تقويم نظام إدارة التعلم (جسور) من وجهة نظر عضوات هيئة التدريس والطالبات في ضوء الإمكانات التقنية المتاحة = Evaluation of the Learning Management System (Jusur) from the Perspective of Faculty Members and Students with Respect to the Available Technical Potential

2015 ◽  
Vol 4 (11) ◽  
pp. 89-116
Author(s):  
حياة رشيد حمزة العمري ◽  
آمنة محمد المختار الشنقيطي
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Faculty Members ◽  
Technical Potential ◽  
Learning Management

scholarly journals Utilizing the Blackboard Learning Management System at the University of Ha’il from the Perspective of Faculty Members using Internet Of Things (IOT)

2021 ◽  
Vol 14 ◽  
pp. 214-222
Author(s):  
Abdulaziz Ali ◽  
Khaled Abu Sheirah
Keyword(s):  
Internet Of Things ◽  
Management System ◽  
Learning Management System ◽  
Faculty Members ◽  
Teaching Language ◽  
Training Courses ◽  
Learning Management ◽  
Preparatory Year ◽  
The University ◽  
The Impact

The study aims to investigate the perceptions of faculty members in the preparatory year at the University of Ha’il concerning the use of the Blackboard learning management system, and to identify the impact of the study variables (gender, discipline, teaching language, and number of training courses) on the responses of the study sample members. A descriptive methodology has been used, as the study was applied to a sample of (123) faculty members, and to collect information, a questionnaire of (32) items was developed. The results of the study showed that the level of using the Blackboard at the University of Ha’il by faculty members was high. It indicated that there were no statistically significant differences due to gender. Moreover, the results revealed that there were no statistically significant differences (p=0.218) in the use of Blackboard based on the number of training courses, and that there were no statistically significant differences (p=0.390) in the use of Blackboard based on academic ranking.

Preparing Faculty for a Learning Management System Transition

2010 ◽  
pp. 105-119 ◽  
Author(s):  
Danilo M. Baylen ◽  
Mary Hancock ◽  
Carol M. Mullen ◽  
Mary Angela Coleman
Keyword(s):  
Survey Data ◽  
Management System ◽  
Learning Management System ◽  
Faculty Members ◽  
System Transition ◽  
Need For Support ◽  
Learning Management ◽  
Prior Experiences ◽  
The Impact ◽  
New System

This chapter focuses on the impact of a change in the use of a learning management system (LMS) at one university. Survey data captured faculty members’ viewpoints on the transition from one LMS to another, specifically, their dispositions toward technology and change, preparation and prior experiences, need for support, and access to available resources. The inquiry focuses on potential activities and infrastructures that can be established to support the faculty, as LMS users, when a new system is introduced. Also, it explores the types of knowledge, skills, and dispositions that faculty may have or need to effectively and efficiently use the new system to support their work. Finally, strategies are recommended to enhance faculty members’ dispositions, preparation, support and access to resources.

Identifying and Addressing Cultural Barriers to Faculty Adoption and Use of a Learning Management System in a Ghanaian University

2012 ◽  
Vol 7 (4) ◽  
pp. 13-28
Author(s):  
Stephen Asunka
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Preliminary Investigation ◽  
Cultural Factors ◽  
Faculty Members ◽  
Cultural Dimensions ◽  
Cultural Barriers ◽  
Participatory Action ◽  
Collaborative Tools ◽  
Learning Management

This study adopted a participatory action research (PAR) approach to identify and address the various cultural factors that contribute in hindering faculty adoption and use of a Learning Management System (LMS) for online collaborative learning (OCL) at a private university in Ghana. This followed a realization that an LMS that the university deployed for OCL purposes, and had been available for over five years, remained largely unused by faculty members despite that they have been trained, motivated and appropriately resourced to do so. With a preliminary investigation revealing the possible role of cultural factors, this study drew on some aspects of Hofstede’s cultural dimensions theory to develop and conceptualize a research framework, and subsequently engaged 10 faculty members in a semester-long action study. Findings show that by collectively identifying the cultural underpinnings, and conscientiously working on them, faculty members can ultimately change their attitudes (as well as those of their other colleagues) significantly, and be better predisposed to using online collaborative tools and resources for OCL.

