended Learning Environ...Kee-Man Chuah
Chapter 7 of the book "Blended and Flipped Learning: Case Studies In Malaysian HEIs". This chapter focuses on the use of UNIMAS Learning Management System known as Morpheus to engage the students further.
The e-learning contained many educational resources are generally used in learning systems like Moodle, It’s free open source software packages designed and flexible platform to create Learning Objects (LOs) and users’ accounts. The author demonstrates how to use semantic web technologies to improve online learning environments and bridge the gap between learners and LOs. The ontological construction presented here helps formalize LOs context as a complex interplay of different learning-related elements and shows how we can use semantic annotation to interrelate diverse between learner and LOs. On top of this construction, the author implemented several feedback channels for educators to improve the delivery of future Web-based learning. The particular aim of this paper was to provide a solution based in the Moodle Platform. The main idea behind the approach presented here is that ontology which can not only be useful as a learning instrument but it can also be employed to assess students’ skills. For it, each student is prompted to express his/her beliefs by building own discipline-related ontology through an application displayed in the interface of Moodle. This paper presents the ontology for an e-Learning System, which arranges metadata, and defines the relationships of metadata, which are about learning objects; belong to academic courses and user profiles. This ontology has been incorporated as a critical part of the proposed architecture. By this ontology, effective retrieval of learning content, customizing Learning Management System (LMS) is expected. Metadata used in this paper are based on current metadata standards. This ontology specified in human and machine-readable formats. In implementing it, several APIs were defined to manage the ontology. They were introduced into a typical LMS such as Moodle. Proposed ontology maps user preferences with learning content to satisfy learner requirements. These learning objects are presented to the learner based on ontological relationships. Hence it increases the usability and customizes the LMS. In conclusion, ontologies have a range of potential benefits and applications in further and higher education, including the sharing of information across e-learning systems, providing frameworks for learning object reuse, and enabling information between learner and system parts.
Neural Network Model for Predicting Students' Achievement in Blended Courses ...ijaia
Educator’s knowledge about the likely students’ achievement in blended courses prior to sitting for
examinations provides room for early intervention on students’ learning process, especially to those at risk.
Unfortunately, Leaning Management Systems (LMSs), Moodle in particular lacks an environment to assist
educators access such knowledge from time to time before undertaking their examinations. This raised the
need to propose a model, of which from time to time would be providing the likely students’ achievement
based on activities in Moodle and previous achievement, taking a case of postgraduate programmes at the
University of Dar es Salaam.
This study applied artificial neural networks in building a prediction model. Simulations were conducted in
Matrix Laboratory (MATLAB) utilizing seventy eight instances (78) of students’ logs of three blended
courses extracted from Moodle for 2013/2014 and 2014/2015 academic years.
Mean Square Error (MSE) and Coefficient of Determination (R
2
) performance metrics were used to find
the best prediction model considering ten possible models. The study revealed a model with architecture of
4:10:1 trained with Bayesian Regularization (BR) to be the best model resulting to least MSE of 0.0170 and
high R
2
of 0.93 on training. During testing, the model successfully predicted 78% of the students’
achievement with risk and pass status.
Designing Online Learning, Web 2.0 and Online Learning ResourcesSanjaya Mishra
This is a presentation for the National workshop on Development of Self-Learning Materials (SLM) for distance and online learning, 2009. Presentation on 19/09/2009.
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
This research aims This research aimed to provide good standards for the design and development of
educational software based on the Internet, which could benefit the organizers of the design and development of
educational software, from the point of view of educational technology lecturers, and educational software
designers at Al-Aqsa University Gaza-Palestine. The researcher used the descriptive analytical method during
the application of research on a sample of specialized lecturers in education technology. The researchers
designed the study tool in the form of a questionnaire. Its validity and reliability has been verified. Researchers
have achieved a list of educational and technological standards of educational software based on internet.
The Mobile Classroom at Cross Purposes with Higher Education by Dr. Rick Luma...William Kritsonis
The Mobile Classroom at Cross Purposes with Higher Education by Dr. Rick Lumadue, Dr. L. Rusty Waller, Dr. LaVelle Hendricks, Robin Lamadue - Published by NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Morpheus UNIMAS: Strengthening Student Engagement in Blended Learning Environ...Kee-Man Chuah
Chapter 7 of the book "Blended and Flipped Learning: Case Studies In Malaysian HEIs". This chapter focuses on the use of UNIMAS Learning Management System known as Morpheus to engage the students further.
