Usability issues while building a new LMS

Shehu, Visar; Besimi, Adrian; Abazi, Lejla; Shaqiri, Mehmetali

doi:10.1109/iti.2009.5196101

Cited by 6 publications

(4 citation statements)

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“…In addition, it was indicated that evaluating and monitoring the user`s perception of an e-learning system is an important task to ensure the efficacy of the system [35,36] . More than a quarter of our students (27.8%) voluntarily participated in the non-obligatory online survey which is considered a good percentage when compared to other studies.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a web-based learning management platform and formative assessment tools for a Medical Parasitology undergraduate course

Wassef

Elkhamisy

2020

Parasitologists United Journal

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Background: Medical education for undergraduate students in preclinical sciences is challenging and often described as boring by students. Educators have to find interesting new methods to deliver information and increase students' engagement and performance. The incorporation of new technological tools can help in this regard. Objectives: This retrospective study investigated two technological tools: Google Classroom learning management platform and Google Quiz Forms for online assessment, as regards students' satisfaction, engagement, and performance. Design and Methodology:The same Parasitology course was taught in a classic face-to-face way during the first year of the study and taught by blended learning technique over the second year. The performance of the students of each year was compared and a questionnaire was introduced at the end of the second year to assess the students' satisfaction. Results: Students who took full advantage of these tools showed improvement of their performance (mean= 79 in the assessment versus 83.6 in their final exam (P=0.01) and achieved significantly better scores than those of year-1 and year-2 in the final exam (mean= 83.6 versus 76.3 and 72.7 respectively, P<0.001). Among 128 questionnaire respondents, 78.9% preferred the e-learning, 94.5% found the Google Classroom easy to use, 76.6% described it as a time saver for submission of assignments and 96.9% expressed their wish to continue to use the blended learning as well as the formative assessments in other courses and would recommend it to others. They all agreed that the formative assessments at the end of each lecture helped them in summarizing the delivered topic and consolidated the received information. Conclusion: Use of these mobile-friendly, freely available technological tools in resource-limited higher education institutions is recommended to improve the students' engagement and performance in the preclinical sciences.

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Section: Discussionmentioning

confidence: 99%

Evaluation of a web-based learning management platform and formative assessment tools for a Medical Parasitology undergraduate course

Wassef

Elkhamisy

2020

Parasitologists United Journal

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“…The initial version of Libri consisted of the tools that staff and students found as most important for their teaching and learning experience in the first phase (Abazi-Bexheti et al, 2009). This is in fact one of the main reasons for the in-house approach: to design a LMS that would be in step with the up-to-date technologies and further on to explore, analyse and enhance it, based on users' experiences (Shehu et al, 2009).…”

Section: South East European University's Lms Experiencementioning

confidence: 99%

“…These practices among others show that it is the LMS usage that enables the users to identify the opportunities off the system and to require more from the system and in this way they actually became the key drivers of the LMS further development. Evaluating and monitoring the usability of an e-learning system is an important task to ensure the efficacy of the system (Shehu et al, 2009;Orfanou et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

LMS Solution: Evidence of Google Classroom Usage in Higher Education

Abazi-Bexheti

Kadriu

Apostolova-Trpkovska

et al. 2018

Business Systems Research Journal

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Background: Learning Management Systems (LMS) represent one of the main technology to support learning in HE institutions. However, every educational institution differs in its experience with the usage of these systems. South East European University’s LMS experience is longer than a decade. From last year SEE – University is adopting Google Classroom (GC) as an LMS solution. Objectives: Identifying factors which encourage LMS activities, with special emphasis on SEEU, might be of crucial importance for Higher Education academic leaders as well as software developers who design tools related to fostering LMS. Methods/Approach: This paper introduces new approach of investigating the usage of LMS, i.e. identifying the determinants of increasing usage of LMS activities, by conducting empirical analysis for the case of SEEU. We apply appropriate estimation technique such as OLS methodology. Results: Using SEEU Usage Google Classroom Report & Analysis Data for spring semester (2016–2017) and winter semester (2017–2018) - SUGCR dataset 2017, we argue that (i) LMS activities are affected by demographic characteristics and (ii) the students’ LMS usage is affected by level and resources of instructors’ LMS usage. Conclusions: The empirical results show positive relationship between student and instructors’ LMS usage.

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“…These web-based technologies empower instructors and students alike, offering a conduit for material sharing, assignment submission, and online connectivity and discourse (LONN & al, 2009). The assessment and monitoring of the usability of e-learning systems assume paramount importance in ensuring their efficacious operation (SHEHU & al, 2009;ORFANOU & al, 2015).…”

Section: C) Online Learning Managementmentioning

confidence: 99%

Digitalization of Higher Education

Ben Kasmia,

M’hamed

2023

RCD

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For an extended period, the higher education community has been diligently endeavoring to implement technologically advanced and more efficacious methodologies. The aim is to enhance effectiveness and cultivate a generation of graduates equipped to navigate the evolving labor market dynamics and adapt to the influences of globalization. The outbreak of the Covid-19 pandemic significantly catalyzed the adoption of digital education, often referred to as "E-Learning," as a predominant mode of instruction across a majority of countries. This shift was necessitated by the imperative to adhere to social distancing measures and prevent the potential collapse of the educational infrastructure. In the wake of this transformative paradigm, educational institutions were compelled to engineer inventive management approaches to effectively traverse this altered landscape, marking the dawn of a new era. This era is characterized by a profound dependence on advanced technology and unfettered information accessibility as pivotal factors for sustaining and optimizing performance.This paper aims to explain the basic ideas behind managing higher education while exploring the existing research that supports these ideas. By breaking down the various aspects and tools involved, the goal is to shed light on the complex nature of managing higher education. This exploration eventually leads to an examination of how the digitalization of education impacts different functional areas of education management. Through this in-depth analysis, a clear connection emerges between the need for digitalization and the necessity to update management systems. This connection is crucial for not only achieving but also sustaining effective operation in this new era that combines technology and education.

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Usability issues while building a new LMS

Cited by 6 publications

References 1 publication

Evaluation of a web-based learning management platform and formative assessment tools for a Medical Parasitology undergraduate course

Evaluation of a web-based learning management platform and formative assessment tools for a Medical Parasitology undergraduate course

LMS Solution: Evidence of Google Classroom Usage in Higher Education

Digitalization of Higher Education

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