In this paper we focused on the important learning management system features, and compare between the most famous open source LMS, i.e. (Latitude Learning LMS, eFront, Dokeos, Moodle, Totara KMS, .LRN, Canvas, Chamilo, OLAT, and Sakai). The choice of LMS relay-on the features the important to you and covered your design and technological requirements. Moodle is by far the most popular. It has over 84 million users worldwide. Otherwise Moodle is very easy to import files from Flickr, Google Docs, Dropbox, YouTube, etc. These files can be stored in one place for easy access later. Chamilo, Moodle and eFront covers all the most important course development features. eFront, Chamilo and Moodle covers the most of administrative features. Chamilo, and Moodle have most Collaboration features such as blogs, forums, and wikis. Chamilo, Moodle, and Sakai support interactive courses, Multimedia, and Virtual Classroom, Figure 2 show the comparison between LMS features. Finally, these free open source options in general require a lot of improvements to make looking designed professionally. In our view tend to look a little dated out of the box.
Ethereum and Hyperledger technologies are the main frameworks to develop blockchain-based solutions; however the authors choose to build the blockchain infrastructure from scratch, based on , for many reasons. First reason is to build a tailored solution that is compatible with a legacy exam management system temporarily hosted on the website of one of the authors. Second reason is to build a lite blockchain without all facilities of Ethereum or Hyperledger. The same argumentation answers why not building upon available LMSs. Different LMS like Canvas LMS and Moodle offer robust integration and solutions that address the same issues addressed by this paper. The paper presents a compatible solution with a legacy exam management system based on a lite blockchain implementation.
The basic LMS performs two major functions: it provides instructional designers with a means of locating learning objects, and it assembles them into standard compliant learning units. Although many types of LMSs are available, the enhanced LMS will contain four essential features: an authoring application similar to the computer assisted software environment , a collection of learning objects described above, a means of sending the completed course to a delivery system (called a delivery interface), and administration tools. The LMS systems have been enhanced to include additional
LMS stands for Learning Management System. It manages all learning-related information in e-learning. A teacher can create, manage, and delete various learning activities, learning resources, learners, and learning-related data. LMSs have a very long history in e-learning, and the market has undergone many changes as Fig. 3 shows. One of the noteworthy features is the breakthrough of open source LMSs. The use of open source LMSs, like Moodle and Canvas, has dramatically increased compared to commercial LMSs like Blackboard. Particularly, Moodle has become very popular in the United States.
This paper presents two open source e-learning tools developed at the University of Zurich: OLAT (Online Learning And Training), a learning management system (LMS) used by universities worldwide to present and manage e-learning content and scenarios, to provide collaborative tools to student groups and to run assessments. And eLML (eLesson Markup Language), a self-contained tool used to create structured e-content which can be imported into OLAT. eLML was originally started in 2002 by the Swiss GIS-project “GITTA” and is now used by many universities in Switzerland, Germany and Austria. OLAT was originally started as a student project in 1999 and became the strategic LMS of the University of Zurich in 2003. One year later – after a complete redesign based on the programming language Java – OLAT was released under the Apache Open Source license and made available to a worldwide user community. Today OLAT is used not only by over 40’000 students at the University of Zurich, but OLAT servers are also running in nearly 40 countries and it has been translated to 30 languages. After an introduction, the authors present both eLML and OLAT, its features but also its limitations. The paper concludes with a discussion about open source software development and a short outlook.
While discussing frequency of accessing e-LMS, most of the participants (n=121, 38.4%) responded that they access e-LMS 3-5 times a week. However, e-LMS was accessed every day by quite less number of students (n=28, 8.9%). The prime reason of e- LMS usage was to obtain lecture notes (n=192, 61.0%), followed by assignment submission (n=168, 53.3%) and to undertake online quizzes (n=117, 37.1%). Moreover, majority of the participants found e-LMS useful in preparing their own lecture notes (n=168, 53.3%) and assignments. Whereas, few participants were interested in gaining additional resources and reading materials via e- LMS (n=74, 23.4%). Participants were more interested in receiving hybrid courses over traditional and online distance courses (n=163, 51.7%). Even though, network connectivity and time constrains were pointed out as an obstacle in accessing e-LMS, 246 (78.1%) of the respondents confirmed e-learning as a useful medium to gain knowledge and showed intentions to keep using it for future studies.
The design and development of the E-learning system include the requirements analysis, design, and development and implementation, and evaluation is carried out at each stage. The primary step that becomes the principle of development is the availability of guided flowcharts, storyboards and GBIM and adjusted to the characteristics of vocational education. The validation results showed that the feasibility level was 79.18% and 80.71% for media experts and material experts. This indicates that e-learning by LMS meets the media and material needs of vocational education. Students' responses in assessing LMS are positive and stable in small and limited group testing. In this case, students have the very good interest and satisfaction.
