Secondary schools collect and manage various types of LMS data to improve teaching and learning. Data regarding learning materials, assessments, student interactions and course/learner information is gathered from LMS platforms like Moodle and Blackboard. Schools store this data through centralized databases and learning management systems to track student progress, identify at-risk students, and guide curriculum improvements. However, effective use of LMS data raises privacy and ethical issues that schools must address regarding responsible data usage and student consent.

1. The LMS data needed for secondary schools
LMS Data of learning materials and resources
LMS data about assessment submission and feedback
LMS data about learning focused interactions between students
Types of Data Considered for LMS Technologies
LMS Data for Courses and Learners
How LMS Skills Are Characterize (challenging? Difficult to use?)
LMS Data Management Functions
Means or Plan of Hosting LMS Data Applications (Hosted/private cloud or Public
cloud)
Data Management Approaches (Distributed File, Specialized Relational,
Traditional Relational)
Paano ang Collection, Storage and Usage of LMS Data?
According to Tempelaar et al. (2015), learning related data and formative
assessment are data needed essentially by Learning Management System platform.
Learning related data such as power points, educational videos, assessments, discussion
prompts, etc. is needed to provide informative feedback to learners and teachers.
Formative assessment data have high predictive power in generating learning feedback.
Also, it will be used by teachers to improve their teaching.
On the authority of Santos et al. (2015), data that are needed in leaning
management system are gathered using the GET method. Collecting the data is a more
complex process in open learning environments. LMS initially fetch essential information

2. about the services related to the course and the user data that may result to the array of
user actions.
As explained by Agasisti et al. (2017), the importance of data usage must be
recognized for improving policy-making), management of secondary educational
institutions and pedagogical approaches in the classroom. LMS facilitate the delivery of
education programs and training courses and so data regarding two must be collected.
Also, LMS platform enable the user to organize classes and lessons (create them, change
them, assign them to students, and grade them). Data such as completion rate, progress,
and assessment are essential, thus, must be collected.
LMS platforms used in secondary schools – in the Philippines
Hanap ng studies that will determine the secondary schools in the Phils. that use LMS
like the following (pwede sa private secondary schools)
Zzish
Genyo
Quipper
Moodle
Google classroom
Blackboard
Schoology
According to Nzioki et al. (2015), the use of ICT have brought a new dawn in
curriculum delivery which is no longer optional but a necessity in schools at various

3. levels of learning. This revolution as the development of learning management systems
(LMS), course management systems (CMS), and virtual learning environments (VLE)
that facilitate teaching and learning outside the physical classroom. These terms are
used interchangeably in designating the same tools or software. The government has
shown an effort in the provision of ICT infrastructure as well as few schools going out to
purchase their own computers for use. Learners are clearly motivated to use Web 2.0
tools for learning and teachers have an important role to play in assisting learners
in using these technologies. Open source software has enabled the integration of
learning modules through the development of Learning Management Systems (LMS)
and Content Management Systems which have capacity for forums, instant
messaging, and online submission of work and the marking of such work.
As stated by De Smet et al. (2016), the analysis of Learning Management System
(LMS) usage involving all secondary schools in United States, confirms that more than
90% of these actively use Learning Management System (LMS). LMS runs on a server
that offers various tools like document publishing, assessment modules, wiki, etc. LMS
can be accessed using a web browser. Within the LMS, educational material is
processed, stored and disseminated; teaching and learning related administration and
communication is supported.
As explained by Memeti et al. (2018), learning management systems are
introduced, and it seems to become one of the most important platforms for increasing
the value of learning and teaching process in secondary education in Kosovo. Edmodo
LMS as a tool for enhancing the quality of learning and teaching. The Edmodo is a free
and secure educational learning platform, which provides a simple way for teachers to

