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This paper discusses the performance analysis of learner behavior through online learning using Learning Management System (LMS). The analysis is performed based on the survey of lecturers and students activities. The parameters of survey consist of the problems discussion which arise in the online learning, the level of student absorption of lecture material, the level of student attendance, and the feedback on lecturer performance carried out by students. Problems that arise in the online learning include lecturers are not being able to control as much as 37%, network disturbances are as much as 22%, students having difficulty understanding lecture material are as much as 19% which are indicated by students with D score of 10%, C score of 60%, and B score of 30%. Meanwhile 17% of students use LMS and the remaining 5% have no problems with the online learning. On the other hand, students have difficulty obtaining connection for online learning of 45%, do not have a quota of 28%, and lazy of 17%. Lecturer performance feedback carried out by students based on competency parameters of pedagogic, personality, professionalism, and social shows very good score. © 2023 IEEE.
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The purpose of this research is to find out the success Psychology factors of economic learning management by utilizing the Learning Management System (LMS) in the Department of Economic Education, Manado State University. The qualitative research method used is the qualitative research method. The results of the study are the success factors for managing economic learning with the Learning Management System (LMS), including: 1) There is Credit Quota Assistance from the Government for Lecturers and Students during Covid-19, 2) There is the Formation of an LMS Team, 3) Covid-19 Requires Learning Management carried out through the Learning Management System (LMS). 4) The University issues a policy for all lecturers and students to use UNIMA's LMS. © 2023,Journal for ReAttach Therapy and Developmental Diversities. All Rights Reserved.
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In this paper, we explored the impact of course design elements that aim to support and sustain students' engagement during a 12-week online course. The course we analyzed targeted higher education, master-level students of Computer Science and Educational Technologies, and took place fully online during the COVID-19 pandemic. The course was facilitated by a Learning Management System (LMS), and due to the circumstances, the instructor's primary goal was to motivate students to actively participate during the course duration. To that end, the instructor implemented a course design focused on integrating elements such as interactive activities, short quizzes, hidden "easter eggs,” and real-time webinars. To study the impact of these elements on students' activity, we carried out an exploratory analysis of students' activity as recorded by the log files of the LMS and the qualitative feedback that students provided to the instructor. Our results suggest that the course design supported sustaining students' engagement. The level of students' activity varied for the learning materials and resources, but we confirmed a high usage of the quizzes over the course duration. Copyright © 2023 by SCITEPRESS – Science and Technology Publications, Lda.
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Since the Covid-19 outbreak in March 2020, e-learning has become a necessity. There may have been some uncertainty on how to perform e-learning properly because many educational institutions may not have expected the rapid change in learning style. This is especially true when it comes to offering an e-learning management system (LMS). This study aims to examine the affordances of higher education institutions in Indonesia in conducting the e-learning during the pandemic. To understand more about the adoption of e-learning in their individual institutions, we conducted an online survey towards 100 university lecturers from several cities. The results revealed that 79% of the participants used a specially built LMS in their universities, while the rest still used commercially built LMS like Moodle. Then, 82% of the participants prefer blended learning model which combined face-To-face and e-learning models, and 46% of them wanted to have a fifty-fifty division between face to face and e-learning. As for the challenges, no interaction with students was deemed as the most disturbing challenge for the lecturers. The results imply that e-learning will continue to be implemented in Indonesia, regardless of the condition of the pandemic. Thus, universities should provide an e-LMS that can cater all the e-learning needs, while lecturers should also equip themselves with pedagogical as well as technological skills to face the e-learning challenges. © 2023 IEEE.
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This paper reinvents Freire's concepts of ‘banking education' and ‘literacy' within the context of the exponential growth of digital instruction in the 21st century. We argue that digital learning (i.e. online or technology enhanced) undoubtedly increases access to education globally, but also can intensify some of the worst problems described in Freire's banking model. Accordingly, we draw from postdigital theory to scrutinize the specific structures and functions of common digital Learning Management Systems (LMSs) used by schools (i.e. Blackboard and Google Classroom) to reveal a type of learning that further exacerbates the teacher-student dichotomy without liberating either party in a Freirean sense. We then use a Foucauldian lens to bring an awareness to how the accelerated use of these systems at scale, in part caused by the COVID-19 pandemic, can further entrench a data-driven, dehumanized educational experience which increases corporate profitability perhaps over the needs of students. Finally, we use these insights to modernize Freire's concept of ‘literacy' by building on Critical Medial Literacy (CML) in order to help educators address LMSs, (mis)information facilitated by digital content, and schooling in a (post)pandemic and postdigital world.
