Computer aided evaluation of learning management systems

Çavuş, Nadire; Momani, Alaa M.

doi:10.1016/j.sbspro.2009.01.076

Cited by 41 publications

(21 citation statements)

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“…LMS is also perceived as a software application that uses the internet as a medium to support education and the learning process (Cavus and Momani, 2009). Particularly, LMS could be utilized by educational institutions as well as corporate ones with a major focus on managing the education process rather than merely delivering course and training materials electronically.…”

Section: Lms Definition and Benefitsmentioning

confidence: 99%

“…The most cited benefits of e-learning and LMS are enhanced efficiency and cost-saving (Aczel et al, 2008;Naidu, 2006). In addition, LMS could accelerate the learning processes, and improve the effectiveness of communication between users (educators, staff, and students) (Cavus and Momani, 2009). Moreover, the use of ICT in education benefits the trainer and adopted organization in reducing learning times and increase job retention (Hall, 1997).…”

Section: Lms Definition and Benefitsmentioning

confidence: 99%

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Instructors' Acceptance of Learning Management Systems: A Theoretical Framework

Al‐Busaidi¹,

Al-Shihi²

2010

CIBIMA

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In the knowledge age, the use of the information technology (IT) tools including learning management systems (LMS) has became an imperative. The adoption rate of LMS in academic and training institutions is very promising worldwide. Learning Management system includes several tools that provide academic and training institutions efficient and effective means to support distance education and supplement their traditional way of teaching. LMS also provide academic insinuations mechanisms and tools to store, manage, and share its academic resources and knowledge. Instructors' acceptance is essential for the deployment of LMS. The success of LMS in any institution starts by instructors' acceptance, which in turns initiates and promotes learners' utilization of LMS. Consequently, the objective of this paper is to develop a theoretical framework for evaluating instructors' acceptance of LMS based on the Technology Acceptance Model. This framework provides a comprehensive look of the critical factors that influence the instructors' perceived ease of use and perceived usefulness of LMS and consequently the actual use. These critical factors are related to the instructor, organization, and technology. Instructor factors include self efficacy, attitude toward LMS, experience, teaching style and personal innovativeness. Organization factors include motivators, technology alignment, organization support, technical support and training. Technology factors include system quality, information quality and service quality.

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Section: Lms Definition and Benefitsmentioning

confidence: 99%

Section: Lms Definition and Benefitsmentioning

confidence: 99%

Instructors' Acceptance of Learning Management Systems: A Theoretical Framework

Al‐Busaidi¹,

Al-Shihi²

2010

CIBIMA

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“…In the view of Mahdizadeh, Biemans and Mulder (2008), LMS aids organizations to better manage users, courses and instructors with testing capabilities and foster the generation of students' reports and transcripts and notifications on activities to students. This same system can accelerate the teaching and learning process as well as improve communication between users, educators, staff and students (Cavus & Momani, 2009). Anderson and Grolund (2009) opine that, the potential of LMS to widen access, reduce cost and improving the quality of education, will help SSA institutions to meet the growing students population (Unwin, Kleeson, Hollow, William, Oloo, Alwala & Muianga, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Decade of LMS Acceptance and Adoption Research in Sub-Sahara African Higher Education: A Systematic Review of Models, Methodologies, Milestones and Main Challenges

Bervell

Umar

2017

EURASIA J MATH SCI T

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A decade has elapsed since the Learning Management System (LMS) technology permeated its way into higher education in Sub-Saharan Africa (SSA), offering new paradigms of both blended and online mode e-learning delivery. Parallel to other continents, the introduction of LMS stimulated acceptance and adoption intentions among stakeholders in higher education. This necessitated research into faculty members' and students' LMS acceptance and adoption intentions. While some research has been conducted in this dimension, the evidential facts are scattered. There is a need to agglomerate these studies to project a better picture of study patterns and results, to be abreast of the current state of the literature and better direct future research. This study sought to bridge the gap by way of a systematic review of previous studies within a decade of LMS acceptance research in SSA, placing them in contextual paradigms of models, methodologies, milestones, subjects, countries, findings and challenges. Results from a systematic review of 31 studies, revealed key determinants of LMS acceptance/adoption to be Attitude and Perceived Usefulness; followed by Performance Expectancy and Perceived Ease of Use; then lastly Social Influence. Major challenges to LMS implementation identified were ICT infrastructure; LMS usage skills and training; LMS system quality, LMS use policy and management support. TAM1 was the dominant model employed and students were the main subject of studies. Moreover, quantitative approach was the preferred design with Regression as the main statistical tool used for data analysis. The study recommended among others that more UTAUT or TAM3 based studies employing mixed method design with instructors as subjects, using structural equation modelling analysis are needed in SSA LMS research. Leadership and top management of higher education institutions should focus more on ICT infrastructure, LMS usage skills/training, LMS quality related issues, support and ICT policy formulation.

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“…In this day and age, we can see clearly rapid changes and developments in technology (Cavus, 2009). Technological developments are forcing individuals, and consequently the institutions to become aware of the need to become part of the current era.…”

Section: Introductionmentioning

confidence: 99%

Distance Learning and Learning Management Systems

Çavuş

2015

Procedia - Social and Behavioral Sciences

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111

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The technology has been advancing rapidly recently and it has become necessary to use technology in the education sector. Because of this it has become necessary to re-organize the education sector. The needs of both students and teachers are also changing. Teachers need to prepare their lecture notes in the most effective way and in the shortest time. For the students the requirement has been to remove the time and space concept and encourage them for self-study. The educational institutions on the other hand are seeking to provide the maximum level of education with minimum level of investment. LMS seems to be at the top of the latest technological advancements that will satisfy all the requirements of teachers and students. The author has prepared this paper with the aim of giving general information about LMS systems, and in addition to describe all the aspects of LMS systems such as their general structure, types, and so on. In particular, the highly popular Moodle LMS system is described in greater detail.

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Computer aided evaluation of learning management systems

Cited by 41 publications

References 1 publication

Instructors' Acceptance of Learning Management Systems: A Theoretical Framework

Instructors' Acceptance of Learning Management Systems: A Theoretical Framework

A Decade of LMS Acceptance and Adoption Research in Sub-Sahara African Higher Education: A Systematic Review of Models, Methodologies, Milestones and Main Challenges

Distance Learning and Learning Management Systems

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