Effect of learning management system on Student’s performance in educational measurement and evaluation

Oguguo, Basil C. E.; Nannim, Fadip Audu; Agah, John J.; Ugwuanyi, Christian; Ene, Catherine U.; Nzeadibe, Augustina Chinyere

doi:10.1007/s10639-020-10318-w

Cited by 69 publications

(41 citation statements)

References 13 publications

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“…All the data presented here is compiled form primary data. 33.15% are working as well as pursuing their studies. 85.33% of the total respondents are from business management course, 8.15% from the course of Art/Design, 3.80% from IT and the rest 2.72% are from Engineering stream.…”

Section: Profile Of the Sample Respondentsmentioning

confidence: 99%

“…This shows majority of the students have capability to leverage the elearning platform as they find it user friendly. The efficient learning management system is the one that has various tools embedded in it to make it accommodative and manageable for e-learning course [32,33]. This implies that not all e-learning platforms are not open source due to limited embedded applications and security reasons.…”

Section: The Benefits Of E-learningmentioning

confidence: 99%

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Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study

et al. 2020

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The educational system across the world has immensely been affected due to outbreak of COVID-19; it forced the shut down of educational institutions, which adversely affected student fraternity across the globe. Due to its contagious nature, COVID-19 demanded containment and enforced isolation that tremendously affected personal interaction of teachers and students. In the absence of traditional classroom teaching and one-to-one interaction, computer-based learning has emerged as closest substitute for off-line teaching. Against such a backdrop, it is pertinent to examine the students’ perception and readiness about online-learning system adopted at the university level during the ongoing COVID-19 pandemic. For the present study, the quantitative approach has been adopted and responses from 184 university students of National Capital Territory (NCT) of Delhi, India namely Delhi University, Jamia Millia Islamia (Central University) and Guru Gobind Singh Indraprastha University are collected through online questionnaire. This research study was conducted during June–August 2020. The findings of the study reveal students’ positive perception towards e-learning and thus acceptance of this new learning system. It has also empirically demonstrated the significance of e-learning in the time of COVID-19 crisis. In fact, e-learning has emerged as a new way of enhancing the learning process where social media may further improve the learning output. The findings of the study will facilitate educational institutions and policy makers to take this online-learning process to the next level in a better way.

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Section: Profile Of the Sample Respondentsmentioning

confidence: 99%

Section: The Benefits Of E-learningmentioning

confidence: 99%

Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study

et al. 2020

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“…Many educational institutions have effectively used LMSs and continue to research the effectiveness of using various types of LMSs. Recent studies focussing on STEM education suggest that various LMSs and associated tools increase student engagement, motivation, collaboration (Araya & Collanqui, 2021 ; Campbell et al, 2020 ; Hwang, 2020 ; Jones et al, 2021 ), performance, retention, and critical thinking (Alkholy et al, 2015 ; Ardianti et al, 2020 ; Bernacki et al, 2020 ; Cadaret & Yates, 2018 ; Hempel et al, 2020 ; Oguguo et al, 2021 ). In addition, LMSs allow STEM educators to track learning outcomes, predict achievements (for early detection of students at risk), and then use the identified information to adapt and modify teaching practices (Dominguez et al, 2016 ; Hempel et al, 2020 ; Price et al, 2021 ; Sergis et al, 2017 ; Zakaria et al, 2019 ; Zheng et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

A systematic review on trends in using Moodle for teaching and learning

2022

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Background The Moodle Learning Management System (LMS) is widely used in online teaching and learning, especially in STEM education. However, educational research on using Moodle is scattered throughout the literature. Therefore, this review aims to summarise this research to assist three sets of stakeholders—educators, researchers, and software developers. It identifies: (a) how and where Moodle has been adopted; (b) what the concerns, trends, and gaps are to lead future research and software development; and (c) innovative and effective methods for improving online teaching and learning. The review used the 4-step PRISMA-P process to identify 155 suitable journal articles from 104 journals in 55 countries published from January 2015 to June 2021. The database search was conducted with Scopus and Web of Science. Insights into the educational use of Moodle were determined through bibliometric analysis with Vosviewer outputs and thematic analysis. Results This review shows that Moodle is mainly used within University STEM disciplines and effectively improves student performance, satisfaction, and engagement. Moodle is increasingly being used as a platform for adaptive and collaborative learning and used to improve online assessments. The use of Moodle is developing rapidly to address academic integrity, ethics, and security issues to enhance speed and navigation, and incorporate artificial intelligence. Conclusion More qualitative research is required on the use of Moodle, particularly investigating educators’ perspectives. Further research is also needed on the use of Moodle in non-STEM and non-tertiary disciplines. Further studies need to incorporate educational theories when designing courses using the Moodle platform.