Abstract: E-learning is an emmerging trend in today's educational environment. This paper aims at enhancing the efficiency of e-learning to expand its potential by using adaptable Learning Objects that can be used to tailor the course material and its presentation according to the profile and the learning model of both the teacher and the learner. Software tools have been designed and implemented for the purpose of building an educational content library that is based on: ontology representaion of the contents; utilizing student learning style and prefernces; Bloom congitive model; and adaptive assessment model. Thses tools are designed to support the major educational activities to matche both the teaching style of the instructor and and the learning style of student during the course authoring phase and the course delivery phase, respectively. In this research, we adapted an open-source Learning Management System (LMS), namely Moodle, which has been modified to fully integrate with the adaptive e-Learning Model and its technologies.
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S4, S8, S9, S10 and S13 wanted to be an observer in LMS. They logged into LMS just to get any updates and the latest information from the tutor or course coordinator. As stated by S4, she claimed, “I just look at their conversation, yeah actually from the comments you get everything” (S4/Interview 1). For S13, LMS for her is a platform to look for resources and not interact with peers. For S10, LMS just served as a platform to download course materials (S10/Interview 2). Besides that, there are other comments on not participating actively in the LMS forum. S9 asserted that she did not want to use the LMS platform to interact with peers or the tutor because she had to wait for their replies and that she could not really express herself very well in writing, so she would prefer to ask the tutor directly in class (S9/Interview 2). S2 replied, “Some [of them] don’t know how to use the forums, either that or they don’t know how to ask,” (S2/Interview 2) in response to the low participation in the forum.
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LMS Portal, an e-learning platform, is a tool that has the power of Communication, Organization, Management and Training. Learning Management System (LMS) is a technology driven platform that enables educational institutions and business organizations to move teaching, training and learning initiatives and programs on the Internet for E-learning to take place. It provides Internet/intranet based infrastructure for teachers, instructors, trainers and program directors to manage and track a student, employee, trainee's participation and performance in E-learning.
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This study evaluated the graph theory e-learning through the utilization of Learning Management System (LMS). In this study, the experimental group used the blended-learning method while the control group used the conventional learning method. Blended learning is defined as a combination between e-learning with LMS and conventional learning. T-test and Pearson's correlation analyses were performed. T-test method was used in order to determine the significant difference of scores between the experimental and the control groups. The result demonstrated that students in the experimental group performed significantly better than those in the control group. The pre-test scores in algebra, calculus, and discrete mathematics showed no significant differences across the board, demonstrating the homogeneity among both groups' participants. Furthermore, the study also utilized the Technology Acceptance Model (TAM) to measure user acceptance of the system. It was found that TAM can be considered as a valid instrument to assess the user acceptance of a system which in this study was the application of graph theory in LMS environment on a subject course at higher education level.
Abstract – Educational institutions have adopted the use of information and communication technology (ICT) at various levels ranges from communication, examination and even human resource management. This paper explores the use of e-learning in enhancing teaching and learning in educational institutes. The paper is a descriptive research and uses unified modeling language (UML) techniques to provide descriptions and models of e-learning practice in educational institutes. The models were presented using Use Case and Activity diagrams as the results of the study. The models show the interactions based on email interactions, social media (network), computer-based test (CBT), and learning management system (LMS). Finally, the paper recommends that e-learning platforms should be used at various levels of educational institutions, government and education regulatory bodies should enforce the adoption of e-learning in addition to conventional teaching modes, and teachers should be encouraged to share learning materials and tasks to students using electronic means.
Use of technology as a mean to enrich and evolve education process is not new. In the early 1920s, the first teaching machine was created by Sydney Pressey, a psychology professor at Ohio State University. It was a device that could be used to practice drills and administer multiple choice quizzes. Almost 40 years later, on 1961, PLATO (Programmed Logic for Automated Teaching Operations), the world's first computer assisted instruction program was introduced by the University of Illinois . Since then, e-Learning systems have evolved to cover more than 60 percent of today's education. What started as a computer- based training (CBT) and computer-based instruction (CBI) gave its place to distance education, after the introduction of World Wide Web in the '90s, to become what today is described with terms such as web-based training (WBT), online education, virtual learning, m-learning, digital education etc. Introduction and evolution of Content Management Systems (CMS), of Learning Management Systems (LMS) but also of Learning Content Management Systems (LCMS), are undoubtedly main factors of this progress .