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Many students all over the world have faced some educational issues due to the Covid-19 epidemic. As a consequence, many educational institutes focused on shifting to an E-learning system. This paper introduces a design and implementation steps of a remotely controlled experiment representing a smart hydro energy storage and irrigation system with monitoring capability using photovoltaic power and the Internet of Things (IoT). The experiment is running within the newly proposed Laboratory Learning Management System (LLMS). The remotely controlled experiment is a smart hydro energy storage and irrigation system, where the stored water during the daytime is used at night for smart irrigation of three different types of plants based on the moisture and temperature, in addition to the amount of water that the user sets for every area. In this experiment, during the daytime, the utilities are feeding from the solar panel and battery, but at night, the utilities are feeding from the battery or the hydro turbine that converts the water potential energy to electric energy. The overall Experiment is controlled using IoT sensors and relays which are connected and driven by the parameters that the user sets and can be communicated with the system using the Internet which allows the system to be proactive and take the needed decision in the right time. The main contribution of this system's experiment is the pumping of underground water in irrigation using a renewable and clean energy source, in addition to controlling the systems using IoT through the proposed LLMS. © 2022 IEEE.
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Disruptions to education by the 2019 Global pandemic has amplified development educationists' advocacy for sustainable learner-focused curriculum that addresses cross-cutting themes. Teachers' failure to effectively use digital media for differentiated learning might continue to widen access, gender, and equity gaps in education for distance learners in the Global South. Within development education framework of raising awareness and understanding of impacts of global affairs on education, we argue that teachers' technology pedagogical integration competencies are likely to impact quality curriculum delivery in a full-online environment. On a pedagogical integration self-efficacy questionnaire, we elicited data from 197 distance education tutors on a Likert-type scale that yielded reliability coefficient of .9 and face validity checked by instructional design experts. Descriptive statistics and one-way ANOVA were used for the data analysis and the results suggested that distance education tutors were more likely to select video-based digital tools than asynchronous techniques during tutorial sessions. Secondly, Internet access and technology professional development were the leading needs for tutors' instructional delivery during the pandemic. Finally, tutors' technology training and years of teaching experience in facilitating distance education courses were not statistically significant in online pedagogical delivery. We conclude that ICT training amongst distance education tutors remains generic in lieu of digital integration literacy. Recommendations for continuing education, curriculum development, and instructional design are made. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reseverd.
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Context: Nowadays, mobile applications (or apps) have become vital in our daily life, particularly within education. Many institutions increasingly rely on mobile apps to provide access to all their students. However, many education mobile apps remain inaccessible to users with disabilities who need to utilize accessibility features like talkback or screen reader features. Accessibility features have to be considered in mobile apps to foster equity and inclusion in the educational environment allowing to use of such apps without limitations. Gaps in the accessibility to educational systems persist. Objective: In this paper, we focus on the accessibility of the Blackboard mobile app, which is one of the most common Learning Management Systems (LMS) used by many universities, especially during the current COVID-19 pandemic. Method: This study is divided into two-fold. First, we conduct a survey using questionnaires and interviews to explore the extent to which students consider the Blackboard mobile app usability. A Total of 1,308 hearing students and 65 deaf and hard-of-hearing students participated in the study. Second, we collected 15,478 user reviews from the Google Play Store and analyzed the reviews to extract accessibility issues. Result: We observed that most deaf and hard-of-hearing students found difficulty in the Blackboard mobile app, compared to hearing students. Also, our app store analysis showed that only 31% of the reviews reported violations of accessibility principles that apps like Blackboard must comply with. This study highlights these violations and their corresponding implications to support LMS frameworks in becoming more inclusive for all users. © 2023 ACM.
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To assess the status of its performance based on expectations and feedback specifically from the educators who are users of Fr. Saturnino Urios University's (FSUU) learning management system (LMS). The researchers investigated and undermined gaps in training and learning using the analytical report. The finding showed that LMS's purpose is not only to deliver online education but also to provide a wide range of services like acting as a platform for online courses and content and learning activities both asynchronous and synchronous instructions. An LMS may provide classroom management as well as facilitation in the perspective and paradigm of higher education with an instructor-led training system or in the context of a flipped classroom, which ushered in the inevitable arrival of a new normal in part because of this global pandemic, COVID 19. Recent LMSs contain clever algorithms that automatically recommend courses based on a user's ability profile and extract metadata from various learning resources to produce such effective recommendations, improving s their accuracy. One of the various resources available to instructors to aid in teaching and learning is FSUU Learn. Furthermore, due to its numerous and versatile instructional elements, it is promising even after the epidemic and in face-to-face learning. The purpose of this study is to determine the elements that affect faculty and teachers at the university's acceptance of the LMS FSUU Learn as well as whether their usage of ICT affects their acceptance of other LMS FSUU Learn features during the peak of pandemic. The results revealed that the actual usage is 67% while the behavioral intention to use the FSUU Learn is 56.8%. The variables used in the study were able to predict 62% of the variance that could explain the acceptance of the FSUU Learn based on the perception of the faculty/teacher users. © 2023 IEEE.
