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Effectiveness of Developed Learning Management System in Terms of Achievement of B.Ed. Teacher Trainees
Published in Gopal Singh Latwal, Sudhir Kumar Sharma, Prerna Mahajan, Piet Kommers, Role of ICT in Higher Education, 2020
The Learning Management System (LMS) is a computer application that is used for arrangement, distribute, circulate, and consign self-paced online courses. LMS works as fundamental repositories to address all type of instructive necessities. The foremost areas addressed by LMS operation are: Course preparation: according to the syllabus of the sample.Immediate assessment: using various features of MOODLE app and Google forms.Student commitment: through notifications.Content organization: as per the units, the theories, and the course.
E-Learning for Capacity Development
Published in M.W. Blokland, G.J. Alaerts, J.M. Kaspersma, M. Hare, Capacity Development for Improved Water Management, 2019
Colin Mayfield, Velma I. Grover
The software specifically designed for E-learning and Distance Learning includes both proprietary and Open Source (http://www.opensource.org/) solutions. Proprietary solutions include ANGEL (http://www.angellearning.com/), Blackboard (now incorporating WebCT – http://www.blackboard.com/us/index.bbb) and Desire2Learn (http://www.desire2learn.com/). Open Source solutions include Moodle (http://moodle.org/), Claroline (http://www.claroline.net/worldwide.htm), OLAT (www.olat.org) and ATutor (http://www.atutor.ca/). Most of these include some type of Learning Management System (LMS) to assist with the routine management procedures (marks, assignment delivery, examinations, etc). Other software solutions have been assembled from software for web delivery, messaging, bulletin boards, list-servers and databases normally using Open Source solutions such the Apache web server, MySQL and software from Sourceforge.net. A more recent trend is the use of “Web 2.0” components delivering web-based services and software and enhanced interactivity.
Virtual Worlds and Serious Games as Training Tools
Published in Christopher Best, George Galanis, James Kerry, Robert Sottilare, Fundamental Issues in Defense Training and Simulation, 2013
In the future, games will become more widely used for military training as they move from isolated systems to being part of an integrated training environment, with support tools for the training developer, the instructor, and the learner. Games will be tied to instructional materials used in the classroom or accessed online. Learners will be able to access the training content and game environment over secure networks using computers and/or mobile devices. A Learning Management System (LMS) will track the learner’s career history, prior training, and current course work to identify and recommend content and scenarios for training. During training, the learner will be able to interact with other students or virtual humans in the game environment, as necessary. An ITS will monitor the learner’s progress, provide feedback and training content for remediation, and adjust the difficulty of the scenario, as required, for optimum learning. And social media will be used to support peer-to-peer learning, as well as providing feedback to the instructor and course developers. As the commercial industry continues to push the envelope to make games more engaging and immersive, it is imperative that the military training community find ways to leverage this investment.
Identifying online learning experience of architecture students for a smart education environment
Published in Journal of Asian Architecture and Building Engineering, 2023
Myung Eun Cho, Ju Hyun Lee, Mi Jeong Kim
In the LMS system, the instructor can monitor the learning process, give detailed feedback to students, and check the analysis of data related to learning activities. Students have the freedom to listen to recorded lectures without restrictions on the learning time and place. They can repeatedly listen to the recorded lectures for parts that are difficult to understand, thus students in the LMS environment plans and executes learning proactively. In the case of recorded lectures, students listened to the class and sent instructors their questions by message or e-mail. The instructors answered and explained the frequently asked questions in the following lecture. When sharing and viewing data on the screen, it is beneficial to understand better than in face-to-face classes and to listen to feedback from other students.
The impact of organisational support, technical support, and self-efficacy on faculty perceived benefits of using learning management system
Published in Behaviour & Information Technology, 2018
Yun Zheng, Jianfeng Wang, William Doll, Xiaodong Deng, Melvin Williams
Perceived benefits mean the impacts that the computer software has on a person’s work (DeLone and McLean 2003; Torkzadeh and Doll 1999). One major purpose of using an LMS is to reach the intended learning outcomes of a course as well as to increase students’ engagement with DL (Cigdem and Ozturk 2016). This study views the benefits brought by LMS from the faculty perspective. It examines how LMS helps instructors save time (DeLone and McLean 2003), improve instruction quality (Chickering and Ehrmann 1996), and increase job productivity (Sharda et al. 2004).
Examining Course Layouts in Blackboard: Using Eye-Tracking to Evaluate Usability in a Learning Management System
Published in International Journal of Human–Computer Interaction, 2020
Quincy Conley, Yvonne Earnshaw, Grayley McWatters
A Learning Management System (LMS) is a web-based system that provides an infrastructure to deliver course content, monitor participation, assess students, and facilitate communication through a number of built-in tools (Naveh, Tubin, & Pliskin, 2010). LMSs can be found in nearly every college and university (Dahlstrom et al., 2014). Colleges and universities have predominantly implemented LMSs for delivery of instruction in their classes, whether the courses are face-to-face, at a distance or a combination of the two approaches.