Comparative Study of Online Learning Management Systems: A Survey in Pakistan

2019 ◽  
Vol 8 (3) ◽  
pp. 101-110
Keyword(s):  
Online Learning ◽  
Comparative Study ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management

Learning Patterns of Learners’ Interaction in Learning Management Systems

2012 ◽  
pp. 537-567
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Learning Patterns of Learner's Interaction in the Learning Management Systems

2010 ◽  
pp. 123-146
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Formatives Assessment in offenen, informellen, vernetzten Lernszenarien

i-com ◽  
2012 ◽  
Vol 11 (1) ◽  
pp. 19-21 ◽  
Author(s):  
Daniel Herding ◽  
Ulrik Schroeder ◽  
Patrick Stalljohann ◽  
Mohamed Amine Chatti
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Learning Management Systems ◽  
Formative Feedback ◽  
Management Systems ◽  
Online Learning Environments ◽  
Research Questions ◽  
Learning Management ◽  
Formatives Assessment

Summary While assessment with closed questions is supported by current Learning Management Systems, there are still shortcomings in formative feedback regarding open-ended tasks. Furthermore, new types of interaction and collaboration in online learning environments have emerged in the last years. This contribution discusses three research questions that have to be answered in order to embed the new forms of assessment in institutional education.

scholarly journals A COMPARATIVE ANALYSIS OF LEARNERS INTERACTION IN THE ONLINE LEARNING MANAGEMENT SYSTEMS: DOES NATIONAL CULTURE MATTER?

2008 ◽  
Vol 3 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Wu Bing ◽  
Teoh Ai Ping
Keyword(s):  
Online Learning ◽  
Comparative Analysis ◽  
Cultural Diversity ◽  
Negative Impact ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Mode ◽  
Research Areas ◽  
Interaction Behavior ◽  
Learning Management

Open and distance learning (ODL) connects learners across geographical boundaries. Through the support of the Internet and Learning Management Systems (LMS), learners nowadays are conveniently learning and communicating via the online mode. Nevertheless, will the cultural diversity of learners affect their learning and interaction behavior in the web-based environment? This is viewed as one of the relatively unexplored scope of research areas worthy investigating via a comparative analysis of two countries from Asia but with different contexts of society. This article investigates the learners' online interaction of two open universities, namely Shanghai TV University in China and Wawasan Open University in Malaysia. Based on the findings of this comparative study, the authors are of the opinion that national cultural diversity of learners affects and influences their learning and interaction behavior in the online platform. The effect of cultural diversity of learners is in fact prominent in several aspects in their online learning and interaction behavior as observed in the synchronous chat sessions and asynchronous forum board discussions. In order to better guide the learners as well as to eliminate the negative impact of national cultural diversity on learning outcome, several suggestions and recommendations are proposed.

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.

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