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Most educational institutions made sure that instruction was uninterrupted at the start of the COVID-19 pandemic. As a flexible learning method, most schools chose online distance learning (ODL). Consequently, the Internet is among the many tools that ensures continuity in teaching and learning. Many schools have adopted ODL using their learning management system (LMS). However, schools are challenged in attaining the expected engagement among students. Students must cope with the new learning environment wherein they are physically separated from teachers and peers. This research aims to assess the engagement of senior high school in the ODL environment. Specifically, it describes the respondent's engagement profile, preferred learning resources and activities, and challenges faced in ODL. Student logs from the university LMS during the second semester of 2020 - 2021 were utilized for engagement profiling. On the other hand, an online survey was conducted among 424 students to gather their preferred learning resources, activities, and challenges experienced in ODL. Results show that assignments and files are the most common resources used during the ODL. It shows that attendance and quizzes are what students often visit. Quiz and Wiki are where students spend their time. The result indicates that Slideshows and PDF or MS word materials are the most preferred learning materials. The Lesson is the most preferred learning activity, and students perceived that this activity is the most useful in the ODL. Lack of motivation or confidence earned the highest mean of 3.49, described as "every time." Heavy workload, procrastination, lack of interaction, and technical issues are rated "every time," showing that respondents are heavily challenged. In terms of coping, the result indicates that daily login and breaking down responsibilities were the most common mechanism. Communicating with the teachers yielded the lowest coping mean. The study concludes that engaging students in online distance learning are very challenging, especially when learners are not ready. Preferences in terms of learning resources and activities are multi-faceted. There is a need to improve the variation of asynchronous activities like interactive multimedia, such as gamification.
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In recent years, the number of online courses in India has skyrocketed especially due to the Covid pandemic. The most significant increments have happened in degree colleges, where 85% concur that internet based courses are important for their drawn-out procedure when contrasted with 60% in 2015. The distribution of online courses has evolved dramatically as technology has advanced. Web-based platform provides new challenges for both teachers and students. Teachers should be clear about the effectiveness of online learning in teaching students. For that, the possibilities of online learning should be compared with traditional learning. Students are evaluated based on their focus on online learning. This study aims to determine the efficacy of online courses by predicting student performance in an e-learning system. These research findings evaluate modern learning methods, highlight students' potential and help teachers understand how to assess and lead students on online platforms. © 2023 IEEE.
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In light of the pandemic that has swept the world, the use of elearning in educational institutions has become an urgent necessity for continued knowledge communication with students. Educational institutions can benefit from the free tools that Google provide and from these applications, Google classroom which is characterized by ease of use, but the efficiency of using Google classroom is affected by several variables not studied in previous studies Clearly, this study aimed to identify the use of Google classroom as a system for managing e-learning and the factors affecting the performance of students and lecturer. The data of this study were collected from 219 members of the faculty and students at the College of Administration and Economics at the University of Baghdad in Iraq and have reached Google classroom offers all the technologies wanted by students and lecturer but there is a positive correlation between lack of knowledge of technical matters and decrease in the use of Google classroom and online education and vice versa © 2023, International Journal of Interactive Mobile Technologies.All Rights Reserved.
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With India's rapid educational growth towards virtual education, the education system has intensified. India has gone through critical condition like COVID-19. There is huge increment in the implementation of online learning management system. This helped the educational institutions to manage their education system without being physically present in the institution. This paper is presenting the challenges required by institutions to transform their manual education system into virtual/online education system. The online learning management system has enhanced the way of teaching and learning process of students. This study will tell us about how online LMS has speeding up the quality of education for the On-Campus enrolled students as well as distance learning students also. In general, LMS are built to provide the course material in a static way only. The modern LMS has the ability for the group discussion which is helping the student to achieve the qualities of team-working. © 2022 IEEE.