4. create and manage an online classroom community. It allows teachers to connect and
work with their students anywhere and anytime.
How LMS data was used in secondary schools
According to Stone et al. (2014), the data regarding learning activities within LMS
are increasingly being used to improve learning for students as well as track trends across
courses. Much like the benefits seen within corporate settings, the availability of data
regarding learner activities provides opportunities for secondary educational institutions
to develop improvements to instructional and curriculum design activities as well as
design non-instructional interventions as part of the overall learning experience. Tracking
learner progress, self-monitoring, as well as the awarding of credit for units of (Stone &
Zheng, 2014)instruction smaller than a complete course are some of the capabilities
provided by better data capture within LMS. Time to completion, time on tasks, the
duration and frequency of use of learning resources can be used to continually improve
the learning experience and subsequent learning outcomes.
As explained by Ashraf et al. (2016), learning management system data support
personalized adaptability by improving system in lectures at secondary and university
level. The learning mode of this system was able to monitor and analyze learners learning
status and unit for contents to search and analyze contents status. After learning content,
this system indicated next suitable content, with data mining of learner’s status and
contents status by genetic algorithm. This function was able to support learner to sustain
e-learning with understanding of contents and highly-motivation to learning.

5. As stated by Towne (2018), Learning Management System was simply considered
a repository where information could be accessed in an organized fashion and utilized for
training purposes; however, with the previous data which the system holds, and the
growth of online education, together with advent of virtual schools such as the Florida
Virtual School and the North Carolina Virtual Public School, the LMS has been
restructured as a personal learning environment. Increasingly, many schools in US are
utilizing LMS as an interdisciplinary learning tool to integrate a cross-curricular approach
for student learning.
LMS ethical issues encountered in secondary schools
According to Olofsson et al. (2017), ethical issues concerning issues concerning
safety and plagiarism arises upon using Leaning Management System. The students are
not always being careful enough when clicking on web-links or downloading new
programs on their laptops. As there is a risk for virus attacks in such situations, it is
important that the project also includes activities that upgrade the students’ knowledge
about IT security. The teachers utilized online services to determine whether their
students used non-sanctioned ways when writing assignments in English. The
management thus appear to regard safety and plagiarism as important issues to address.
As stated by Cavus et al. (2014), methods of teaching and learning should include
E-learning components that are based on the computer environment. LMS is considered
as high solution package that allows for the delivery and administration of content and
resources to all students and employees. The software application and features makes
learning content easily accessible and managed. However, since there is no establish

6. ethical standards to be followed, the originality of work students submitted and alteration
of accounts used are not guaranteed.
As explained by Kammer (2015), learning management systems (LMS) come with
a variety of tools that allow instructors to view student activity and performance in their
systems. Students indicated a general feeling of complacency, or privacy apathy, about
their data. Students may feel like it is their duty and obligation to provide data within a
course. Collecting data during teaching and learning, often referred to as educational data
mining or learning analytics, that is used to inform educational practices such as
predicting, clustering, relationship mining, distillation for human judgment and discovery
with models. However, reviewing student data can also inform instructional practices,
such as providing new insights into student success by identifying at-risk students or
guiding course redesign.
LMS Investment of secondary schools (Cavus & Sharif Alhih, 2014)
Approximate Budget for LMS Initiatives in Peso or dollars
Type of Spending for LMS initiative (Incremental or Reallocation)
What is the Level of Investment of LMS in the PHils. (Major investment, Minor investment,
Little or no investment)
What is the current status of LMS in secondary schools in the Phils.?
As stated by Davies et al. (2014), it is commonly believed that learning is
enhanced through the use of technology and that students need to develop technology
skills in order to be productive members of society. For this reason, providing a high

7. quality education includes the expectation that teachers use educational technologies
effectively in their classroom and that they teach their students to use technology. Thus,
the secondary institutions launched an intensive training as a first step on investing to
LMS. A framework based on three areas of focus: (1) increasing access to educational
technologies, (2) increasing the use of technology for instructional purposes, and (3)
improving the effectiveness of technology use to facilitate learning. Findings lead to the
conclusion that future efforts should focus on providing students and teachers with
increased access to technology along with training in pedagogically sound best
practices, including more advanced approaches for technology-based assessment and
adaptive instruction.
According to Memeti et al. (2018), the current generation of ICT development,
known as a Learning Management System (LMS), is designed to organize and regulate
the administrative tasks of schools and other organizations. However, most of the
secondary teachers do not feel confident toward use of ICT and consider themselves
as having limited knowledge to make fully use or integrate ICTs into teaching and rely
on the ICT coordinator’s support. School infrastructure is also found a key factor for
effective teaching and learning in schools, in order to increase school attendance of
students and improve their achievements but also to increase staff motivation as well.
To enhance the teachers’ awareness towards LMS usage, secondary institutions
provided their staff with the technology and training courses. Also, school infrastructure
includes classroom, laboratories, etc. are provided to maximize learning experience.
As explained by Namisiko et al. (2014), the cost of acquiring, managing, and
maintaining ICT infrastructure has been identified as the major stumbling block in

