Session 8: Accessible World | Evaluating Web Accessibility and Usability: A Case Study of Learning Management Systems

2015 ◽  
Author(s):  
Sara Jeza Alotaibi
Keyword(s):  
Web Accessibility ◽  
Learning Management Systems ◽  
Management Systems ◽  
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 Behavioral Patterns for Automatic Detection of Learning Styles in Learning Management Systems: a Case Study

2015 ◽  
Vol 106 (1) ◽  
pp. 69-77 ◽  
Author(s):  
Guillermo Salazar Lugo ◽  
Luis-Felipe Rodríguez ◽  
Ramona Imelda García López ◽  
Adrián Macías Estrada ◽  
Moisés Rodríguez Echeverría
Keyword(s):  
Learning Styles ◽  
Automatic Detection ◽  
Learning Management Systems ◽  
Management Systems ◽  
Behavioral Patterns ◽  
Learning Management

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 An Assessment of Students’ Satisfaction Level from Learning Management Systems: Case Study of Payamnoor and Farhangian Universities

2017 ◽  
Vol 7 (4) ◽  
pp. 1874-1878 ◽  
Author(s):  
P. Shayan ◽  
E. Iscioglu
Keyword(s):  
Significant Role ◽  
Research Method ◽  
Quantitative Research ◽  
Learning Management Systems ◽  
Management Systems ◽  
Level Of Satisfaction ◽  
Spss Software ◽  
Learning Management ◽  
Students Satisfaction

Learning Management Systems (LMS) have played a significant role in education. The purpose of this study is to investigate the acceptance level of LMS amongst students of two Universities in Tehran, Payamnoor and Farhangian. The total number of participants was 200. This study was directed based on a quantitative research method and data collection from a questionnaire which was then interpreted according to accurate statistical procedures through SPSS software. Results show that most students, regardless their gender, age, and department were satisfied with the usage of Payamnoor and Farhangian LMSs. However, a student’s grades seem to play a significant role regarding his or hers level of satisfaction from the LMS.

Digital Learning Management Systems Case Study

2019 ◽  
Vol 11 (3) ◽  
pp. 42-60
Author(s):  
Abdeleh Bassam Al Amoush ◽  
Kamaljeet Sandhu
Keyword(s):  
Qualitative Methodology ◽  
Qualitative Data ◽  
Learning Management Systems ◽  
Management Systems ◽  
Digital Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Learning Management

Digital learning management systems (DLMSs) are an important and a necessary educational tool for learning activities. The universities are using the digital LMS (DLMS) 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 the case study methodology. In this research, case study design was selected for the qualitative methodology and semi-structured interviews were employed as the data collection method. 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 the higher education sector.

Disability Standards and Guidelines for Learning Management Systems

2012 ◽  
pp. 1530-1549
Author(s):  
Lourdes Moreno ◽  
Ana Iglesias ◽  
Rocío Calvo ◽  
Sandra Delgado ◽  
Luis Zaragoza
Keyword(s):  
Visually Impaired ◽  
Evaluation Method ◽  
Learning Management Systems ◽  
Point Of View ◽  
Management Systems ◽  
Standards And Guidelines ◽  
Learning Management ◽  
Visually Impaired Persons ◽  
Educational Contents

The method application is for all LMS, in order to illustrate the effectiveness of the evaluation method, we present a case study over the widely-used LMS Moodle1. In the case study, the accessibility of Moodle is evaluated thoroughly from the point of view of visually-impaired persons. The results obtained from the case study demonstrate that this LMS is partially accessible. The evaluation shows that the tool provides poor support to the authors of accessible educational contents.

scholarly journals Lecturers' attitudes about the use of learning management systems in engineering education: A Swedish case study

2007 ◽  
Vol 23 (3) ◽  
Author(s):  
Ramon Garrote ◽  
Tomas Pettersson
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Learning Management Systems ◽  
Management Systems ◽  
Initial Amount ◽  
Standard Tool ◽  
Learning Management ◽  
Expected Benefits ◽  
The University

<span>The purpose of this study was to examine lecturers' attitudes towards learning management systems (LMS), with particular reference to identifying obstacles to increased use. At the University College of Borås, Sweden, 22 lecturers who had used </span><em>WebCT</em><span> during the previous 9 months were interviewed. The answers show that most of the lecturers, including those who only used minor parts of the LMS, believed that they could benefit from using a LMS in the future. The study did not support the hypothesis that fear of the complexity of the system or unwanted effects on education are important reasons for lecturers not to use the LMS. When lecturers decide individually to use tools in the LMS, the major concern is the initial amount of work compared with the expected benefits. Due to the benefits of a fully implemented LMS and the results of this study, it is recommended that institutions in higher education take actions to establish LMS as a standard tool, and support development of the lecturers' professional competence.</span>

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