Learning Management Systems

The aim of the current meta-analysis is to throw the light on the emerging trends of studies between 2013 and 2017 that describe the obstacles in the implementation of Learning Management Systems (LMSs). A meta-analysis of 107 articles, listed on Education Resources Information Centre (ERIC) and Web of Science (WOS), was employed in the present study. Data on the distribution of studies on LMS were investigated according to the year of publication, the most frequent challenges facing English language teachers incorporating LMS, research method, design, sample groups, data collecting tools, countries and the number of authors. The results reveal that the highest number of studies (N=40, 37.38%) occurred in 2017 with an upward trend over the five years. The most common obstacle in the implementation of LMS in English as a foreign language (EFL) classrooms was discovered as the lack of teacher training (N=32, 29.91%). Moreover, the most frequently applied research method was the quantitative technique (N=51, 47.66%). The descriptive model (N=32, 29.91%) was found as the most frequent research model. In addition, the most common sample group included undergraduate and graduate students (N=46, 42.99%). The most prominent data collection tool pointed to questionnaires (N=47, 43.93%). The conclusion states the implications of the current research and recommendations for further research.

Abstract— The use of modern information and communication technology as a means of training pupils and students has become a popular trend. For this purpose, a special type of web-based content management systems, called Learning Management Systems (LMSs), has been used. Due to their wide implemented, lots of LMSs have been developed in recent years. All those platforms often provide similar features and users can hardly choose the most appropriate for them. There is a variety of methodologies for the quality evaluations of e-learning in the scientific literature. However, there are no good explanations and detailed studies of most of the modern LMS platforms. This article proposes an analysis of the usability and software functionality of the LMS frameworks. Based on the survey of the state-of-art science research, the criteria for analysis of the LMS platforms in this paper are summarized in three categories: Learning skills tools, Communication tools, and Productivity tools. The main goal is to present a wide-range comparative analysis of 36 electronic learning management systems. All of them support the use of multimedia elements, creating and editing the lectures, exercises and course assignments. The lack of communication support leads to using web forums and social networks out of the LMS. The contribution of this paper presents an enriched modern trend of the software methodologies of the web-based oriented learning management systems from the perspective of design and development.

According to leading scientists in the field, specialized platforms which provide educational material in digital form, educational activities and support the administration of learning programs are divided into two main categories: Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) [18]. An LCMS has the functionality of a LMS with the addition of some course editing tools, while an LMS does not provide tools to support the editing and publishing of on-line courses. However, all modern e-learning platforms are actually referred to as LMSs despite their support for course authoring tools. Taking this into account, we use the term LMS for any similar e- learning environments throughout the present paper. The recent progress in e-learning specifications and standardizations has contributed to the development of many quality LMSs. Many instructors use these LMSs in their courses. Yet, their successful functionality is not always without problems. Modern LMSs provide many services but are usually subjected to increased complexity and require experience in their use [1, 2].

Due to rapidly developing technology, the learning needs of the new generation have begun to vary, leading to an equally rapid renewal in learning and instruction. Renewal has emerged in the form of hardware and software integrated into education and the testing of new methods and models. Flipped learning is one of the new methods that have become popular especially in recent years. The model, which reverses traditional learning and instruction processes, is based on learning that can take place both, at home and in the classroom. Short videos and class notes prepared by the instructor to facilitate learning are shared with students through an online platform. In the classroom, individual and group activities are carried out to monitor learning and are focused on the areas that students are lacking in. Just as in flipped learning, Internet technologies are also a powerful tool for instructors in traditional learning. Thanks to the wide variety of Web 2.0 technologies that the new generation are familiar with, they are easily integrated into education. This study aims to encourage the integration of Web 2.0-supported flipped learning in the Learning Management Systems course and provide the views of students regarding the model. With this objective in mind, a content analysis through qualitative approach with an 11-week application was carried out with 55 third- year students in the Department of Computer and Instructional Technologies Education under the Faculty of Education at Trakya University, Edirne, Turkey. During the application, two Web 2.0 tools, Padlet and Facebook, were used to support instruction. At the end of the semester, students were asked to fill out a Course Evaluation Form which was prepared by the researcher and consisted of 6 open-ended questions. According to the result, majority of the students expressed positive views on the use of Padlet and Facebook in classroom. Findings indicated that flipped learning help students in sharing ideas and information with peers. Moreover, flipped learning generates an active teaching- learning environment which allows students to come to class with preparations on the lesson. The findings have been discussed through evaluation within the context of Technology Acceptance Model.

