No abstract

Background: Learning Management Systems (LMS) represent one of the main technology to support learning in HE institutions. However, every educational institution differs in its experience with the usage of these systems. South East European University’s LMS experience is longer than a decade. From last year SEE – University is adopting Google Classroom (GC) as an LMS solution. Objectives: Identifying factors which encourage LMS activities, with special emphasis on SEEU, might be of crucial importance for Higher Education academic leaders as well as software developers who design tools related to fostering LMS. Methods/Approach: This paper introduces new approach of investigating the usage of LMS, i.e. identifying the determinants of increasing usage of LMS activities, by conducting empirical analysis for the case of SEEU. We apply appropriate estimation technique such as OLS methodology. Results: Using SEEU Usage Google Classroom Report & Analysis Data for spring semester (2016–2017) and winter semester (2017–2018) - SUGCR dataset 2017, we argue that (i) LMS activities are affected by demographic characteristics and (ii) the students’ LMS usage is affected by level and resources of instructors’ LMS usage. Conclusions: The empirical results show positive relationship between student and instructors’ LMS usage.

No abstract

One of the main difficulties in Learning Management Systems (LMS) is how to maintain the balance between learning and management. The primary aim of LMSs was to assist educators to manage learning. As a result of this way of thinking, features such as managing content, roster students, and similar, mostly were promoted. As time goes by, the accent of research is more in student experiences and efficacy of the tools. On the other hand some educators argue that as a result of evolving Web 2.0 applications, students can be better served by an LMS alternative, a toolbox of web resources that could contain social bookmarking tools, document sharing applications, social networking applications, timeline tools, and media options offered in the cloud. Primary to this approach is the idea that students should become more experienced with today's technology tools since these skills will be practical in the workplace. As a result, some institutions have begun to offer LMS alternatives, and some teachers are using these options to support their students' learning.The paper analyses both sides of the latest approach toward LMSs and presents their implications for teaching and learning.

One of the new challenges in education is the call for the integration of ICT in teaching and learning. This paper reports on a research project on the development of Interactive Multimedia Learning Systems (IMLS). The principle objective of this project is to create an additional learning tool that combines on-screen text, graphics, animations, audio and video in order to improve the learning process. It also considers the data from the research studies in this area concerning the key issues in designing an IMLS. Further more it includes the experience in developing bilingual interactive multimedia learning system for the IT-skills 1 course.