The e-learning contained many educational resources are generally used in learning systems like Moodle, It’s free open source software packages designed and flexible platform to create Learning Objects (LOs) and users’ accounts. The author demonstrates how to use semantic web technologies to improve online learning environments and bridge the gap between learners and LOs. The ontological construction presented here helps formalize LOs context as a complex interplay of different learning-related elements and shows how we can use semantic annotation to interrelate diverse between learner and LOs. On top of this construction, the author implemented several feedback channels for educators to improve the delivery of future Web-based learning. The particular aim of this paper was to provide a solution based in the Moodle Platform. The main idea behind the approach presented here is that ontology which can not only be useful as a learning instrument but it can also be employed to assess students’ skills. For it, each student is prompted to express his/her beliefs by building own discipline-related ontology through an application displayed in the interface of Moodle. This paper presents the ontology for an e-Learning System, which arranges metadata, and defines the relationships of metadata, which are about learning objects; belong to academic courses and user profiles. This ontology has been incorporated as a critical part of the proposed architecture. By this ontology, effective retrieval of learning content, customizing Learning Management System (LMS) is expected. Metadata used in this paper are based on current metadata standards. This ontology specified in human and machine-readable formats. In implementing it, several APIs were defined to manage the ontology. They were introduced into a typical LMS such as Moodle. Proposed ontology maps user preferences with learning content to satisfy learner requirements. These learning objects are presented to the learner based on ontological relationships. Hence it increases the usability and customizes the LMS. In conclusion, ontologies have a range of potential benefits and applications in further and higher education, including the sharing of information across e-learning systems, providing frameworks for learning object reuse, and enabling information between learner and system parts.
Designing An Effective Mobile-learning Model By Integrating Student CultureCSCJournals
Mobile learning is a good technology because it allows communication, collaboration, and sharing information or resources among all of learning members. Mobile learning can be used as perfect solutions to support the learning process. Thither are many concepts and factors influencing effective learning results through creativity, collaboration, and communication. However, culture is an unaccounted factor which should be appended to the existing M-learning model. Culture may improve the learning outcomes of students. We would like to research on how to design an effective model by integrating culture to maximize the benefits of mobile learning.
Customized moodle-based learning management system for socially disadvantaged...journalBEEI
This study aims to develop Moodle-based LMS with customized learning content and modified user interface to facilitate pedagogical processes during covid-19 pandemic and investigate how teachers of socially disadvantaged schools perceived usability and technology acceptance. Co-design process was conducted with two activities: 1) need assessment phase using an online survey and interview session with the teachers and 2) the development phase of the LMS. The system was evaluated by 30 teachers from socially disadvantaged schools for relevance to their distance learning activities. We employed computer software usability questionnaire (CSUQ) to measure perceived usability and the technology acceptance model (TAM) with insertion of 3 original variables (i.e., perceived usefulness, perceived ease of use, and intention to use) and 5 external variables (i.e., attitude toward the system, perceived interaction, self-efficacy, user interface design, and course design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated that teachers agreed that the information quality, interaction quality, and user interface quality were clear and easy to understand. TAM results concluded that the LMS design was judged to be usable, interactive, and well-developed. Teachers reported an effective user interface that allows effective teaching operations and lead to the system adoption in immediate time.
Digitalization in Higher Education Knowledge ManagementDjadja Sardjana
Strong impact of the birth of globalization will result in a change in management strategy of education and training.
For that requires knowledge of education and learning methods are new
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
INSTRUCTOR PERSPECTIVES OF MOBILE LEARNING PLATFORM: AN EMPIRICAL STUDYijcsit
Mobile learning (m-Learning) is the cutting-edge learning platform to really gain traction, driven mostly bythe huge uptake in smartphones and their ever-increasing uses within the educational society. Education has long benefitted from the proliferation of technology; however, m-Learning adoption has not proceededat the pace one might expect. There is a disconnect between the rate of adoption of the underlying platform (smartphones) and the use of that technology within learning. The reasons behind this have been the subject of several research studies. However, previous studies have mostly focused on investigating the critical success factors (CSFs) from the student perspectives. In this research, we have carried out anextensive study of the six factors that impact the success of m-Learning from instructors’ perspectives. The
results of the research showed that three factors – technical competence of instructors, Instructors’
autonomy, and blended learning – are the most important elements that contribute to m-Learning adoption
from instructors’ perspectives.
Using a VLE to Enhance Assessment for Learning Mathematics in School ScectorIJMIT JOURNAL
This paper investigates the use of VLE in enhancing or supporting assessment for learning mathematics by the KS4 students with special education needs in the London borough secondary school. The main challenge in teaching and learning of mathematics is to provide the special education needs students with extensive support structure that is associated with their subject area. As part of continuous teaching and learning, many schools in the UK have embraced Assessment for learning as an effective and efficient way of providing students, their teachers and their home schools with feedback and feed forward. A virtual learning environment (VLE), which is an electronic system, provides online interaction of various kinds that can take place between learners and tutors, including online learning and assessment [1]. A VLE as a platform for teaching and learning supports assessment for learning (AfL), encourages personalised and collaborative learning, enabling students to carry out peer and self assessment of mathematics course within a unified supportive environment online. Evidence from literature suggests that VLE supports out of school hours of learning, and that the special education needs learners who do not respond well to the formal structure of learning within the school system take an active part in learning in informal settings. The finding presents key issues related to mathematics teaching and assessment for learning using a VLE, based on the perspectives of the special education needs (SENs) students in the school sector. The students who received in-class feedback and feed-forward during mathematics lesson, and through the VLE (Fronter) platform, moved their learning forward and much quicker when compared with students who only received feedback in class. Correspondingly, the instant feedback provided by a VLE after the Observation stage was greatly valued by the SENs students who used this period to take greater responsibility for personal learning. In general, the finding suggests that a VLE effectively enhances assessment for Learning by offering instant feedback and feed-forward to the SENs students who, now began to take responsibility for their own learning, and have also been motivated to correct their work. Furthermore, evidence of teacher – student interactivity which facilitates greater understanding of mathematical concepts is highlighted by the study.