8. deployment and adoption of E-Learning by secondary institutions. However, performance
expectancy is defined as the extent to which students believe that using E-Learning will
help them achieve the learning goals. Poorly equipped classrooms, lack of electricity,
especially in rural areas, and teachers who are insufficiently trained in their own subjects,
and have little or no computer experience are a hindrance to effective deployment and
adoption of E-Learning particularly LMS. Therefore, secondary institutions proposed a
framework for its proper implementation and provide solutions for poorly equipped
classrooms. The presumption is that the more learners’ perceive usefulness in delivering
media, such as course websites and file transmitting software, the more positive their
attitudes are toward e-Learning, consequently improving their learning experiences and
satisfaction, and increasing their chances for using e-Learning.
How secondary schools manage their LMS data sources
Through Website hosted by my institution?
Through Website hosted externally?
Through Social media apps?
Through Mobile Apps?
Through Online teaching activities?
What are the sources of LMS data relating to student?
Types of LMS related activities

9. According to Olofsson et al. (2018), managing data is needed to establish
Learning Management System effectively. Therefore, most secondary school in
Sweden manage the data in one place so it will be accessible. Students indicate that
ICT is used for ongoing digital documentation and regard both Google Drive and the
laptop hard drive as easily accessible containers for storage and for searching for material
in order to solve a school assignments and structured notes.
As stated by Takeuchi et al. (2018), using e-books, teachers cannot know student's
learning record. With regards to this, the institutions have constructed a lesson
environment using electronic textbooks and learning management system (LMS), and are
creating student's subjective learning environments. Databases are used to have a
centralized share point where all data will be stored. Therefore, students can also
download related class slides and Excel data files and can also be used for subjective
learning. Many of these contents can be used not only on PCs but also on mobile phones
and tablets. By incorporating data into the LMS as teaching material contents, operating
the browsing history and bulletin board among users will be feasible. By using LMS,
facilitator can see the contents of the browsing history of students. On the other hand,
participants can also confirm their own learning records and look back on their own
learning anytime, anywhere.
As explained by Sorto et al. (2018), the three most frequent positive qualities of
Schoology Learning Management System mentioned by students of Midwest Public High
School were accessibility, ease of use, and the opportunity to access important class
materials, such as notes, worksheets and links to helpful resources, at any time. This
made by possible by having a place to cater all the data for managing and retrieving

10. needed information by teachers and students. In addition, more than 10% of students
also praised Schoology for aiding in organization, reducing the use of paper or textbooks,
and keeping all important course materials in one place.
LMS Data privacy issues encountered in secondary schools
Frequency of LMS usage ng teachers, principal and IT personnel
What are the Needs and Expectation in LMS in secondary schools?
What is the school’s Level of Priority on implementing LMS?
Studies that discussed the LMS initiative of secondary schools
Ano yung mga school functions that need LMS?
As stated by Raths (2018), the issue rise regarding the responsible use of student data.
With education technologies increasingly using analytics to measure and assess student
learning, there is a lot of data flying around the campus. The institution recognized that
students' learning data is everywhere — it is in vendors' platforms, and institutions don't
necessarily own it. Vendors were starting to upsell their own products and services to
students because they know who the students are and how to get in touch with them.
According to De Angelis (2014), learning management system contains highly
confidential information such as student data and employee data that are not for public
consumption. Scenarios such as other people steal the ID numbers can sneak to system
to modify user’s information and get personal data. To fight data security threats,
verification and personal integrity are essential to consider.

11. According to Bran (2018), security is not a feature, it is basically a process and
there are some features that a Learning Management System should have in order to be
secure. As LMS involves quick and frequent exchange of data, other people inside or
outside school premises can try to access the personal data of student or teacher. The
internet works as a channel through which user can access data from all over the
world, and vice versa. However, the problem is that this traffic coming to or from computer
can be modified or controlled by modern pirates.
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