Abstract—Teaching with learning management systems (LMSs) is shown to facilitate the teaching-learning process through asynchronously sharing of materials and ideas. In this paper, we explore the possibility of using LMS to support teaching in technological courses. In our study, we used LMS as i) a platform to share course materials and make bi-directional feedback/assessment in a common core (general education) course, and ii) a platform to manage laboratory activities in a general engineering course. After our one-semester (three- month) study, we found that LMS creates an efficient learning environment for sharing of ideas and materials as well as managing learning activities.

Summary of Dependent Variable. As suggested by Hall, George & Rutherford (1979) and Hall & Hord (1987, 2001), the SoCQ can be adapted to reflect the innovation under study, in this case, LMSs. As the SoCQ was originally constructed to apply to all educational innovations, the questionnaire items can remain the same for studying Learning Management Systems. Other researchers (Adams, 2002; Martin, 1989; Matthew, Parker, & Wilkinson, 1998) have used adopted versions of the SoCQ in their SOC studies; however, because changing the questions may affect the validity and reliability of the instrument, and because permission to use the instrument is based on not altering the questions, the SoCQ was used, as is, for this study. Solid evidence suggests that the broad categories of concern (unrelated, self, task, and impact) are valid, and instrument reliabilities for the scales are within the acceptable ranges for social science research. Using the sample data, Cronbach’s alpha is reported for the stages of concern scales in the findings section.

3. The study also identified challenges that hinder the adoption of learning management systems by Nigerian tertiary institutions. Challenges identifies include, Unavailability of support infrastructures like computer systems and associated peripherals, poor power supply which is a major pitfall. Power supply is vital to effective deployment of LMS and the power supply situation in the country makes it almost impossible for a seamless adoption of LMS. Learning management is online and internet based and the high internet access tariff poses a great challenge. High cost of implementing LMS is also a major challenge. Lack of technical skills in use of LMS and bureaucratic bottlenecks are other challenges identified by the study. Unwillingness to adopt changes is a challenge to the adoption of LMS in Nigerian Tertiary Institutions. It was discovered in the study that both students and faculty members found it very difficult to accept a paradigm shift from current pedagogies and instructional methods. They would rather stick to the traditional methods of teaching and learning. This is supports the study of [8], which states that an idea that is believed to be incompatible with traditional ideas will not be adopted unless the idea is compatible with the existing values and past experiences of the individual who is faced with a decision to adopt the new idea; and that of [20], which confirmed in their findings that compatibility has a significant, positive effect on the adoption of an innovative learning system.

Electronic learning or online learning technologies have great potential to spread learning. Much of the success of e-learning can be attributed to the availability of Learning Management Systems (LMSs), also known as Virtual Learning Environments (VLE) or learning platforms. The online LMSs have made huge gains in filling the digital divide (Frausto and Torres, 2010). I n t h i s l i g h t , Mohammadi et al. (2011) have suggested that e-learning must be the future trend for agricultural education and agricultural in-service training as well. Online LMSs have been successfully used for agricultural education though it has content issues. Globally there are lots of organizations that provide online agricultural courses ranging from certificate courses to doctoral programmes. Majority of the studies on the effectiveness of online learning uphold that blended learning offers more opportunities to address the issues of contextualization and practical work. So the prospects of using online LMS for agricultural education lie in designing courses through a logical blend of online and contact sessions.