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“…Previous studies related to the Pakistani context show that students commonly perform better in digital platforms than the traditional ones (Shehzadi et al, 2020). In contrast, the digital competency of teachers in terms of developing pedagogical lessons is found to be inadequate (Farid et al, 2015), although teachers' contribution cannot be neglected in integrating ICT in the classroom effectively (Oguguo et al, 2020). In addition, the studies cited mainly focused on students as end-users (Alharbi, 2019;Niederhauser et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan

et al. 2021

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Aim/Purpose: This study aims to examine the challenges faculty members face with online teaching practices in public universities in Karachi, Pakistan during the COVID-19 pandemic. Faculty members’ pedagogical experiences were examined by following the approach of the technology acceptance model (TAM) framework presented by Davis in 1986 and 1989. Background: The COVID-19 pandemic has significantly affected educational activities and disrupted the traditional norms of education at colleges and universities in the world, and, as a result, teaching and learning have shifted to online. Accordingly, the outcome of the COVID-19 pandemic has unexpectedly forced educators and educational leaders to analyze pedagogical measures to offer quality education to students and make changes to their curriculum and instruction. Methodology: This study used a mixed-method research design with closed-ended surveys and interviews. The researchers distributed online questionnaires and conducted phone call interviews, followed by simple random sampling approach to strengthen data collection and analysis. The research data were analyzed through descriptive statistical tests, including mean, standard deviation, and Pearson correlation, and thematic analysis. Contribution: By examining the challenges faculty members face with online teaching practices, this study contributes to the literature knowledge to advance the Practical-Knowledge gap (the lack of empirical studies in the context of practice and theoretical perspective) by knowing faculty members’ experiences and attitudes regarding online teaching in public universities in Karachi, Pakistan. The adopted framework of the technology acceptance model provides confirmation of reliability in the context of higher education institutions, which can help explore pedagogical challenges and practices of teachers who teach online in other provinces in Pakistan, cultures, and countries. This study provides suggestions to online teachers in Pakistan to sort out their challenges. Findings: The findings highlight a favorable attitude of faculty members’ usage of virtual platforms for teaching. Likewise, faculty members encountered several challenges that caused restrictions in accomplishing competent teaching and learning. Furthermore, faculty members lacked sound experience in conducting online classes and were not given adequate technical assistance or ICT infrastructure to cope with the technical challenges. Recommendations for Practitioners: It is recommended by this study that teachers should be given adequate professional development opportunities to develop technical and ICT infrastructure competencies to facilitate them to successfully teach online. Recommendation for Researchers: Another study should be conducted at the national level to reinforce the understanding and generalization of this study’s results. Furthermore, this study assessed public universities faculty members’ experiences through self-reported surveys and interviews. However, future researchers should employ other means and methods of examination such as private universities, public universities, primary schools, middle schools, secondary schools, and observations or focus group discussions to broaden the understanding of online teaching practices and challenges in Pakistan. Impact on Society: By examining faculty members’ experiences and challenges of teaching online, this study will help educators and educational leaders to raise the quality of online teaching in Pakistan by knowing the appropriate solutions and recommendations. Future Research: This study examined the adoption of three ICT indicators through pedagogical practices such as perceived usefulness, perceived ease of use, and attitude to use. For future studies, researchers and practitioners should evaluate other indicators such as students’ learning outcomes.

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Effect of learning management system on Student’s performance in educational measurement and evaluation

Cited by 69 publications

References 13 publications

Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study

Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study

A systematic review on trends in using Moodle for teaching and learning

The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan

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