scholarly journals Utilising the learning management system to enhance feedback for students

2010 ◽  
Vol 31 (1) ◽  
pp. 25
Author(s):  
Helen Cain ◽  
Cheryl Power
Keyword(s):  
Student Involvement ◽  
Management System ◽  
Learning Management System ◽  
Summative Assessment ◽  
Learning Management Systems ◽  
Management Systems ◽  
Teaching Staff ◽  
Feedback Process ◽  
Timely Feedback ◽  
Learning Management

Internet-based learning management systems (LMS) allow academics to automate the provision of timely feedback to students. However, to fully exploit this LMS capability and to further encourage student involvement, teaching staff can add an element of summative assessment to the feedback process.

scholarly journals Recommendation System Based On Association Rules For Distributed E-Learning Management Systems

2015 ◽  
Vol 67 (1) ◽  
pp. 99-104 ◽  
Author(s):  
Gabroveanu Mihai
Keyword(s):  
Association Rules ◽  
Management System ◽  
Recommendation System ◽  
Learning Management System ◽  
Distributed Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
User Data ◽  
E Learning ◽  
Learning Management

Abstract Traditional Learning Management Systems are installed on a single server where learning materials and user data are kept. To increase its performance, the Learning Management System can be installed on multiple servers; learning materials and user data could be distributed across these servers obtaining a Distributed Learning Management System. In this paper is proposed the prototype of a recommendation system based on association rules for Distributed Learning Management System. Information from LMS databases is analyzed using distributed data mining algorithms in order to extract the association rules. Then the extracted rules are used as inference rules to provide personalized recommendations. The quality of provided recommendations is improved because the rules used to make the inferences are more accurate, since these rules aggregate knowledge from all e-Learning systems included in Distributed Learning Management System.

Digital Learning Management Systems Case Study

2020 ◽  
pp. 143-168
Author(s):  
Abdeleh Bassam Al Amoush ◽  
Kamaljeet Sandhu
Keyword(s):  
Management System ◽  
Qualitative Methodology ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Digital Learning ◽  
Structured Interviews ◽  
Study Methodology ◽  
Learning Management

Digital learning management systems (DLMSs) are an important and necessary educational tool for learning activities. Universities are using the Digital LMS tools that are unique to their environment. Different universities have different DLMS tools that are software driven and allow the users (management, instructors, and students) to use them for regular tasks. This research discusses the qualitative data collected using a case study methodology. In this research, a case study design was selected for the qualitative methodology and semi-structured interviews were employed as the data collection method. This case study is based on a deanship of a university implementing a digital learning management system in the country of Jordan. The research provides an analysis of the interviews to gain insights into instructors' perspectives regarding the factors influencing the implementation of the digital learning management system in a higher education sector.

scholarly journals Beyond Learning Management Systems: Designing for Interprofessional Knowledge Building in the Health Sciences

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Leila Lax ◽  
Marlene Scardamalia ◽  
Judy Watt-Watson ◽  
Judith Hunter ◽  
Carl Bereiter
Keyword(s):  
Management System ◽  
Knowledge Building ◽  
Learning Management System ◽  
Collaborative Work ◽  
Learning Management Systems ◽  
Health Sciences ◽  
Health Science ◽  
Management Systems ◽  
Knowledge Forum ◽  
Learning Management

This paper examines theoretical, pedagogical, and technological differences between two technologies that have been used in undergraduate interprofessional health sciences at the University of Toronto. One, a learning management system, WebCT 2.0, supports online coursework. The other, a Knowledge Building environment, Knowledge Forum 2.0, supports the collaborative work of knowledge-creating communities. Seventy students from six health science programs (Dentistry, Medicine, Nursing, Occupational Therapy, Pharmacy and Physical Therapy) participated online in a 5-day initiative to advance understanding of core principles and professional roles in pain assessment and management. Knowledge Forum functioned well as a learning management system but to preserve comparability between the two technologies its full resources were not brought into play. In this paper we examine three distinctive affordances of Knowledge Forum that have implications for health sciences education: (1) supports for Knowledge Building discourse as distinct from standard threaded discourse; (2) integration of sociocognitive functions as distinct from an assortment of separate tools; and (3) resources for multidimensional social and cognitive assessment that go beyond common participation indicators and instructor-designed quizzes and analyses. We argue that these design characteristics have the potential to open educational pathways that traditional learning management systems leave closed.

