Student and Faculty Transition to a New Online Learning Management System

Judge, Deborah; Murray, Bethany

doi:10.1016/j.teln.2017.06.010

Cited by 14 publications

(8 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As reported by (Judge & Murray, 2017), a change of LMS can also be perceived differently by educational staff, whereas in their case, 93 % of all staff felt competent to use the new LMS.…”

Section: E-learning In Nursing Educationmentioning

confidence: 89%

“…As well as in other educational areas, nursing has been subject to technological advances in learning approaches. Online nursing programs are rapidly emerging (Judge & Murray, 2017). As stated by (Carruth, Broussard, Waldmeier, Gauthier, & Mixon, 2010), there are several gaps in preparedness of nursing students to get involved in e-learning, such as luck of understanding of course delivery, accessing resources remotely, participating in asynchronous course activities and use of emerging health care technologies.…”

Section: E-learning In Nursing Educationmentioning

confidence: 99%

See 1 more Smart Citation

Digital Business Model and Challenges for Travel Services

Marinković¹,

Marinkovic²

2019

38. Mednarodna Konferenca O Razvoju Organizacijskih Znanosti: Ekosistem Organizacij v Dobi Digitalizacije: Konferenčni Zbornik

View full text Add to dashboard Cite

show abstract

“…As reported by (Judge & Murray, 2017), a change of LMS can also be perceived differently by educational staff, whereas in their case, 93 % of all staff felt competent to use the new LMS.…”

Section: E-learning In Nursing Educationmentioning

confidence: 89%

Section: E-learning In Nursing Educationmentioning

confidence: 99%

Digital Business Model and Challenges for Travel Services

Marinković¹,

Marinkovic²

2019

38. Mednarodna Konferenca O Razvoju Organizacijskih Znanosti: Ekosistem Organizacij v Dobi Digitalizacije: Konferenčni Zbornik

View full text Add to dashboard Cite

show abstract

“…3. Execution of Implementing Plan with the Necessary: (Boggs & Van Baalen-Wood 2018;Butakov et al, 2013;Killewo et al, 2014;Judge & Murray, 2017;Sanga, 2016;Ryan et al, 2012;Strawser et al, 2018) a. Training: Multifaceted training can be offered to users around content migration through workshops (basic and advanced skills workshop, foundational and targeted workshops), stand-alone sessions and series, digital training repository, and boot camp, custom workshops, sessions in users' home departments, and ondemand training.…”

Section: Communication Strategies and Informational Sessions: Developing And Maintainingmentioning

confidence: 99%

“…• Monitoring, Change Management & Continuous Improvement Plan: At the completion of the transition, continual evaluation and feedback from faculty and students will be vital to determine the effectiveness of the project and to suggest plans for improvement (Judge & Murray, 2017). This can be done through a variety of methods, including surveys (Judge & Murray, 2017), or continuously via online suggestion boxes (Ryan, Toye, Charron & Park, 2012). Table 1, below, summarizes the specific strategies found in the literature, as well the supporting references.…”

Section: Communication Strategies and Informational Sessions: Developing And Maintainingmentioning

confidence: 99%

A content analysis of change management strategies used in technological transitions in higher education institutions from the lens of a strategic alignment framework

Guerra-López

Dallal

2021

OLJ

View full text Add to dashboard Cite

Technology innovations have the potential to significantly strengthen the ability of higher education institutions to deliver on their core educational mission with greater quality, efficiency, and effectiveness. Not surprisingly, managing technological changes is among the chief concerns for institutional leaders, and yet there is a dearth of research that provides concrete frameworks for managing this type of change in a higher education context. Using Guerra-López and Hicks’s Learning and Development Strategic Alignment (LDSA) framework, this qualitative study used a directed content analysis approach to develop a contextualized framework for planning and managing technology change in higher education institutions. The findings suggest that there is a meaningful fit between specific change management strategies found in the learning management systems (LMS) transition research literature and the LDSA framework. The various strategies were synthesized and grouped around LDSA dimensions and core functions, resulting in a technological change management framework contextualized for higher education.

show abstract

“…1, the problem is that the importable Moodle course format is limited to version 2.x now. Even with the 3.x Moodle course, it was possible to partly import the course activities, which needs investigation more about this limitation [12], [13], [14]. That is the reason why it is marked as  in the table.…”

Section: A Moodle To Moodle Integrationmentioning

confidence: 99%

Proposition for LMS Integration for Share, Exchange, and Spread of Online Lectures under Covid-19 Environment

Won

Pham

Lee³

et al. 2021

JOIV : Int. J. Inform. Visualization

View full text Add to dashboard Cite

There has been a movement to share and spread online lectures through OCW and MOOC systems. This movement would have been spread widely and adopted widely if those courses could be easily exchangeable with other platforms or services. If this function is available, learning activities, resources, learning outcomes can be accessed between different platforms and services. With this function, the credit exchange between different platforms or services will be easier. It also facilitates course sharing and circulation. Because the LMS is the basic platform for online classes, providing sharable and reusable learning activities, resources, and learning outcomes across the different LMSs is very demanding for online education. Analyzing LMS use in Korean universities, Moodle, Canvas, and domestic LMSs are founded to be the significant three kinds that are widely used in Korea. In this paper, a method of integrating Moodle, Canvas, and domestic LMS services is proposed. A central Moodle server is installed as the main LMS server, and the method to connect or complement with a central Moodle server is proposed for each different kind of LMS. LMS users can easily access a different kind of LMS as a form of imported course, tightly connected service, or log in as SSO. This proposition can be applied to various service fields such as KMOOC, KOCW, credit exchange, lecture exchange between universities, regional unification of online educational centers as a practical problem-solver.

show abstract

Student and Faculty Transition to a New Online Learning Management System

Cited by 14 publications

References 6 publications

Digital Business Model and Challenges for Travel Services

Digital Business Model and Challenges for Travel Services

A content analysis of change management strategies used in technological transitions in higher education institutions from the lens of a strategic alignment framework

Proposition for LMS Integration for Share, Exchange, and Spread of Online Lectures under Covid-19 Environment

Contact Info

Product

Resources

About