Presentacion sobre cómo elaborar procesos de QA en proyectos de desarrollo de software desde una etapa temprana hasta la validación final del software.
Se realizará caso práctico con Selenium.
Designing An Effective Mobile-learning Model By Integrating Student CultureCSCJournals
Mobile learning is a good technology because it allows communication, collaboration, and sharing information or resources among all of learning members. Mobile learning can be used as perfect solutions to support the learning process. Thither are many concepts and factors influencing effective learning results through creativity, collaboration, and communication. However, culture is an unaccounted factor which should be appended to the existing M-learning model. Culture may improve the learning outcomes of students. We would like to research on how to design an effective model by integrating culture to maximize the benefits of mobile learning.
Customized moodle-based learning management system for socially disadvantaged...journalBEEI
This study aims to develop Moodle-based LMS with customized learning content and modified user interface to facilitate pedagogical processes during covid-19 pandemic and investigate how teachers of socially disadvantaged schools perceived usability and technology acceptance. Co-design process was conducted with two activities: 1) need assessment phase using an online survey and interview session with the teachers and 2) the development phase of the LMS. The system was evaluated by 30 teachers from socially disadvantaged schools for relevance to their distance learning activities. We employed computer software usability questionnaire (CSUQ) to measure perceived usability and the technology acceptance model (TAM) with insertion of 3 original variables (i.e., perceived usefulness, perceived ease of use, and intention to use) and 5 external variables (i.e., attitude toward the system, perceived interaction, self-efficacy, user interface design, and course design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated that teachers agreed that the information quality, interaction quality, and user interface quality were clear and easy to understand. TAM results concluded that the LMS design was judged to be usable, interactive, and well-developed. Teachers reported an effective user interface that allows effective teaching operations and lead to the system adoption in immediate time.
Digitalization in Higher Education Knowledge ManagementDjadja Sardjana
Strong impact of the birth of globalization will result in a change in management strategy of education and training.
For that requires knowledge of education and learning methods are new
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
INSTRUCTOR PERSPECTIVES OF MOBILE LEARNING PLATFORM: AN EMPIRICAL STUDYijcsit
Mobile learning (m-Learning) is the cutting-edge learning platform to really gain traction, driven mostly bythe huge uptake in smartphones and their ever-increasing uses within the educational society. Education has long benefitted from the proliferation of technology; however, m-Learning adoption has not proceededat the pace one might expect. There is a disconnect between the rate of adoption of the underlying platform (smartphones) and the use of that technology within learning. The reasons behind this have been the subject of several research studies. However, previous studies have mostly focused on investigating the critical success factors (CSFs) from the student perspectives. In this research, we have carried out anextensive study of the six factors that impact the success of m-Learning from instructors’ perspectives. The
results of the research showed that three factors – technical competence of instructors, Instructors’
autonomy, and blended learning – are the most important elements that contribute to m-Learning adoption
from instructors’ perspectives.
Using a VLE to Enhance Assessment for Learning Mathematics in School ScectorIJMIT JOURNAL
This paper investigates the use of VLE in enhancing or supporting assessment for learning mathematics by the KS4 students with special education needs in the London borough secondary school. The main challenge in teaching and learning of mathematics is to provide the special education needs students with extensive support structure that is associated with their subject area. As part of continuous teaching and learning, many schools in the UK have embraced Assessment for learning as an effective and efficient way of providing students, their teachers and their home schools with feedback and feed forward. A virtual learning environment (VLE), which is an electronic system, provides online interaction of various kinds that can take place between learners and tutors, including online learning and assessment [1]. A VLE as a platform for teaching and learning supports assessment for learning (AfL), encourages personalised and collaborative learning, enabling students to carry out peer and self assessment of mathematics course within a unified supportive environment online. Evidence from literature suggests that VLE supports out of school hours of learning, and that the special education needs learners who do not respond well to the formal structure of learning within the school system take an active part in learning in informal settings. The finding presents key issues related to mathematics teaching and assessment for learning using a VLE, based on the perspectives of the special education needs (SENs) students in the school sector. The students who received in-class feedback and feed-forward during mathematics lesson, and through the VLE (Fronter) platform, moved their learning forward and much quicker when compared with students who only received feedback in class. Correspondingly, the instant feedback provided by a VLE after the Observation stage was greatly valued by the SENs students who used this period to take greater responsibility for personal learning. In general, the finding suggests that a VLE effectively enhances assessment for Learning by offering instant feedback and feed-forward to the SENs students who, now began to take responsibility for their own learning, and have also been motivated to correct their work. Furthermore, evidence of teacher – student interactivity which facilitates greater understanding of mathematical concepts is highlighted by the study.