A Novel Communication Model Based on SOAP and SCORM in E-Learning

2013 ◽  
Vol 655-657 ◽  
pp. 1791-1794
Author(s):  
Xiao Fen Zhang ◽  
Yi Hou ◽  
Jia Lin Ma
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Communication Model ◽  
Learning Resources ◽  
Model Based ◽  
Wide Range ◽  
E Learning ◽  
Learning Management

In order to increase the utilization of learning resources and produce interchangeable components, a novel communication model is proposed. The model utilizes SCORM to standardize the learning contents and learning management systems and specify the behaviors of the learning contents independent of the learning management system used. At the same time, the model utilizes SOAP to increase interoperability within the wide range of programs and environments. By doing this, different learning groupwares and learning management systems can be integrated.

scholarly journals Model of Semantic interoperability between Learning Management Systems

2015 ◽  
Vol 79 (1) ◽  
pp. 53
Author(s):  
Alex Julián Dorado ◽  
Carolina González Serrano ◽  
Jovani Alberto Jiménez Builes
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Semantic Interoperability ◽  
Management Systems ◽  
E Learning ◽  
Learning Management

 Actualmente existen gran variedad de Sistemas de Gestión de Aprendizaje - Learning Management System (LMS) al servicio de todos los niveles educativos y las áreas académicas. Esta diversidad origina un problema de semántica en el conocimiento haciéndolo disperso e inexacto debido a que cada LMS maneja sus propios formatos, arquitecturas y especificaciones. Esto dificulta la interoperabilidad de la información entre diferentes plataformas afectando principalmente a los estudiantes. En el artículo se describe la propuesta de un modelo de interoperabilidad semántica para resolver las necesidades de intercambio de información caracterizadas de los LMS, a partir de las propuestas existentes de solución en el campo de las especificaciones de e-learning, los servicios Web y las ontologías en general.

Jordan Learning Analytics Management Systems Innovation (Jordanian Universities)

2020 ◽  
Vol 11 (1) ◽  
pp. 44-59 ◽  
Author(s):  
Abdeleh Bassam Al Amoush ◽  
Kamaljeet Sandhu
Keyword(s):  
Higher Education ◽  
Daily Activity ◽  
Management System ◽  
Learning Analytics ◽  
Learning Management System ◽  
Learning Management Systems ◽  
System Model ◽  
Management Systems ◽  
Main Factors ◽  
Learning Management

Learning management systems (LMS's) are a necessary tool and well suited as earning tools and activities in higher education. However, each institute has a different LMS tool that allows to users (management, instructors and students) to use it for a daily activity. This article investigates the main factors for the acceptance of LMS at Jordanian universities. Is also presents a new LMS model for Jordanian context called Learning Management System Model (JLMS). This approach is used to identify important factors that could or do affect the acceptance of using an LMS at Jordanian universities.

A New Model for Acceptance of Analytics in Learning Management Systems at Jordanian Universities (JLMS)

2019 ◽  
pp. 138-161
Author(s):  
Abdeleh Bassam Al Amoush ◽  
Kamaljeet Sandhu
Keyword(s):  
Management System ◽  
Learning Analytics ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
New Model ◽  
Higher Education System ◽  
Factors Influencing ◽  
Learning Management ◽  
Learning Issues

Learning management system (LMS) is usually used in higher education system. It has become compulsory to help the end users (instructors, students, and administrators) in their daily use, and learning analytics presents an auspicious approach. This chapter aims to investigate the acceptance of analytics and use of an LMS at Jordanian universities. It also focuses on the factors influencing acceptance of analytics in LMS at Jordanian universities. Therefore, the chapter presents a new model for acceptance of analytics in learning management systems at Jordanian universities called Jordanian Learning Management System (JLMS). This chapter is based on the most recent and related literature explaining various scenarios where LMSs address learning issues in the digital environment in a way that was not possible in the previous confines of print logic.