Within the framework of our projects of learning management systems (LMS), aiming at the opening of our platforms, we were and still are facing two main problems for which we propose economic solutions. On the one hand, lack of opening of the LMS, due to their internal and global vision of the services offered by the learning management systems generated by their current operating mode. On the other hand, the lack of consensus at an international level, but also the absence of unique standard. The choice of standard to respect or to adopt is an issue today. Indeed, from one side, except for the promotion and reception services, a learning management system offers a mode of management oriented towards services reserved to internal management and intended for registered users and thus recognized by the system. One of the consequences of this global approach to the services is that the existing offers are global, by purchase or by lease. From the other side, if it is true that the establishment of the standards in the Open and Distance Learning aims at ensuring the interoperability of the resources and the systems; this form of interoperability is not reached yet. The about compatible one is more frequent than the perfectly compatible one. For the moment, one rather notes a diversity of learning management modes [2] [5] [11]. The pedagogical contents are still not easily portable.

very big problem that found in the integration or migration of platforms e-learning or Learning Management Systems (LMS ) is the incompatibility between these, this incompatibility is due to lack of unification regarding the appointment and composition of modules and submodules that integrate the different LMSs, for example the module file management in the Atutor platform is named "File Administrator" while that in others platforms how Claroline or Mooodle is named "Documents" and "Resources" respectively.

The introduction of online delivery platforms such as Learning Management Systems (LMS) in tertiary education has changed the methods and modes of curriculum delivery and communication. While course evaluation methods have also changed from paper-based in- class-administered methods to largely online-administered methods, the data collection instruments have remained unchanged. This paper reports on a small exploratory study of two tertiary-level courses. The study investigated why design of the instruments and methods to administer surveys in the courses are ineffective measures against the intrinsic characteristics of online learning. It reviewed the students’ response rates of the conventional evaluations for the courses over an eight-year period. It then compared a newly developed online evaluation and the conventional methods over a two-year period. The results showed the response rates with the new evaluation method increased by more than 80 percent from the average of the conventional evaluations (below 30 percent), and the students’ written feedback were more detailed and comprehensive than in the conventional evaluations. The study demonstrated the possibility that the LMS-based learning evaluation can be effective and efficient in terms of the quality of students’ participation and engagement in their learning, and for an integrated pedagogical approach in an online learning environment.

Abstract: Open Source LMSs are fully flexible and customizable, so they can be designed in line with your school/organization's brand image. Open Source LMSs can also be converted to social learning platforms. You can create an online community through your LMS. This paper describes the most important features in learning management systems (LMS), that are critical to compare and contrast depend on your system requirements. Also represents a multiple LMS providers that are designed to use in university environment.

These days, Colleges, schools, universities and also individual persons are installing Learning Management Systems (LMS) rapidly as they want to add web technology to their courses and also to complement customary face-to-face courses [1]. LMS systems collect a vast amount of information and that is very precious for analyzing the students’ performance and could create an excellent compilation of educational data [2]. LMS systems can record all the student activities involved. For instance: Writing, Reading, various task performance and internal communication.

Spaghettilearning. The adaptation issues include communication tools, learning objects, user data management, usability, adaptation ha, technical aspects, administration, and course management. Rank was given to each platform. Moodle s achieved the best evaluation values. Ilias has second rank and Dokeos has third rank. ATutor, LON-CAPA, Spaghettilearning, and Open-USS are ranked equally at the fourth position, whereas Sakai and dotLRN are ranked last.

organization model, and some difference in how specific tools are configured and used. The LMS and its tools can support a variety of instructional philosophies (such as social construction of knowledge), and matches well the Community of Inquiry model favored by SLN. Ideally, faculty development programming would address campus issues of instructional philosophy as well as teaching the mechanics of the instructional tool set in Moodle, in order to turn the LMS transition into an opportunity to renew teaching and learning on campus. Given that the variety of Moodle hosting options allows for extended LMS transition depending on the pathway that the campus opts for (as described above), there is the option with Moodle to provide thorough faculty development programming in advance of the actual switch away from the legacy LMS. ● Standard Moodle (either 1.9.x or 2.0) provides a robust suite of tools to support instruction, as described in the feature comparisons section above. This functionality can be extended by the addition of community supported modules, which are cataloged at the moodle.org community site. Campuses which decide to host Moodle in-house should think about the extent to which they want to extend standard Moodle with third party modules, and how decisions about Moodle enhancements will be made.

