Choosing the Right Learning Management System (LMS) for the Higher Education Institution Context: A Systematic Review

Kasim, Nurul Nadirah Mohd; Khalid, Fariza

doi:10.3991/ijet.v11i06.5644

Cited by 160 publications

(95 citation statements)

References 3 publications

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“…Higher education institutions use them to supplement face-to-face learning sessions, as well as support blended instruction and distance learning (Klobas & McGill, 2010). Their significant contribution to instructional delivery notwithstanding, financial investment and technical demands are critical factors in the selection of a particular LMS (Kasim & Khalid, 2016). In addition, hindrances to LMS utilization reported by teachers include: (1) deficient computer units and inadequate computer competence; (2) problematic integration of technology into the curriculum; and (3) a lack of supervisory and technical personnel (Li, 2007;Baturay et al, 2017).…”

Section: Learning Management Systemsmentioning

confidence: 99%

Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Fearnley¹,

Amora²

2020

ije

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A learning management system is capable of enriching instruction and acceptance of this learning technology by users is crucial to its successful application in higher education. This study investigated factors that influenced adoption of a learning management system by higher education teachers using the technology acceptance model which incorporates three external constructs: system quality, perceived self-efficacy and facilitating conditions. Data collected from faculty respondents (n=127) through an online survey were examined by employing partial least squares-structural equation modeling. While several relationships were confirmed, others were not supported by this research. Results showed that both system quality and perceived self-efficacy strongly influenced perceived usefulness, which in turn indirectly affected attitudes towards the technology and behavioral intention. Additionally, system quality directly affected perceived ease of use and attitudes toward technology use. The strong and direct influence of perceived self-efficacy on perceived usefulness and perceived ease of use suggests that faculty with positive beliefs about their ability to use the learning management system will regard it as both useful and easy to use. Facilitating conditions, on the other hand, affected neither perceived ease of use nor attitudes. Implications for practice, policy and potential research directions are likewise presented.

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Section: Learning Management Systemsmentioning

confidence: 99%

Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Fearnley¹,

Amora²

2020

ije

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“…Learning management systems are platforms that offer a variety of integrated tools for delivering and managing online instruction. Whether open source (e.g., Moodle, Sakai) or commercial (e.g., Blackboard, Brightspace D2L), most LMSs are flexible, easy to use, accessible and user-friendly (Kasim & Khalid, 2016).…”

Section: Learning Management Systemsmentioning

confidence: 99%

Untitled

2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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“…La gestión de medios digitales se facilita con la creación de multi-plataformas conocidas como LMS (Learning management system), las cuales permiten ordenar y servir de soporte a todos estos materiales. Los LMS constituyen sistemas de gestión de cursos y contenidos y ayudan a los estudiantes a desarrollar interacción virtual entre ellos y con el docente, compartir conocimientos, subir sus trabajos y desarrollar evaluaciones y encuestas online (Kasim y Khalid, 2016).…”

Section: Marco Conceptualunclassified

“…Moodle (Modular Object-Oriented Dynamic Learning Environment) es un tipo de LMS, es decir, una plataforma de aprendizaje que proporciona un sistema integrado, un entorno virtual de aprendizaje personalizado, permitiendo asimismo el aprendizaje colaborativo. Basado en principios constructivistas y construccionistas, el Moodle -creado en 2001es de código abierto y es ampliamente usado en centros educativos y universidades, debido a sus funcionalidades didácticas sofisticadas, su accesibilidad y diseño amigable, la flexibilidad de su estilo modular, y la posibilidad de reusar el material generado, de modo que puede servir de apoyo a diversos estilos docentes (Kasim y Khalid, 2016;Sánchez, Sánchez y Ramos, 2012).…”

Section: Marco Conceptualunclassified

El uso de materiales audiovisuales y recursos digitales en la docencia universitaria: una experiencia de innovación a nivel de posgrado

Ames

2019

REDU

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<p>Este artículo presenta una experiencia de innovación docente realizada en la Pontificia Universidad Católica del Perú en el año académico 2016 en el marco de una maestría en antropología. Se propuso: 1) incorporar materiales audiovisuales en todas las clases sobre los temas del curso; 2) incentivar el uso de la plataforma de aprendizaje PAIDEIA (Moodle) para el trabajo y evaluación de los estudiantes a lo largo del curso y para la gestión de los recursos audiovisuales, digitales y bibliográficos empleados en el curso; 3) ofrecer la opción de presentar el trabajo final del curso en formato audiovisual. La evaluación utilizó métodos tanto cualitativos como cuantitativos, como encuestas y focus group. Los resultados muestran un impacto positivo del uso de audiovisuales en las clases en tanto estos se combinaban con recursos bibliográficos y exposiciones, fomentando una mayor participación y reflexión de parte de los alumnos, y una mayor conciencia de su propio aprendizaje. Los estudiantes valoraron positivamente el uso de la plataforma PAIDEIA, desconocida para la mayoría de ellos, y aprendieron a utilizarla. Asimismo, produjeron materiales audiovisuales que reflejaban sus aprendizajes y que se convirtieron a su vez en material para otros cursos.</p>

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Choosing the Right Learning Management System (LMS) for the Higher Education Institution Context: A Systematic Review

Cited by 160 publications

References 3 publications

Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Untitled

El uso de materiales audiovisuales y recursos digitales en la docencia universitaria: una experiencia de innovación a nivel de posgrado

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