The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19

Camilleri, Mark Anthony; Camilleri, Adriana Caterina

doi:10.2139/ssrn.3905093

Cited by 4 publications

(2 citation statements)

References 114 publications

(207 reference statements)

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“…(Fitter et al, 2020). Camilleri & Camilleri (2021) examined the students' opinions on online learning through asynchronous learning management systems (LMS) and via synchronous video conferencing technologies like Google Meet, Microsoft Teams or Zoom, among others. They collected their data from a sample of 501 higher education students.…”

Section: Literature Review Learning Management Systems Vs Video Conferencing Platformsmentioning

confidence: 99%

Digital Platforms in the Emergency Remote Education: the Students’ Preferences

Shammari¹

2021

AWEJ

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One positive side of the Covid-19 pandemic is the unprecedented opportunity it has offered to the Higher Education Institutions to experience digital learning like never before. During the pandemic, Distant Learning platforms, including Learning Management Systems and Video Conferencing Platforms, have been ubiquitous, and no single institution survived without them during the pandemic. Hence, one of the critical lessons that should be learned is the students’ experiences with these platforms. This study aims to investigate the digital platform preferences of English major students in the College of Language and Translation at King Saud University in Saudi Arabia during the Emergency Remote Education due to the Covid-19 pandemic. Its significance lies in the fact that it underscores and addresses students’ needs and preferences with regard to the digital platforms to be used for language learning, a pragmatic examination of which has been carried out in the following pages. It focuses on reasons for the preferences of the two leading digital platforms used in King Saud University: Blackboard and Zoom. A Survey with open-ended and closed-ended questions was designed to answer the questions of the study: which digital platforms do students prefer to use during Emergency Remote Education, and what were the reasons behind students’ preferences? A total of 300 students from both male and female campuses at different levels of study participated in the study. The results showed that students preferred the Zoom to Blackboard. Reasons of preferences were mainly the ease of use, followed by supporting smartphones, then having an app for smartphones. The thematic analysis of the open-ended question showed that technical problems and connection latency were the main reasons behind students’ preferences of the Zoom. The findings also indicated gender differences in reasons of preferences.

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Section: Literature Review Learning Management Systems Vs Video Conferencing Platformsmentioning

confidence: 99%

Digital Platforms in the Emergency Remote Education: the Students’ Preferences

Shammari¹

2021

AWEJ

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“…Other studies have also supported the acceptance of LMS in the higher education learning system (Camilleri & Camilleri, 2022). The book "Canvas LMS Course Design: Create and Deliver Interactive Online Courses on the Canvas Learning Management System, 2nd Edition" was written by Ryan John and published in 2021 (John, 2021).…”

Section: Introductionmentioning

confidence: 99%

Canvas LMS Course Design: Create and Deliver Interactive Online Course on the Canvas Learning Management System : A Book Review

Zin

2023

AJEE

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As online education continues to grow in popularity, instructors are increasingly seeking ways to design effective and engaging online courses. "Canvas LMS Course Design: Create and deliver interactive online courses on the Canvas learning management system, 2nd Edition" by Ryan John is a comprehensive guide to designing online courses using the Canvas learning management system (LMS). The book is an excellent resource for instructors at all levels of experience, providing practical advice and examples to help them design engaging and effective courses that meet the needs of their students. The book focuses on the practical aspects of course design. John provides clear and concise guidance on topics such as multimedia integration, assessment strategies, and student engagement, and provides numerous examples and case studies to illustrate these concepts in action.

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