Across the nation, with the implementation of the Affordable Care Act and health care reform, the demands of the health and social service departments have grown in astronomical numbers. Throughout the state of California, social service departments made the necessary changes to their policies and pro- cedures in order to meet these demands effectively. With these changes came an increase in work; higher volumes of consumers and caseloads along with the heightened demands made it difficult for staff to get away from their desks to attend and meet essen- tial training requirements. As a result, Santa Clara County and Santa Cruz County successfully put into operation a Learning Management System (LMS)

will play in future approaches to instruction as the needs of today’s learners are not being met by current approaches. Society has shifted from the Industrial Age into what many are calling the Information Age (Reigeluth, 1994; Senge, Cambron-McCade, Lucas, Smith, Dutton, & Kleiner, 2000; Toffler, 1984). Today’s education system remains mired in the Industrial Age, put- ting the onus for learning on teachers, encour- aging students to remain passive, and treating all students as if they are the same and forcing them to do the same things in the same amount of time (Reigeluth, 1994). This forces achieve- ment to vary among the students, leaving the low-achieving students behind and holding the higher-achieving students back (Reigeluth, 1997). The alternative to holding time constant and forcing learning to occur at a single rate is to hold achievement at a constant mastery level. This requires education to shift to an entirely new paradigm, from one with a focus on stan- dardization and sorting with a high rate of fail- ure to one that supports customization to meet all learners’ needs.

outstanding practice in LMS innovation, both experts recounted cases relating to teaching staff of mature years. This does not contradict Englund et al.’s (2016) finding that experienced staff are less likely to become more student-centred in their conception of teaching but it does suggest that where these staff do become involved in LMS-based innovation, their greater experience can allow them to implement exciting approaches which offer exemplars of effective technology- enhanced learning. There has already been extensive debate over assumptions about students and their relationship with technology as ‘digital natives’ (Bennett, Maton & Kervin, 2008).

resources power the online, web-enhanced, and hybrid education programs at more than 2000 academic institutions (research university, community college, high school, virtual MBA programs etc. CLIX is targeted most of all at big corporations, because it provides efficient, manageable, connected and expandable internet-based learning solutions. This scaleable, multilingual and customizable software aims at providing process excellence for educational institutions. For educational administrators, CLIX offers powerful features for course management and distribution. Additionally, it provides personalized learning paths for students, a tutoring centre for lectures and a whole bunch of innovative collaboration tools for both user groups, e.g. a virtual classroom. Altogether, CLIX makes planning, organizing, distributing, tracking and analyzing of learning and teaching a smooth and efficient process. Moodle is a free, open source PHP application for producing internet-based educational courses and web sites on any major platform (Linux, UNIX, Windows and Mac OS X). The fact that it is free of charge is especially attractive for schools and companies which always lack resources for the introduction of new learning technologies. Furthermore, the Moodle system is not only price-efficient – it can easily be compared to costly commercial solutions on all aspects. Courses are easily built up using modules such as forums, chats, journals, quizzes, surveys, assignments, workshops, resources, choices and more. Moodle supports localization, and has so far been translated into 34 languages. Moodle has been designed to support modern pedagogies based on social constructionism, and focuses on providing an environment to support collaboration, connected knowing and a meaningful exchange of ideas. The greatest disadvantage of Moodle is certainly support to e-learning standards, which is reflected on “Fig. 5”, showing evaluation results according to different assessment criteria for Blackboard, CLIX and Moodle.

To transfer the knowledge of a single learners PLE to the group within the Social Leaning Management System RSS feeds are reasonable. The learner can register the feeds of the own PLEs bookmarking tools to the LMS and as soon as the new bookmarks appears in the feed it is imported into the LMS as well and assigned to the course group according to the tag acronym. To save the benefit of the social tagging the LMS has to preserve the tags of the bookmarks and take care that the imported bookmarks within the LMS are marked with the same tags then in the generic bookmarking tool. The LMS can than build a new tag-cloud representing the knowledge of the group. This import procedure may produce duplicate bookmarks within the LMS because learners can tag the same web resource on different bookmarking tools all imported to the same group in the LMS. This might be regarded as a problem, but the doublet bookmarks referring to the same web resource keep meaningful information within the LMS. They also retain the relation to the learners bookmarking system expressing that a specific resource has been bookmarked and tagged by several learners. By