Presentacion sobre cómo elaborar procesos de QA en proyectos de desarrollo de software desde una etapa temprana hasta la validación final del software.
Se realizará caso práctico con Selenium.
The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.
COMPARING THE CHALLENGES OF IMPLEMENTING WEB-BASED AND TRADITIONAL TEACHING S...adeij1
Web-based teaching systems have several advantages and have the potential to benefit education greatly. It
is significant to carefully consider learners' and instructors' specific needs and circumstances when
deciding whether to use these systems. Using web-based and traditional teaching methods may be
appropriate to provide a well-rounded educational experience. It may be appropriate to use a combination
of web-based and traditional teaching methods to provide a well-rounded educational experience. Webbased teaching systems have the potential to greatly benefit education in developing countries by
increasing access to quality education and reducing the cost of delivering education. However, there are
also several challenges to implementing these systems in developing countries, such as limited
infrastructure and resources, limited access to technology, and low digital literacy. The purpose of this
review article is to analyse and contrast the efficacy of web-based teaching systems with traditional
teaching systems, assess their respective advantages and disadvantages, identify the factors that influence
their effectiveness, and conclude that web-based teaching systems offer certain benefits over traditional
teaching systems, including greater flexibility, convenience, and the capacity to deliver multimedia content.
However, traditional teaching systems also have advantages, such as the ability to provide face-to-face
interaction and immediate feedback. This review paper examines the factors that impact the efficacy of
both systems, such as the system's design, the quality of the educational materials, and the proficiency of
the instructor. Both systems have their strengths and weaknesses, and the best approach depends on the
specific needs and circumstances of the learner and the instructor
Comparing the Challenges of Implementing Web-Based and Traditional Teaching S...adeij1
Web-based teaching systems have several advantages and have the potential to benefit education greatly. It is significant to carefully consider learners' and instructors' specific needs and circumstances when deciding whether to use these systems. Using web-based and traditional teaching methods may be appropriate to provide a well-rounded educational experience. It may be appropriate to use a combination of web-based and traditional teaching methods to provide a well-rounded educational experience. Webbased teaching systems have the potential to greatly benefit education in developing countries by increasing access to quality education and reducing the cost of delivering education. However, there are also several challenges to implementing these systems in developing countries, such as limited infrastructure and resources, limited access to technology, and low digital literacy. The purpose of this review article is to analyse and contrast the efficacy of web-based teaching systems with traditional teaching systems, assess their respective advantages and disadvantages, identify the factors that influence their effectiveness, and conclude that web-based teaching systems offer certain benefits over traditional teaching systems, including greater flexibility, convenience, and the capacity to deliver multimedia content. However, traditional teaching systems also have advantages, such as the ability to provide face-to-face interaction and immediate feedback. This review paper examines the factors that impact the efficacy of both systems, such as the system's design, the quality of the educational materials, and the proficiency of the instructor. Both systems have their strengths and weaknesses, and the best approach depends on the specific needs and circumstances of the learner and the instructor.
A Study on Mobile Learning and its Impact on Academic Achievement among Highe...ijtsrd
The present study aimed to examine the effect of Mobile Learning, which is a kind of E learning that uses mobile devices, on the development of the academic achievement of higher secondary commerce students at Coimbatore, Tamilnadu. The study used the quasi-experimental approach. Participants consisted of (712) students who were registered in a group called Commerce offered by the Tamilnadu stateboard. The questionnaires were givent to students in the experimental group. Data collection tools included an academic achievement test and feedback rating scale. Results showed that mobile learning had quite significant effect on both students' academic achievement and conversational skills. In light of these findings faculty members were recommended to adapt the use of Mobile Learning in their classes. Ms. A. Masilamani | Mr. S. Mahendren"A Study on Mobile Learning and its Impact on Academic Achievement among Higher Secondary Commerce Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14196.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14196/a-study-on-mobile-learning-and-its-impact-on-academic-achievement-among-higher-secondary-commerce-students/ms-a-masilamani
A Survey on E-Learning System with Data MiningIIRindia
E-learning process has been widely used in university campus and educational institutions are playing vital role to enhance the skill set of students. Modern E-learning done by many electronic devices, such as smartphones, Tabs, and so on, on existing E-learning tools is insufficient to achieve the purpose of online training of education. This paper presents a survey of online e-Learning authoring tools for creating and integrating reusable e-learning tool for generation and enhancing existing learning resources with them. The work concentrates on evaluation of the existing e-learning tools a, and authoring tools that have shown good performance in the past for online learners. This survey work takes more than 20 online tools that deal with the educational sector mechanism, for the purpose of observations, and the outcome were analyzed. The findings of this paper are the main reason for developing a new tool, and it shows that educators can enhance existing learning resources by adding assessment resources, if suitable authoring tools are provided. Finally, the different factors that assure the reusability of the created new e-learning tool has been analysed in this paper.E-learning environment is a guide for both students and tutorial management system. The useful on the e-learning system for apart from students and distance learning students. The purpose of using e-learning environment for online education system, developed in data mining for more number of clustering servers and resource chain has been good.
