Lecturer Based Supportive Tool Development and Approaches for Learning Material Sharing under Bandwidth Limitation

Abstract

Currently, lecturers have been offered various LMS's. The Learning Management System (LMS) could provide high quality, rich and complete materials in Higher Education Institution (HEI) that use LMS as part of academic activities. In those activities, lecturers are the key persons responsible for enriching learning materials. Therefore, it was a common sense if lecturers need to be supported for enriching learning materials in any condition, whether it is online or offline. There are several options for a lecturer when he needs to use a LMS: use the LMS directly (access to the LMS server) or by implemented on a local machine as a local server. The use of LMS as a server application to give services for a virtual classroom brings many issues like installation, configuration, learning materials authoring, LMS operation, etc. In this particular case, we focus on the Indonesian educational environment, where a highly motivated lecturer is eager to use LMS to deliver lectures but restricted to use a limited bandwidth. Therefore, tools that can be used online as well as offline and are able to share the contents over diverse LMS are needed. The present paper discusses a supportive tool to support offline authoring, and delivery methodology development in existing LMS or even HEI with no LMS installed, considering all the issues related to LMS and the limited bandwidth environment where it will be used. As a result, we developed a Lecture Based Supportive Tool (LBST) as an approach to enable a lecturer to create learning materials in offline conditions and/or limited bandwidth, and then upload it on a remote LMS as an activity to share and enrich learning materials.

A Software Design Model for Integrating LMS and MOOCs

“…Alternative perspectives are abundant (Bhalalusesa et al, 2014). Instructors, at times, even share learning content under limited bandwidth environments (Kautsar, Kubota, Musashi, & Sugitani, 2016). With the persistent need for content to be accessed in real-time (Merriman, Coppeto, Santanach, Shaw, & Díaz, 2016), this paper envisages more benefits unfolding from placing LMS as the front-end component, and MOOCs as the back-end system to the proposed hybrid information system.…”

The Impact of Technology Readiness on Undergraduate Students’ Acceptance of Learning Management System

“…A Learning Management System is an information technology system designed to facilitate and manage the learning process, including the distribution of resources and the facilitation of communication between instructors and students (Coates et al, 2005;Edebatu et al, 2019;Fitriani, 2020;Yawisah et al, 2022). The implementation of LMS in learning activities in higher education still faces obstacles or problems, such as the low level of readiness of students and lecturers (Giatman et al, 2020;Junus et al, 2021), university servers that are not yet adequate for comprehensive LMS implementation (Meyliana et al, 2019;Yawisah et al, 2022), LMS features that are not ready with full online lecture conditions (Djidu et al, 2021;Kautsar et al, 2016;Murad et al, 2020), and others.…”

A Supportive Tool for Project Based Learning and Laboratory Based Education

“…For implementing both learning methods in the daily academic courses, the lecturers need to be assisted by the supportive tool that not only monitors the learning process but also scores and publishes learning results on the public domain. From our previous research, we present Lecturer Based Supportive Tools (LBST) which enable lecturers to create learning content through a web-based application that can be accessed in online and offline condition (no need internet connection) [10]. And, it presents interoperability between the existing Learning Management System (LMS) and the developed supportive tool using service-based architecture [11]- [13].…”