Learning Management Systems

2020 ◽  
pp. 158-175 ◽  
Author(s):  
Omer Abdelrahim Fadil ◽  
Mohamed Khaldi
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Educational Process ◽  
Course Management System ◽  
Management Systems ◽  
Course Management ◽  
E Learning ◽  
Learning Management ◽  
Education Process

This chapter deals with several details related to e-learning represented in the concept of learning management systems, types of learning management systems in terms of learning management system and course management system, learning and content. The authors will clarify the importance of e-learning management systems in the educational process and features of e-learning management systems. In addition, the authors will explain the steps chosen for e-learning management systems with inference on some examples of e-learning management systems. At the end of the chapter, they will talk about learning management systems in Arab universities in the education process.

scholarly journals Secure Learning Management System Based on User Behavior

2020 ◽  
Vol 10 (21) ◽  
pp. 7730 ◽  
Author(s):  
Alin Zamfiroiu ◽  
Diana Constantinescu ◽  
Mădălina Zurini ◽  
Cristian Toma
Keyword(s):  
Online Learning ◽  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Educational Environment ◽  
Management Systems ◽  
Online Systems ◽  
Digital World ◽  
Secure Learning ◽  
Learning Management

The COVID-19 outbreak is an international problem and has affected people and students all over the world. When lockdowns were imposed internationally, learning management systems began to be used more than in the previous period. These systems have been used also for traditional forms of learning and not only for online learning. This pandemic has highlighted the need for online learning systems in the educational environment, but it is very important for these systems to be secure and to verify the authenticity of the students when they access a course or evaluation questions. In this period, everything is moving towards the digital world, with students that are connected from a distance to online systems. All activities in the educational environment will soon be performed digitally on learning management systems, which includes also the evaluation process of the students. In this paper, we propose a secure learning management system that uses the student’s behavior to identify if they are an authentic student or not. This system can support the teacher’s activities in the learning process and verify the authenticity of the students logged on to the system. This paper is aimed at learning management system developers, who can use the proposed algorithms in their developed platforms, and also at teachers, who should understand the importance of the identification of students on these platforms.

scholarly journals Academic and student use of a learning management system: Implications for quality

2008 ◽  
Vol 24 (1) ◽  
Author(s):  
Debbi Weaver ◽  
Christine Spratt ◽  
Chenicheri Sid Nair
Keyword(s):  
Management System ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Management System ◽  
Teaching Staff ◽  
Tertiary Institutions ◽  
Learning And Teaching ◽  
Subsequent Investigation ◽  
Timely Feedback ◽  
Learning Management

<span>Many higher education institutions have implemented a learning management system (LMS) to manage online learning and teaching, with varying levels of support provided to staff and students, but often there is little subsequent investigation into the quality of the online sites or the use made of the support structures provided. This paper presents findings from an institutional survey investigating the use of </span><em>WebCT</em><span>by academic staff and students in their learning and teaching at a large Australian university. It was expected that student feedback would relate to technical and infrastructure issues, but instead, the survey elicited responses primarily on how </span><em>WebCT</em><span> was used in teaching and learning, indicating that quality control is a major issue for the University. Student opinions appear to reflect more the use of the technology made by teaching staff - students who have experienced a well-designed unit rich with resources, timely feedback and good interaction with staff reported a positive experience with the technology. Staff responses are more focused on the technical and administrative aspects of using </span><em>WebCT</em><span> rather than teaching issues. The findings in this paper have implications for quality teaching and learning with technology, and the way in which tertiary institutions support academic staff.</span>

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