E-Learning is transfer of skills and knowledge by
the computer and network enabled. It includes out of & in
classroom educational experiences with the help of
technology. Early E-Learning systems are based on computer
based learning& training often which attempted to replicate
autocratic teaching styles where the role of the e-Learning
systems was to transfer knowledge, as opposed to this
systems developed later which were based on computer
supportive collaborative learning which encouraged the
shared development of knowledge.
Online Learning Conveniences From Students’ Perception: A Case Study in Unive...inventionjournals
ABSTARCT : Convenience is one aspect that should be considered in an online learning environment. Without convenience it is very impossible to implement successfully online learning particularly in higher learning institution. The purpose of this study was to explore the online learning conveniences from students’ perception. A cohort of 61 science physics students from School of Science and Technology (SST) and 41 pre-service science teachers from the School of Education and Social Development (SESD) of Universiti Malaysia Sabah, Malaysia comprised the sample. The course involved is Modern Physics which is compulsory. Both groups were supported via an online learning environment, which acted as the main medium for learning. Participants’ perception on conveniences was recorded through an open-ended questionnaire and focus group interview. The output of these qualitative data can be categorised into several themes, as in general they felt that learning through online is really convenient and ease; and they were also using online to search for information. Somehow there were also negative feedback where they felt not satisfied with the Internet coverage. In additional the SESD’s student stressed that their communication skills were enhanced.
In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the benefits of the students. In this research work, different data mining classification models are applied to analyse and predict students’ feedback based on their Moodle usage data. The models described in this paper surely assist the educators, decision maker, mentors to early engage with the issues as address by students. In this research, real data from a semester has been experimented and evaluated. To achieve the better classification models, discretization and weight adjustment techniques have also been applied as part of the pre – processing steps. Finally, we conclude that for efficient decision making with the student’s feedback the classifier model must be appropriate in terms of accuracy and other important evaluation measures. Our experiments also shows that by using weight adjustment techniques like information gain and support vector machines improves the performance of classification models.
In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the
benefits of the students.
EU Project TAU's Seminar 2 material - Part 4
Contemporary methods and forms of work with adult learner: Institutions & Teachers’ role in the digital world
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
Similar to 12 masnida-upm-u7-004-ready kpt6043 (20)
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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http://sandymillin.wordpress.com/iateflwebinar2024
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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1. 2nd International Malaysian Educational Technology Convention
Students’ Needs and Concerns: Experiences From
A Learning Management System
Mas Nida Md. Khambari, Priscilla Moses, Rohoullah Khodaband,
Wan Zah Wan Ali, Wong Su Luan, Ahmad Fauzi Mohd. Ayub
Faculty of Educational Studies
Universiti Putra Malaysia
Abstract
Online learning has been introduced and brought into implementation in many institutions of higher
learning nationwide. Realising the plethora blast of online learning in many institutions, the authors find it
significant to study about the Learning Management System (LMS) that has been implemented in
Universiti Putra Malaysia (UPM). Since the LMS is still in its infancy stage in UPM, it is imperative to
study the needs and concerns of the ends users in order to accelerate the diffusion of such new
innovation. The respondents of this study were four undergraduate students who had experiences using
the LMS. This case study which is qualitative in nature, employs a structured open-ended protocol
interview as a means to seek rich and valuable data, as well as to gauge accurate information and other
relevant matters that relate to the respondents’ experiences. Emerging themes from the interview suggest
that students are in need of having their own permanent profile in the LMS, file submission notifier,
attractive layouts and embedded widgets, and interactive multipurpose forum. It is believed that an LMS
that is tailored to the needs and concerns of the intended adopters who are mainly students, is much
easier to be diffused and adopted.
Introduction
Information and Communication Technology (ICT) has dominated the field of education ever since it was
introduced at all education level, from primary schools to higher education institutions. ICT has scaffolded
the process of conveying knowledge, enhancing the quality of education. Integrating and incorporating
ICT into the education system is not a simple task. It requires much efforts to realise the full potential of
innovative teaching-learning technologies.
An overview of the landscape of instructional technology field reveals innovations that focus on the
diffusion and adoption process in many researches (Nor Aziah Alias & Ahmad Marzuki Zainuddin, 2005).
