Interactive and collaborative platform implementation on learning management system

Septiani, Amanda Putri; Suwawi, Dawam Dwi Jatmiko; Herdiani, Anisa

doi:10.1109/icoict.2017.8074714

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…Furthermore, while some LMSs can distribute content and allow students to view their marks via mobile devices, others cannot. As a result, trainers must assess which methodologies are currently in use and which may be employed to improve learning in their organizations [37].…”

Section: Discussionmentioning

confidence: 99%

A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic

2022

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The COVID-19 pandemic has left more than 1.6 billion children and young people in 161 countries, nearly 80% of students enrolled in education systems globally, out of school. Many countries have resorted to online learning to reduce the repercussions of this shutdown. Many challenges have emerged, the most important of which are infrastructure and communication, and the knowledge of teachers and administrators of the necessary tools and processes are also key factors in providing online learning. In fact, nationwide lockdowns could have been an opportunity to test technological interventions for distance learning. Unfortunately, few systems have reached this point and are ready for implementation. The current study aimed to propose a strategy for distance education using the focus group method to gather the opinions of experts in the field of learning technologies and analyze their responses using text analysis software considering the McKinsey 7S Framework. The study found that the proposed strategy based on instructional design models that use OERs, i.e., blogs, audio recordings, and other resources, can improve the quality and efficiency of learning, provide students with skills, and achieve sustainable development goals in education in the Kingdom of Saudi Arabia.

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Section: Discussionmentioning

confidence: 99%

A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic

2022

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“…Cloud platforms depend on ICT applications, an LMS, interactive websites, and social media (Almaiah & Al Mulhem, 2019). They enable components of traditional learning such as textbooks, note writing, group discussion, idea sharing, and accumulated cognition in a sufficient way based on ICT, LMS, and e-learning components, in addition to more chat box and news feed ability to comment in an open course system (Septiani et al, 2017). Personal computers, laptops, tablets, and cellular phones employ built-in integrated cameras, GPS sensors, and Internet access to embed realworld environments with dynamic and context-aware interactive digital content (Chiang et al, 2014).…”

Section: Cloud Platformsmentioning

confidence: 99%

Investigating Characteristics of Learning Environments During the COVID-19 Pandemic: A Systematic Review

Al-Ansi

2022

CJLT

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Dramatic change in learning environments during the COVID-19 pandemic highlighted the significance of virtual learning and led to more interactive learning environments. Quick adoption of online and social interactive learning in many universities around the world raised challenges and emphasized the importance of investigating different learning environments. This paper investigates the accelerated transition in education from traditional learning environments through online learning environments to social innovative learning environments, and the latest trends of this change. The stages of transition were divided into three parts: before, during, and after the COVID-19 pandemic, which was the reason for this accelerated change. Features and characteristics of each stage of transition were analyzed and discussed, based on the following factors: edu-space and classrooms, the learning and teaching process, curricular choices, information and communication technology applications, students’ and educators’ perceptions, edu-approaches, and knowledge transformation. A systematic review approach was used to investigate learning environments based on the literature reviews of previous publications. Analysis of these features revealed the main characteristics and differences in each stage. New trends in online learning environments and social innovative learning environments were identified including cloud platforms, massive open online courses, digital learning management systems, open educational resources, open educational practices, m-learning, and social network applications. Finally, this study makes two recommendations: 1) the adoption of online learning environments and social innovative learning environment applications to continue the e-learning process during the pandemic, and 2) the enhanced usage of online learning environments and social innovative learning environment applications in the future by educational institutions and governments.

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“…LMS assists teachers with the management of their courses. It also allows for the provision of pedagogical contents, communication, collaboration, and sharing to aid learning (Septiani et al, 2017;Ouadoud, Chafiq & Chkouri, 2018). It provides an avenue for classroom materials or activities to be shared easily.…”

Section: Introductionmentioning

confidence: 99%

Quality Facetsof a UX LMS Affective Model for the Design and Evaluation of Learning Management Systems

et.al¹

2021

TURCOMAT

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This study looked into extant literature to elicit a mapping relationship for the affective component of Bloom’s learning taxonomy and a theoretical affective model for the design and evaluation of the affective experiences of users of and learners on learning management system (LMS) platforms. The study found that no prior affective model exists specifically for the design and evaluation of the affective experiences of LMS users. The study then mapped the affective component of the Bloom’s taxonomy of learning with the conceptual affective model and captured corresponding suitable quality facets/dimensions that influence and contribute to the model. This model is particularly appropriate for the design and evaluation of the affectivity of LMS platforms.

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Interactive and collaborative platform implementation on learning management system

Cited by 4 publications

References 3 publications

A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic

A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic

Investigating Characteristics of Learning Environments During the COVID-19 Pandemic: A Systematic Review

Quality Facetsof a UX LMS Affective Model for the Design and Evaluation of Learning Management Systems

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