User behaviour analysis on LMS and MOOC

Pireva, Krenare; Imran, Ali Shariq; Dalipi, Fisnik

doi:10.1109/ic3e.2015.7403480

Cited by 23 publications

(12 citation statements)

References 8 publications

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“…(Ghirardini, 2011;Atan et al, 2008). Most LMSs support meta-data and content sharing standards such as Shareable Content Object Reference Model (SCORM), Institute of Electrical and Electronics Engineers (IEEE), Learning Object Metadata (LOM), Integrated Management System (IMS), and Aviation Industry Computer-Based Training Committee (AICC) (Pireva, Imran & Dalipi, 2015;Fallon& Brown, 2016). Courses are hosted and uploaded to the Learning Management System platform to become easily accessible for remote learners.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…They are designed for the participation of large numbers of geographically detached students (Stepan, 2013). The most familiar MOOCs leading the market of education today are: Coursera (https://www.coursera.org/), Udacity (http://www.udacity.com/), edX (http://www.edx.org/), and Khan Academy (www.khanacademy.org) that deliver high-quality educational content across multiple disciplines (Pireva et al, 2015). Nonetheless, Khan Academy is an example of a non-profit association that was hypothesized to build a range of online tools.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Promising Digital Schools: An Essential Need for an Educational Revolution

Yehya

2021

PEDAGOGICAL RES

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This paper endeavors to propose a clear framework to show how the Lebanese traditional schools will be transformed to digital schools to benefit from digital technology. Digitalization is prompting education at a very fast pace. Educational institutions are in vital need of technology implementations to stay digitally relevant to Netgeneration learners. Though many schools have digital initiatives and plans, the implementation of these up to a well-studied framework is something many institutions still lack. This study adopts the instructional design theory, which aims to propose a clear technology implementation framework to promote schools' digital transformation.The study emphasizes that schools are in need to deal with a well-defined framework in their establishment for digital institutions and proposes a digital framework for schools to implement educational technology tools and strategies to gain the benefits attached to technological progress.The suggested framework highlights the need for mutual interaction between schools' visions, teachers' professional development, some appropriate tools, learners' beliefs, and the learning society's support in guiding schools to attain the opportunities of digitalization in reforming education. Researchers, policymakers, and educators need to contribute to this developed framework and identify strengths, weaknesses, opportunities, and threats (SWOT analysis) of the suggested model on schools' digitalization process. However, additional research should be conducted regarding the impact of the model on enhancing the educational revolution. Hence, a call is made for researchers to continue testing the model in different contexts with the intent of refining it.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Promising Digital Schools: An Essential Need for an Educational Revolution

Yehya

2021

PEDAGOGICAL RES

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“…These patterns were as learners who completed the majority of assessment, learners who engaged mainly in terms of watching videos, learners who did assessment at the beginning of the course, and learners who only watched videos for one or two assessment periods. Pireva, et al (2015) asserted that the learning platforms are being used not only as an added value on technology platform for supporting the traditional learning process, but also for networking, blended, and distance learning. They have done comparison on five platforms, Moodle, Atutor and Claroline as open source and Blackboard and Fronter as commercial ones.…”

Section: Review Of Literaturementioning

confidence: 99%

Analysis of Learning Behavior and Pattern of Online Learners on a MOOC Platform

2021

JEP

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Understanding a learner in an online environment can ensure success of an online course. The present study determines learning behavior and learning pattern among learners on the MOOC platform established for running an online course offered at ICAR-National Academy of Agricultural Research Management (NAARM), Hyderabad, India. The demographic description and significant difference between learning patterns of the learners on MOOC according to their subject domain were analyzed by using Moodle LMS (Learning Management System). The learner group was found to comprise in majority as males or doctorate degree holders, and of agriculture domain. Most of the learners were found to be passive who were frequently engaging in the course in terms of learning behavior which indicates their way of participating in the course. Majority of the learners had moderate interest and seriousness to learn the subject. With regard to course participation which is measured in Course log-in patterns, learners with subject domains like Engineering and Agribusiness Management and Agriculture and Veterinary streams had similarity in course participation. Among the weekly participation, there was a significant increase in course participation towards course ending irrespective of subject domains which indicates the participants' urge to complete the course for certification. The key observations found through study can be of paramount importance in designing a successful MOOC with better completion rates.

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“…In addition to the features discussed in Tables 2-5, the most important features for the selection of Teams as the platform in the virtualization process at the UVM were video conferencing, duration time, and the number of users who could simultaneously be in a class. See Table 6 [6,13]. From 17 to 21 March, 2020, as part of the strategy, a deployment of human, material and technological resources was carried out at the UVM to provide the continuity of the school calendar and to guarantee the fulfillment of the educational programs.…”

Section: Preliminarymentioning

confidence: 99%

“…It will consider a mandatory and forced transition for communities to use technological means involving several challenges generated by the COVID-19 crisis at the university-from traditional methods to ERT-and the impact on learning and student satisfaction. Many LMS platform options have been used by higher education institutions and their teachers to continue academic processes, and this can lead students to see the need to use multiple LMS platforms at the same time [5,6].…”

Section: Introductionmentioning

confidence: 99%

Teaching Challenges in COVID-19 Scenery: Teams Platform-Based Student Satisfaction Approach

et al. 2020

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At the onset of the crisis caused by COVID-19, the Mexican education system chose to join the global context and suspend face-to-face classes for all educational levels. For the continuity of educational processes, a transition from a traditional educational model (face-to-face) to emergency remote teaching (ERT) was made through virtual learning platforms and learning management system (LMS) schemes. Universidad del Valle de Mexico (UVM), in a collaboration agreement with Microsoft Co., chose to use Teams to continue its educational process. In this work, we intend to identify the factors that can be taken into account regarding the level of student satisfaction in the teaching–learning process in ERT using Teams, and validate the established educational strategy. Statistical analysis was carried out to analyze the academic environment for these scenario changes while considering knowledge assessment, and competencies achievement. A combined sampling method was applied with convenience and statistical analysis. The main results established significant percentages, where more than 60% of the students surveyed were manifested in the use of the teams and the organization of the class sessions by the teachers, and the activities developed. Using the Cronbach’s Alpha coefficient, the reliability of the data collection instruments was determined. The correlations of each of the survey questions were calculated to determine the relationship between themselves and the total answers, giving results similar to those obtained through data science tools. Taking advantage of the situation, data science tools were applied to compare the results with obtained values from RapidMiner software in the correlation of factors in of 0.440, 0.384, 0.246, 0.048 and 0.384.

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User behaviour analysis on LMS and MOOC

Cited by 23 publications

References 8 publications

Promising Digital Schools: An Essential Need for an Educational Revolution

Promising Digital Schools: An Essential Need for an Educational Revolution

Analysis of Learning Behavior and Pattern of Online Learners on a MOOC Platform

Teaching Challenges in COVID-19 Scenery: Teams Platform-Based Student Satisfaction Approach

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