Non utilisation of educational technology by academicians is not an uncommon scenario in many
institutions. Vice versa, there are also scenes where academicians diffused the two way teaching-learning
technology namely the online or web based learning, but students did not actively participate in the
technology related innovation. Recently, learning management system (LMS) has been one of the most
popular web based learning system being implemented in higher education institutions. Many public and
private universities all over Malaysia have their own LMS. In order to accelerate the rate of adoption and
ensure full utilisation of an innovation, the LMS, before being diffused, therefore, should take into account
the antecedents that may contribute towards the adoption of a technology pertinent innovation.
This paper attempts to gain some insights into how undergraduate students use an LMS at the Faculty of
Educational Studies (FPP), Universiti Putra Malaysia (UPM). FPP is one of the seven faculties in UPM
that have their own LMS apart from PutraLMS, an LMS developed by the Center for Academic
Development (CADe), UPM. Named FPPLMS, the first phase of LMS was firstly introduced in FPP in
early 2007 while the second phase in July 2007. Primarily, this paper attempts to gauge in depth
information about the needs of students as the LMS adopters, as well as their concerns from using the
LMS. These may provide valuable input for the LMS developer to improvise, enhance and make efficient
the current LMS as it may facilitate the acceleration of adoption rate among students.
The Learning Management System
For many years, ICT has been used and integrated in the teaching-learning process in higher education
institutions and it eventually expanded enormously with the development of the web. Over the years, the
rapid advances that the Internet has to offer had opened the gateway wide in support of online learning.
Consequently, a web based online learning was introduced and brought into implementation in many
institutions nationwide. There are a number of web based tools used to provide online services namely e-
mail, discussions, conferences or lectures, forums, informal private or public conversations and specially
2. 2nd International Malaysian Educational Technology Convention
constructed electronic workspaces using software (Leask & Younie, 2001). The LMS has been widely
adopted and used in many higher education institutions in Malaysia.
The LMS, also known as Virtual Learning Environment or Course Management System, is “a set of tools
and a framework that allows the relatively easy creation of online course content and the subsequent
teaching and management of that course including various interactions with students taking the course”
(Educause, 2003, p. 1). In essence, an LMS is a high level web based technology solution for planning,
conveying and managing a myriad of learning events within an organisation such as online, virtual
classroom and instructor-led courses that can assess a specific learning process (Nor Aziah Alias &
Ahmad Marzuki Zainuddin, 2005; Greenberg, 2002). A typical LMS provides an instructor or moderator to
prepare and deliver content, monitor participation by students, as well as assess student’s performance
online. The LMS provides interactive features to the students. As such, threaded discussions, video
conferencing, and forums for discussion per se are the main features of an LMS. The goal of an LMS is to
manage learners such as to keep track of students’ progress and performance. The LMS is not just
viewed as an instructional trend, but rather, it benefits the adopters as well. As a web based learning tool,
the LMS facilitates “any time, any place, any pace” access to learning content and management.
A recent study by Nor Aziah Alias and Ahmad Marzuki Zainuddin (2005) was carried out to determine the
concerns of lecturers in International Islamic University Malaysia (IIUM) regarding the use of LMS. The
study found that the benefits LMS has brought to teachers include time saving, organisation of lecture
materials, provision of good and effective ways to evaluate students, enhancement of interaction between
lecturers and students and provision of extra resources for lecturers. Students gain benefits as well
through provision of easy access to the subject material, enhancement of students’ abilities to use
technology, increment in interaction between students and lecturers and provision of more educational
resources. Most importantly, the MitechPlus LMS at the IIUM that consists of portfolio management,
learning resources and learning portal system has the potential to foster collaborative work and
community building among members of the institution.
According to Harrington, Gordon and Schibik (2004), the benefits to be realised from adopting an LMS
are many. First, the organisation could meet the immediate demands for new online courses. Second, the
organisational mission could be furthered by providing a level of quality in its course development that
would position the organisation as a leader in its field. Third, the organisation as a whole could become
part of the learning process, which could have positive implications on organisational culture. Finally, the
change process for adopting new technologies could be eased by having recommendations to guide
adoption. (Harrington, Gordon & Schibik, 2004).
Theoretical Framework
Some new technologies may be diffused easily while some take longer time to be accepted by members
of a community. Guiding model is crucial to facilitate an efficient innovation diffusion. In Rogers’ theory,
five vital attributes were proposed to serve as a guiding model in the process of innovation diffusion
(Rogers, 1995). It is the Perceived Attributes of Innovation (Rogers, 1995) that comprises of relative
advantage, compatibility, complexity, trialability, and observability. These attributes serve to act as
indicators of future rates of adoption. However, it was accentuated by Rogers that it is not compulsory for
an innovation to posses all the five attributes.
Relative advantage represents the extend to which the innovation is perceived as being better that the
previous idea that it replaces (Rogers, 1995). Relative advantage is often emphasised by a crisis, which
actually initiates a person to adopt an innovation. Compatibility refers to the congruence of the innovation
with past experience or previous innovations, values and needs of adopters. An innovation which is
compatible to the perceived needs and values of intended adopters is more likely to be adopted.