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This study aims to describe the challenges that faculty faced in the transition to distance education in higher education during the COVID-19 pandemic in spring 2020. The study presents the results from a nationwide questionnaire, answered by 1,963 individuals, concerning the transition among university faculty in Sweden. The results highlight the main obstacles and describe the practices in teaching, supervision, and examination. Educators faced challenges regarding technology, pedagogy, and working conditions. According to them, distance education was lacking in several ways, including best practices for distance education and online teaching and IT support and employer support. Simultaneously, the crisis resulted in a huge leap forward in distance education. Three months after onset, about half of the respondents had tried some new pedagogical ideas and were more positive towards distance education than they were in the past. [ FROM AUTHOR] Copyright of Scandinavian Journal of Educational Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Objectives: Web-based learning is becoming a newly accepted standard in education, more so with COVID-19 pandemic. To use technology to redesign learning experiences, a blend of synchronous and asynchronous approaches was used wherein the routine lectures through MS Teams (synchronous) were integrated with an online learning management system (LMS), 'Moodle' (modular object-oriented dynamic learning environment) based, four-quadrant approach (asynchronous). We aimed to determine the student's engagement, performance and perception of the new online LMS. Material(s) and Method(s): All 170 students of the 1st year MBBS of batch 2020 were enrolled in the course. A module was developed for teaching 'Physiology of Vision' with this blended approach. Along with routine online lectures through Microsoft Teams, supplementary materials in the form of multimedia presentations and additional links to useful websites were provided through online LMS. The online activity of students was recorded and assessments were done. A feedback form was filled out by students at the end of the course. Result(s): A significant positive correlation of examination scores with individual student's activity logs and significantly better scores in top Moodle users along with significantly higher marks in Moodle-based modules than in other modules confirmed the value of Moodle in improving student performance. Overall feedback from students was clearly in favour of implementing Moodle as a complementary tool to traditional teaching. Conclusion(s): Moodle improved the quality of learning. It developed interest and motivation among students and has a positive impact on academic outcomes.Copyright © 2023 Association of Physiologists and Pharmacologists of India. All rights reserved.
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INTRODUCTION: Acquisition of technical skills remotely in a decentralized model requires an efficacious way of providing feedback. The primary objective was to test the efficacy of various forms of feedback on the acquisition of surgical skills by medical students. METHODS: Forty volunteers were randomized to four experimental groups, differing from the nature of feedback (free text versus structured) and who provided the feedback (expert versus peer learners). They had to perform sutures and upload attempts on a learning management system to receive interactive feedback. The pretest and retention test performances were assessed. RESULTS: All groups significantly improved from pretests to retention tests; however, participants using checklist showed statistically lower improvements than the other groups, which did not differ from each other. CONCLUSIONS: Remote learners can acquire surgical skills, and most importantly, peers who provide feedback, are as effective as experts if they use open-ended comments and not checklists.
Subject(s)
Clinical Competence , Students, Medical , Humans , Feedback , Learning , Peer GroupABSTRACT
Virtual learning became imperative during the past two years owing to the unexpected impediments faced by the entire world during the Covid-19 pandemic. For most part of this period the study programmes were completed entirely through virtual sessions. Several studies conducted globally during this period bring to light many positive as well as negative aspects of virtual learning. This paper focuses on the impact of virtual learning on undergraduate and postgraduate programmes at the University of Kelaniya, Sri Lanka. The Bachelor of Arts in German Studies and Master of Arts in Linguistics are the focus of this study covering two academic years. The aim of this study is to review the positive and negative aspects of virtual learning from a student perspective and to explore the possibility of adapting to a blended approach in the future in a post pandemic era. It is also aimed at finding out what percentage of the courses can be conducted virtually. Data obtained through online questionnaires, feedback at the end of each session, teacher views and student performance were analysed to find out the impact of virtual learning. The analysis of data obtained gave similar results in the positive and negative aspects of virtual learning in both undergraduate and postgraduate programmes except for the fact that the undergraduates preferred at least 70% of the sessions to be conducted onsite. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Atenea is the Moodle virtual platform of the Universitat Politècnica de Catalunya (UPC) with about 31000 users and 5000 active subjects from 16 school centers. Atenea indicators give information on the teaching activity of the users and centers. This is specially relevant when teaching is online, as was the case in the Covid-19 period. The UPC already has a Atenea's Bussines Intelligent platform (BI), which has recently been launched. In this 1st phase the Institute of Science of Education (ICE) has actively participated in the design of the application. Currently it shows basic indicators over a period of time where one can filter or compare by centers or type of users. The paper presents this design and make a proposal for the extension of the BI, for the future, with respect to: 1) the inclusion of some key indicators for measuring the subjects' activity, 2) a proposal for cross-referencing data with academic performance. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.
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An essential component of the learning phase is the administration of assessments using online testing platforms. It is the responsibility of the platforms used for online education to guarantee that every student successfully completes the evaluation procedure without cheating. Because of the widespread COVID-19 epidemic, all educational institutions are required to alter the process by which they administer online examinations and to take measures to reduce the amount of cheating that takes place during online examinations. In this paper, we create a proctoring system that is integrated with a learning management system. It has the following features: user verification, browser lockdown, face counter, and automatic cheating counter. The goal of this proposed system is to solve the problem that was presented. On the client side, there is no need for any extra software or programs to support any of these functions. System experiment is done under actual exam situations in order to gauge the dependability of the proctoring system. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.