scholarly journals An investigation of faculty's perceptions and experiences when transitioning to a new learning management system

2010 ◽  
pp. 433-447
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Faculty Members ◽  
Instructional Designers ◽  
Contributing Factors ◽  
Technology Innovations ◽  
Decision Making Processes ◽  
Learning Management ◽  
Systemic Support ◽  
Cross Case Analysis

A qualitative study using the cross-case analysis method investigated the experiences of faculty members as they transitioned from one Learning Management System (LMS) to another. The study has several implications for administrators, researchers, instructional designers, trainers, and educators on how to implement a new instructional technology and to facilitate transitioning efforts. Based on the findings of this study, we have identified several contributing factors to a successful transition to and implementation of a new LMS at the institutional level, including (a) the critical importance of ongoing systemic support at different levels and in different formats, (b) the demands for pedagogical support in addition to technological assistance, and (c) the requirements for customized support to address discipline-specific challenges. Lastly, we discuss why faculty should be empowered to join in decision-making processes regarding community-wide technology innovations.

scholarly journals An investigation of faculty's perceptions and experiences when transitioning to a new learning management system

2010 ◽  
pp. 433-447
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Faculty Members ◽  
Instructional Designers ◽  
Contributing Factors ◽  
Technology Innovations ◽  
Decision Making Processes ◽  
Learning Management ◽  
Systemic Support ◽  
Cross Case Analysis

A qualitative study using the cross-case analysis method investigated the experiences of faculty members as they transitioned from one Learning Management System (LMS) to another. The study has several implications for administrators, researchers, instructional designers, trainers, and educators on how to implement a new instructional technology and to facilitate transitioning efforts. Based on the findings of this study, we have identified several contributing factors to a successful transition to and implementation of a new LMS at the institutional level, including (a) the critical importance of ongoing systemic support at different levels and in different formats, (b) the demands for pedagogical support in addition to technological assistance, and (c) the requirements for customized support to address discipline-specific challenges. Lastly, we discuss why faculty should be empowered to join in decision-making processes regarding community-wide technology innovations.

scholarly journals Attitudes of faculty members towards using learning management system "desire2learn" in learning

2020 ◽  
Vol 8 (10) ◽  
pp. 179-191
Author(s):  
Hassan El-Sabagh ◽  
◽  
Hanaa Yamani ◽  
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Statistical Significance ◽  
Faculty Members ◽  
Successful Implementation ◽  
Validity And Reliability ◽  
Significance Level ◽  
Positive Attitudes ◽  
Learning Management ◽  
The Impact

This research aims to investigate faculty members' attitudes towards using learning management system "Desire2Learn" (D2L) at Umm Al-Qura University (UQU) in the kingdom of Saudi Arabia. In addition, it examines the impact of some personal and organizational variables on the faculty members' attitudes. The paper aims as well to identify the principal obstacles that limit their use of eLearning platform (Desire2Learn). To achieve these aims, a descriptive analysis methodology was used in this research, and the research sample consists of 160 participants that were selected randomly from various faculties at the university. The sample participants are asked to complete a 5-point Likert scale questionnaire to gather the required data. Validity and reliability of the questionnaire were guaranteed. The research results revealed positive attitudes of the faculty members at UQU towards eLearning platform (D2L), although it has not activated enough yet. Results also indicated there are differences of statistical significance level (0.05) in the attitudes of faculty members towards using LMS "D2L" due to the colleges classification, whether they are humanities, scientific or medical colleges. However, there are significant statistically differences in faculty members' attitudes with respect to using D2L which are found in favor of males than females and the scientific colleges whose faculty members are more desire to use the learning management system than those in the humanities colleges. The results revealed that the most important obstacles are the administrative and academic obstacles which is ranked first, followed by the physical obstacles and the personal obstacles exist at the final. The research findings help stakeholders and decision makers at higher education to take into account the implication of designing more e-courses to fulfill the needs of faculty member and activate the LMS usage to increase the efficiency of eLearning. The contribution of this research is clarified to direct faculty members' practice in various learning activities environment that lead to a successful implementation of eLearning platform and afford the stakeholders better understanding to promote positive attitudes and effective use toward LMS.

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