Complexity, as described by Rogers, an innovation falls in the complexity-simplicity continuum.
Therefore, an innovation that is not complex and has a perceived ease of use by the intended adopters
has a higher rate of adoption. Innovations that are trialable have a better chance of adoption, and are
usually undergone or tried by early adopters. The last attribute, observability, pertains to the intended
adopter’s ability to realise and recognise the innovations used by others.
In this study, the authors would like to emphasise on the first Perceived Attribute of Innovation which is
the relative advantage. As such, relative advantage includes the degree of economic profitability, low
initial cost, lower perceived risk, decrease in discomfort, savings in time and effort, immediacy of the
reward and etc. Students’ needs and concerns from their experiences of using LMS were explored in this
study so as to sought valuable information to fulfil the relative advantage if an innovation. According to
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Rogers, the receivers’ perceptions of an inovation affect its rate of adoption. It is believed that an
innovation that brings benefit towards its adopters are more likely to be adopted. Therefore, the authors
find it is significant to explore the potential adopters’ needs and concerns, as their views can be taken into
consideration to make the LMS better diffused.
Methodology
Since the LMS at the Faculty of Educational Studies, UPM is still at the early stage, only limited
evaluation was conducted on the new innovation. Therefore, the authors found it significant to conduct a
preliminary needs analylsis study to collect information about the LMS since it was introduced, and its
adopters’ views and perspectives.
The first author of this paper conducted a focus group interview with undergraduate students from the
Faculty of Educational Studies, UPM who have experiences using the LMS. The respondents of this study
are four second year undergraduate students from the Bachelor of Education in Agriculture Science
programme of study. There are two males and two females.
Face-to-face interviews were conducted so that the authors can also take note of non-verbal information
that may give added meaning. In order to seek rich and valuable findings, the interview was conducted in
an open-ended protocol. Spontaneously generated probes were also attempted in order to investigate
what is in the subject’s mind (Patton, 1990). Following Merriam’s (1988) suggestion, there are three
classifications of interviews: structures interview, semi-structured interview and unstructured interview.
The authors employed structured interview as a means to gauge accurate information such as subject’s
experience and other relevant matters that are related to the respondents.
The interview was conducted in Bahasa Melayu and was recorded using the Sony SOK-NWD-B103F(B)
mp3 player and recorder. This allowed the researcher to keep a verbatim record of the interview that
could be accessed at any time as to facilitate the interview transcribe process. The questions that were
asked are as follows:
1. How do you perceive Learning Management System?
2. What do you know about the LMS?
3. Do you like it? Why?
4. How do you benefit from using the LMS?
5. Is the LMS helpful for your learning?
6. Are you a frequent user of LMS? If yes, what are the features that you like in the LMS?
7. Do you the LMS complex to use?
8. In your point of view, what strategies can be taken to widen the use of the LMS among students?
9. What elements would you like the LMS to have?
10. What do you expect from the LMS in the future?
The interviews lasted for forty minutes and were transcribed in Bahasa Melayu and later translated into
English. The transcripts were read and reread as a means to familiarise with the data (Ary et. al., 2006).
After familiarisation, the next step is coding and recoding of data. Words, phrases, sentences and
behavior patterns or events that seem to appear repeatedly were sorted out into major and minor
categories. The researcher inductively analysed the emerging themes and drew conclusions. The themes
were then developed into a coding system related to the research question. The researcher sought the
relationships amongst the codes and then categorised it into themes and sub-themes before the ultimate
reporting. The consequences of the qualitative data are reported discretely in the findings.
Findings and Discussions
Findings of the interviews conducted by the first author of this study will be discussed subsequently in this
section. Respondents of the focus group interview are undergraduates who have experiences in using
the FPPLMS for a periode of one semester. There were male and female students, and their age varied
from 22 to 25 years old. The four respondents are coded R1, R2, R3 and R4.
From the interview, it was found that students used the LMS to download notes prepared by the lecturer
as well as to check their assignments and examination results online (Diagram 1). As such, one student
commented, “We can get all information just by the click of a button”. Notes can be uploaded and
downloaded via FPPLMS..[i can also] check new results released as well as fresh lecture notes.” (Student
Focus Group Interview, R3).
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Diagram 1: Example of Assignment and Examination Marks Board
This shows that the main feature of the FPPLMS which is the notes is frequently used by the adopters.
Students even feel enthusiastic that the faculty is keeping up with the advances of technology as one of
them commented, “I feel like the faculty is moving towards the technology reform. It is great! Since
FPPLMS is an Internet based learning, it can be accessed anywhere at any time even when I was at
home, I can always update myself with the latest information posted on FPPLMS.” (Student Focus Group
Interview, R2).
