E-Learning Technology Adoption in the Philippines: An Investigation of Factors Affecting Filipino College Students' Acceptance of Learning Management Systems

2017 ◽  
Vol 3 (3) ◽  
pp. 118-130 ◽  
Author(s):  
Manuel B. Garcia ◽  
Keyword(s):  
College Students ◽  
Technology Adoption ◽  
Learning Management Systems ◽  
The Philippines ◽  
Management Systems ◽  
Learning Technology ◽  
Factors Affecting ◽  
E Learning ◽  
Learning Management

scholarly journals Learning Management Systems (LMS): Inside Matters

2011 ◽  
Vol 3 (4) ◽  
pp. 206-216 ◽  
Author(s):  
Shakeel Iqbal
Keyword(s):  
Learning Management Systems ◽  
Discussion Board ◽  
Management Systems ◽  
Educational Institutions ◽  
Learning Needs ◽  
Learning Technology ◽  
Student Groups ◽  
Group Problem Solving ◽  
E Learning ◽  
Learning Management

By the end of last millennium, many universities and colleges started using internet to meet their distance learning needs. Different course management systems (CMS) were developed to meet the needs of online and hybrid courses. These CMS later on transformed into Learning Management Systems (LMS). Many educational institutions have already started using LMS and there are still many who are considering adopting one. The big question before the late adopters of this online learning technology is which LMS they should opt for? This study will be useful for those who are in the process of selecting an LMS as well as those who are in the business of designing one. A survey was conducted to get feedback from the faculty of higher education institutions to find out the major barriers in adoption of e-learning and to find out what kind of functionalities and teaching methodologies should be supported by LMSs. Results indicate lack of training, lack of incentives to use e-learning, lack of technical support and lack of time to develop e-courses are the major barriers in adoption of e-learning by the faculty members. As far as the desired functionalities in an LMS are concerned ability to create student groups for group activities, availability of discussion board, announcement board and online quizzes, file sharing/transfer functionality were the most sought functionalities. The most desired method of teaching that need to be supported by LMS had been group problem solving, discussion based strategies, problem based learning and simulation. The results of survey will be helpful for the adopter as well as designers of LMS.

An Implementation of the UTAUT Model for Understanding Students' Perceptions of Learning Management Systems

2019 ◽  
Vol 17 (3) ◽  
pp. 1-24 ◽  
Author(s):  
Ahmed Alshehri ◽  
M J Rutter ◽  
Sally Smith
Keyword(s):  
Structural Equation ◽  
Learning Management Systems ◽  
Course Delivery ◽  
Management Systems ◽  
Learning Technology ◽  
Academic Institutions ◽  
Use Of Technology ◽  
E Learning ◽  
Blackboard System ◽  
Learning Management

The rapid growth of e-learning around the globe is inspiring various academic institutions to adopt it. Uptake is motivated by convincing benefits such as flexibility, accessibility and the management of course delivery. In fact, academic institutions place great emphasis on e-learning and are investing significantly in information technology infrastructures. However, in spite of this effort and investment, it seems that instructors and students do not always fully benefit from the learning technology and more often learning management systems (LMSs) remain underutilized. Thus, this study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) to study how people accept and use the Blackboard system. The data were analysed using Structural Equation Modelling (SEM) techniques to test the hypothesized research model. The empirical results found that technical support is fundamental in determining the acceptance and use of e-learning systems. The findings of the study may help to provide insights into a better approach to promote e-learning acceptance.

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.

scholarly journals Towards Model-Based User Interface Development of e-Learning Management Systems

2012 ◽  
Vol 47 (1) ◽  
pp. 59-71
Author(s):  
Josefina Guerrero-García ◽  
Juan Manuel González-Calleros ◽  
Jaime Muñoz-Arteaga ◽  
Miguel Ángel León-Chávez ◽  
Carlos Reyes-García
Keyword(s):  
User Interface ◽  
Learning Management Systems ◽  
Management Systems ◽  
Model Based ◽  
E Learning ◽  
Learning Management

scholarly journals Challenges when introducing electronic exam

2014 ◽  
Vol 22 ◽  
Author(s):  
Matti Kuikka ◽  
Markus Kitola ◽  
Mikko-Jussi Laakso
Keyword(s):  
Applied Sciences ◽  
Quantitative Data ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Technology ◽  
Essential Services ◽  
Personal Experiences ◽  
University Of Applied Sciences ◽  
Learning Management

Time pressures often necessitate the use of more efficient exam tools, such as electronic exams (e-exams), instead of traditional paper exams. However, teachers may face challenges when introducing e-exams in a higher education context. This paper describes what kinds of challenges teachers may face when introducing e-exams, based on experiences in Turku University of Applied Sciences (TUAS) where e-exams have been used since 2012. For this research, the authors used their personal experiences as administrators and teachers of current e-systems used for e-exams in universities in Turku, Finland. Quantitative data were collected by survey from teachers in TUAS (the case study). The learning management systems, Moodle, Optima and ViLLE, and dedicated e-examination systems, Soft Tutor and Tenttis, were also compared to clarify what kind of features are available in order to ease teachers’ work with examinations. The results identified various challenges during e-exam introduction in TUAS. The paper also provides a list of essential services or features for teachers to ease the introduction of e-exams. Among the analysed systems, ViLLE supported most of the required features, and can be used for both learning management and e-examination systems, providing teachers with one single system, which was found to be important to teachers. The key service found by this paper is ‘support for teachers’, which is in line with previous studies.Keywords: e-assessment; e-examination; e-exam; teacher; feature(Published: 8 October 2014)Citation: Research in Learning Technology 2014, 22: 22817 -http://dx.doi.org/10.3402/rlt.v22.22817

scholarly journals From Cognitive Landscapes to Digital Hyperscapes

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Jose Bidarra ◽  
Ana Dias
Keyword(s):  
Learning Styles ◽  
Learning Management Systems ◽  
Learning Objects ◽  
Management Systems ◽  
Digital Information ◽  
Cognitive Profiles ◽  
E Learning ◽  
Learning Management ◽  
Key Terms ◽  
Massive Information

<P> The widespread diffusion of e-Learning in organizations has encouraged the discovery of more effective ways for conveying digital information to learners, for instance, via the commonly called Learning Management Systems (LMS). A problem that we have identified is that cognitive variables and pedagogical processes are rarely taken into consideration and sometimes are confused with the mere use by learners of “diversified” hypermedia resources. Within the context of widespread dissemination of multimedia content that has followed the emergence of massive information resources, we discuss the need for more powerful and effective learner-centered tools capable of handling all kinds of design configurations and learning objects. </p> <P class=abstract><B>Key Terms: </B>cognitive profiles, learning styles, mind mapping, multimedia and hypermedia content, hyperscapes, e-Learning, learning objects, Learning Management Systems (LMS).</P>

Major Trends, Issues, and Challenges with Learning Management Systems

2014 ◽  
pp. 318-331 ◽  
Author(s):  
Betul Özkan Czerkawski ◽  
Dawn Panagiota Gonzales
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Profound Impact ◽  
Blended Courses ◽  
E Learning ◽  
Learning Management

A Learning Management System (LMS) offers a set of tools for e-learning delivery and management. For institutions offering online or blended courses, an LMS has a profound impact on teaching and learning because it is the main technology used in higher education e-learning courses. This chapter discusses major trends, issues, and challenges with the LMS in the context of online instruction for higher education. The chapter ends with a discussion of new trends with LMSs.

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