For effective learning in distance education components such as interaction via, text, sound, simple graphical presentations, video presentations, animations, simulations, test systems, should be supported by feedback. The proliferation of e-learning environments has brought the need for the content to be produced together and is one of the most important points to be considered in the educational process of learning content. The quality of content is one of the factors that determine the quality of education in distance learning. Numerous content development tools for distance learning are available. The use of these tools are practical quick to prepare and can bring about very different content. The most important objective in the design of educational content; is that it is easy for users to understand, easy to learn and is an interactive structure. Related features that affect the quality of content include: it should; be interactive with, audio, images, animation, multimedia support, simulation and animation of courses and learning activities to give the work contains questions and tests. The other issue in content quality is to provide the content standards (Balaban, ). Therefore it is important to investigate the selection of the Learning Management System (LMS) and Content Management Systems (CMS) soft wares’ whether they use the standards or not. Learning Management System software enables the monitoring of user information. It allows the selection and registration of students in distance or blended learning courses the presentation of content, and its assessment and evaluation. Learning Management Systems "LMS" (Learning Management System, LMS) is software that allows the management of learning activities. It allows students and teachers to keep system records and retention reports. It provides learning materials and the ability to share learning materials and discussions, manage course catalogues, receive assignments, enter exams, undertake assignments and provide feedback on the exam (Özaslan, ). An instructional management system must have certain characteristics in order to provide full service to its users. The main features it should have are interoperability, primarily with other systems, compliance archiving and file management capabilities, reusability, regulation consistent with learning objectives and supporting other tools used to create quick accessibility of content Word, PowerPoint, Flash, PDF etc. (Altıparmak et al. ).
This study used theories of social learning, dialogue and inquiry to develop an interactive website to support dialogic inquiry online. The literature on online learning often takes a technological rather than a pedagogic perspective which appears to assume that today’s university students know how to learn through inquiry using social media online. Yet there is a great deal of evidence that this is not the case. An examination of the literature of adult learning and primary school pedagogy in terms of their relevance for social learning online, together with an exploration of notions of dialogue and community, led to the
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Audio/Video Streaming: Streaming Audio/Video is content sent in compressed form over the internet and displayed by the viewer in real time. With streaming video or streaming media, a Web user does not have to wait to download a file to play it. Instead, the media is sent in a continuous stream of data and is played as it arrives. The services offered by YouTube are valued by e-learning provider’s world over. Many institutions have created their own exclusive channels for providing their e-content to the end users using YouTube. E-learning professionals use to make their e-learning courses more interactive, fun, and informative using YouTube. In fact, it has the power to transform a potentially dull or complicated subject matter into an overall exciting and engaging e-learning experience. E-learning providers like Khan Academy use YouTube extensively in delivering their e-content.
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Cloud computing has recently emerged as a compelling paradigm for managing and delivering services over the internet. The rise of cloud computing is rapidly changing landscape of Information technology and ultimately turning to the long-held promise of utility computing into a reality. Cloud computing can help communities and nations, can transform education. An entire world of knowledge can now be made available to teachers and students through cloud based services that can be accessed anytime, anywhere, from any device. In this paper crust algorithm optimizes the surface reconstruction system from scattered cloud points. Crust algorithm plays an important role due to its guaranteed quality of mesh generation. Some applications medical imaging, geographic data processing, and interactive surface sketching, can take advantage of the technology to compute the digital model of a geometric shape with reconstruction algorithms.
This paper has presented a usability evaluation of three well known open source LMS: Atutor, ILIAS and Moodle. Base on the results we obtain from our study, it shown that Moodle are most easy to use follow by Atutor and lastly are ILIAS that no participant chooses. However it does not mean that ILIAS system are not good because the three LMS is having the similar functions just the default interface of ILIAS is more complicated compare to the other two LMS and not accepted by our participants.
In other words learners need to know something about a field in order to be able to decide what else in it they need to know and there is evidence from the study of massive open online courses (MOOCs, discussed in Section 3.3) that this is not necessarily the case among emerging adult or young adult students. Students also need to have some technical and information literacy skills in order to be able to manage their own learning and in addition to skills in using digital applications, these include psychological tools such as those theorised by Vygotsky (1930/1978); and they also need to have confidence in their own competence as learners plus a strong commitment to learning at that point in time (Merriam et al., 2007). Brookfield, who has devoted a considerable number of years to researching this field, has recently argued that there is a political dimension to self-directedness as a goal of adult learning, since it directly contradicts any notions of core or national curriculum. It appears that there are in practice many aspects of formal learning which actually prevent true self-directedness. “Self-direction is an inauthentic confidence trick if it involves people making key decisions about their learning all the while being unaware that this is happening within a framework that excludes certain ideas or activities as subversive, unpatriotic, or immoral” (Brookfield, 2011, p. 39). These arguments raise a number of questions about the application of this principle to undergraduate or course-based post-graduate learning, for example. As Brookfield says, there would need to be an entirely different approach to curriculum design and learning outcomes in order for this to be feasible, but such a new approach is something which appears to be developing in the online sector, for example in the Open Education movement.
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This paper has systematically discussed e-learning security and privacy policies. A generalised architecture of e-learning systems is prescribed to illustrate security and privacy issues. We thoroughly discussed the security and privacy for e-learning systems from layer 1 to layer 5, especially layer 1 and layer 5. This paper does not try to address too much technical details for e-learning systems on the security and privacy. Instead the paper focuses on the analysis of the influences from policy and available technology. This paper introduces digital identity attributes for portable devices of e-learning systems. As digital identity is a new research area, we will expect more researches on digital identity for e-learning systems from a security and privacy perspective. As more and more e-learners are interested in using their portable devices to conduct their e-learning activities, the concerns on the security and privacy will generate more research and initiatives either on the technology perspective or on the management perspective.
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