Respondents noted that the FPPLMS is an online portal where they can interact freely with lecturers,
friends and any other registered users. Among their views are “... I can also make new friends on
FPPLMS. Once logged in, I can check registered users on FPPLMS. We can send messages to other
users whether they are online or offline. I made new friends there [FPPLMS].” (Student Focus Group
Interview, R4) and “I can interact with the lecturer, exchange opinions and ideas with seniors. I can get
valuable tips that are very helpful for my learning.” (Student Focus Group Interview, R2).
Furthermore, students reported that shy students have an advantage as they can express their feelings in
the FPPLMS without their identity being compromised. They can appear anonymous, thus, it is easier for
shy students to share their problems and ideas on FPPLMS. The respondent commented, “I don’t have
to see [the lecturer]. Students always shy away from the lecturers. But on FPPLMS, we can use bogus
names so that people won’t know us. It is easier to share our problems with the lecturer.” (Student Focus
Group Interview, R4).
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Diagram 2: Active Registering Users at the LMS
Diagram 3: Example of Instant Messaging at the LMS
In the other hand, apart from using the LMS for the aforementioned purposes, there are many needs and
concerns voiced by the respondents based on their experiences of using such LMS. Emerging themes
from the interview suggest that students are in need of having their own permanent profile in the LMS, file
submission notifier, attractive layouts and embedded widgets, and interactive multipurpose forum (Table
1).
Table 1: Emerging themes of students’ needs and concerns from the LMS
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Themes Current LMS/Problems Needs/Concerns
• Account for each student is only • Need of having permanent profile that
created for each course enrollment. can be used continually for every
• Account eligible for one semester. semester.
New account will be created for new • Needs more flexibility to personalise
semester. and customise their own account or
• Each enrolled student has their webpage.
Profile
personal account where they can • Would like to be able to leave
upload a photo and update limited testimonials and photo comments on
personal information (name, location, each others’ profile.
course etc.)
• Students cannot access the LMS
during semester breaks because they
had completed the course.
• Students are required to submit their • Not confirmed if assignments has been
File submission
assignments by uploading the files succesfully uploaded onto the LMS.
onto the LMS. • Would like to have notification mail
notifier
• Notification response not displayed. sent to e-mail upon successful
• Worried if assignments not submission of assignments.
successfully uploaded.
• No embedded widgets. • Need of having colourful background,
Attractive layouts
and embedded
graphics and allows widgets
embedding such as music player,
widgets
music videos, flash, games and etc.
embedded onto the LMS.
• LMS needs to include more useful
links to educational related websites
and online journals.
• •
Interactive multipurpose
Few topics and participation in forum. Need of having interesting topic to be
discussed in forum that can trigger
students’ participation (e.g.: current
issues, examination tips, motivational
forum
encouragement)
• Needs online counsellor where they
can always consult and seek advise.
• Would like to have forums where they
can advertise products and services as
well as getting them from the forum.
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Diagram 4: Example of Course Forum at the LMS
Diagram 5: Example of Course Report Log at the LMS
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Diagram 6: Example of Course Synopsis at the LMS
It is believed that an LMS that is tailored to the needs and concerns of the intended adopters who are
mainly students, is much easier to be diffused and adopted. This is supported by Rogers (1995) that
indicated an innovation that has a relative advantage towards the potential adopters is much easier to be
adopted. Consequently, the higher the relative advantage of an innovation, the rate of adoption will
increase.
Conclusion
Four major themes emerged from the interviews in relation to the needs and concerns of students from
the LMS namely the need of having their own permanent profile in the LMS, file submission notifier,
attractive layouts and embedded widgets, and interactive multipurpose forum.
This results confirmed studies done by Boyd (2003 & 2007) who found that teenagers like social
networking websites such as Friendster and MySpace because they are based on profiles. It is a form of
individual homepage which offers a description of each member such as demographic details, interests,
hobbies, people they would like to meet, share photographs and videos (Boyd, 2007). On social
networking sites, users are free to change their profile backgrounds, add video and images, change the
colour of the text and leave comments. This feature allows user to personalise their own homepage.
Therefore, an LMS that could provide permanent profile accounts would attract more students to use it.
Students perceived the FPPLMS as a user friendly portal if they could use it as a social networking site.
Consequently, it ensures participation in the LMS from a wider range of students.
On the other hand, the interviews also revealed that there were many exciting and positive impacts of
using the LMS in the learning environments. As such, students have frequently used the LMS to
download notes, check current marks, and connect with lecturers and friends via instant messaging at the
LMS.
It should be noted that this is a preliminary study and the LMS in the Faculty of Educational Studies, UPM
is still in its infancy. However, suitable intervention programme may be carried out as a means to ensure
the spread and sustainability of this LMS in the future. This exploratory research has paved the way for a
more in depth study about LMS as a new innovation in higher education institutions. Many exciting areas
on the LMS can be explored quantitatively or qualitatively to contribute to the body of knowledge on LMS.
References
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