Analysis of risks in a Learning Management System: A case study in the Spanish National University of Distance Education (UNED)

Cano, Esteban Vázquez; García, Manuel Ayuso

doi:10.7821/naer.2015.1.107

Cited by 8 publications

(4 citation statements)

References 30 publications

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“…Parra- Meroño, 2017;Mondejar & Vargas, 2009;Vallejo, 2011); los ítems cuyas correlaciones ítem-total estuvieron por debajo del criterio de corte de 0,20 (Vázquez-Cano & Sevillano- García, 2015) son examinados y excluidos de la encuesta (Ramirez-Anormaliza et al, 2017).…”

Section: Marketingunclassified

Segmentación por motivaciones y valoración del turismo interior en el destino Manta, Manabí, Ecuador

Reinoso

2021

Innovar

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Realizar estudios sobre valoración, motivaciones y satisfacción permite entender mejor las expectativas, necesidades y objetivos del turista, elementos fundamentales para diseñar estrategias de marketing. Sin embargo, existen aún pocos trabajos de segmentación y valoración en función de las motivaciones turísticas más relevantes, especialmente en contextos como el ecuatoriano. El principal objetivo de la presente investigación es caracterizar cuáles son los perfiles de los turistas que visitan el destino turístico de Manta, en el área metropolitana de Manabí, Ecuador. La metodología aplicada fue de carácter cuantitativo, a través de una encuesta realizada a turistas y excursionistas, considerando las motivaciones, el comportamiento de viaje, el producto o servicio, y la evaluación y satisfacción. Los resultados llevan a concluir que la principal aplicación práctica de esta investigación es comprender motivaciones, valoración y satisfacción de los segmentos identificados en función de contribuir a mejorar estrategias clave de actuación en el marco de la complementariedad entre patrimonio cultural y turismo de sol y playa en el destino Manta.

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Section: Marketingunclassified

Segmentación por motivaciones y valoración del turismo interior en el destino Manta, Manabí, Ecuador

Reinoso

2021

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“…Both strategies aimed at identifying probable risks early and controlling them. Reference [36] examined the students' risk perception while using the aLF. The aLF is a LMS that was developed by Spanish National University of Distance Education (UNED), Vázquez-Cano and García found that risks are concentrated in two dimensions: "basic risks" and "own and beyond students' circumstances risks".…”

Section: Related Workmentioning

confidence: 99%

Modelling and Implementation of Proactive Risk Management in e-Learning Projects: A Step Towards Enhancing Quality of e-Learning

Hijazi¹,

Hammad²,

Al-Khasawneh³

2019

IJACSA

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The introduction of e-Learning to higher education institutions has been evolving drastically. However, the quality of e-Learning becomes a central issue in order to provide all stakeholders with the necessary confidence to compete with traditional learning methods. Risk management plays a vital role in the successful implementation of e-Learning projects and in attaining high-quality e-Learning courses. Little research has been conducted about implementing risk management in e-Learning projects. This work proposes a quality assurance framework for e-Learning projects. This framework comprises a proactive risk management model that integrates risk management into the e-Learning process. This integration helps in obtaining high-quality e-Learning courses by preventing negative e-Learning risks from being materialized. The model is verified to evaluate its effectiveness through a Renewable Energy Course that was converted from a traditional face-to-face into e-Learning course. Quantitative and qualitative measures are performed to analyze the data collected through the implementation of the project. The results show that the proposed model is managed to mitigate the majority of probable risk factors leading to high-quality e-Courses development and delivery.236 | P a g e www.ijacsa.thesai.org Both success factors and possible failures together should be taken into account to increase the probability of project success. These possible failures are called risks. An e-Learning project inherits all types of risk factors encountered in Information System projects beside many other risks that are specific to e-Learning [11]. These factors might negatively affect the quality of the e-Learning course being developed and/or the learning outcomes, project schedule and/or resources. Many risk factors are associated with e-Learning projects [12]. These factors can be personal or dispositional, learning style, instructional, situational, organizational, content suitability, and technological [13]. In order to minimize their negative impact, these factors must be managed carefully [14]. Successful management of e-Learning risk factors would improve the quality of the e-Learning process and, consequently, the competitive advantage of the institution. Hence, Risk management should be the core competence in e-Learning projects.

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“…The fact that elearning needs to be managed and organised led to the development of Learner Management Systems (LMSs), which are used to automate the administration of the courses, record student use and student learning process. A strong LMS is expected to centralize and automate administration of e-learning activities, use self-service and selfguided services, assemble and deliver learning content rapidly and accurately, support mobility, personalize content and enable reuse of it (Vazquez-Cano & Garcia, 2015). An LMS offers various benefits to different stakeholders in the system.…”

Section: Introductionmentioning

confidence: 99%

Initial Perceptions of Open Higher Education Students with Learner Management Systems

Altunoğlu¹

2017

Turkish Online Journal of Distance Education

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Learner management systems (LMS) are used in open education as a means of managingand recording e-learning facilities as well as improving student engagement. Students benefit from them to become active participants in the decision-making process of their own learning. This study aims to investigate the initial perceptions of students experiencing the LMS for the first time in the Open Education System of Anadolu University with the purpose of identifying the effective and ineffective aspects of it from their perspective and their demands and suggestions for how to improve their the engagement in the system. To do this, an interpretive qualitative case study research design was used in order to focus on individual contexts and perceptions formed within those contexts. According to the findings, students were found to have highly personalized and customized user habits and engagement levels with the LMS depending on their varying ages, occupational statuses, IT capacities, and educational backgrounds. In terms of their satisfaction with the LMS, the quality, quantity and variety of content in LMS was found to have a major influence on their initial perceptions of satisfaction.

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Analysis of risks in a Learning Management System: A case study in the Spanish National University of Distance Education (UNED)

Cited by 8 publications

References 30 publications

Segmentación por motivaciones y valoración del turismo interior en el destino Manta, Manabí, Ecuador

Segmentación por motivaciones y valoración del turismo interior en el destino Manta, Manabí, Ecuador

Modelling and Implementation of Proactive Risk Management in e-Learning Projects: A Step Towards Enhancing Quality of e-Learning

Initial Perceptions of Open Higher Education Students with Learner Management Systems

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