Designing for Inclusion within the Learning Management System: Social Justice, Identities, and Online Design for Digital Spaces in Higher Education

The aim of this paper is to propose pedagogical design for learning management systems (LMS) that offers greater inclusion for students based on a number of theoretical perspectives and delineated through an example. Considering the impact of COVID-19, including on student mental health, the research suggesting the importance of student sense of belonging on retention, success, and student well-being, the author describes intentional LMS design incorporating theoretically based practices informed by critical theory, feminist theory, indigenous theory and practices, and new materiality. This article considers important aspects of these theories and practices which attend to inclusion, identities, and socially just learning environments. Additionally, increasing student sense of belonging and mental health through LMS design influenced by adult learning theory and the community of inquiry model are described.  The process of thinking through LMS pedagogical design with inclusion intentionally in mind affords the opportunity to allow LMS to go beyond course use as a repository of documents, to an intentional community of practice that facilitates belonging and connection, something much needed in our times. In virtual learning environments it has been harder to discern how students are doing, especially in feeling connected to their courses, their faculty, and their student peers. Increasingly at the forefront of public universities is addressing the needs of students with multiple and intersecting identities and the multiplicity of needs and accommodations. Education in 2020, and moving forward, calls for embedding critical theories and inclusive ideals and pedagogies to the ways instructors design and teach in online platforms. Through utilization of critical theoretical frameworks and instructional practices, students may experience the LMS as a welcoming place with intentional plans for welcoming diversity in identities.

Reimagining the Learning Management System as a “Third” Space

This paper focuses on a sense of belonging, isolation, and the use of a learning management system as a “third space” for connection and community. Given student use of learning management systems (LMS) for courses on campuses, moderate to high use of social media and hand-held devices, the author explores the possibilities of LMS as a third space. The COVID-19 pandemic has exacerbated student experiences of isolation, and research indicates that students who experience a sense of belonging have a greater likelihood for academic retention and success. The impacts on students of an LMS designed for student employee orientation and training were examined through a mixed methods approach, including a survey, individual interviews, and focus groups. The sample involved 250-450 undergraduate student employees at a US northwestern university. The goal of the study was to find out the efficiency and effectiveness of the orientation information for a wide range of student employees from multiple student affairs departments. And unexpected finding emerged within the study in 2015 and was noted again as a finding in the 2017 study. Students reported feeling like they individually connected to the department, and further to the university because of the LMS orientation. They stated they could see themselves as part of the university community and like they belonged. The orientation, through the LMS, was designed for and occurred online (asynchronous), prior to students traveling and beginning university life for the academic year. The students indicated connection and belonging resulting from some of the design features. With the onset of COVID-19 and prolonged sheltering in place in North America, as well as other parts of the world, students have been precluded from physically gathering to educate and learn. COVID-19 essentially paused face-to-face education in 2020. Media, governments, and higher education outlets have been reporting on widespread college student stress, isolation, loneliness, and sadness. In this context, the author conducted a current mixed methods study (online survey, online interviews) of students in advanced degree programs, like Ph.D. and Ed.D. specifically investigating isolation and sense of belonging. As a part of the study a prototype of a Canvas site was experienced by student interviewees for their reaction of this Canvas site prototype as a “third” space. Some preliminary findings of this study are presented. Doctoral students in the study affirmed the potential of LMS as a third space for community and social academic connection.

Design of Collaborative Web System: Based on Case Study of PBL Support Systems

This paper describes the design and implementation of web system for continuable and viable collaboration. This study proposes the improvement of the system based on a result of a certain practice. As contemporary higher education information environments transform, this study highlights the significance of university identity and college identity that are formed continuously through independent activities of the students. Based on these discussions, the present study proposes a practical media environment design which facilitates the processes of organizational identity formation based on a continuous and cyclical model. Even if users change by this system, the communication system continues operation and cooperation. The activity becomes the archive and produces new activity. Based on the result, this study elaborates a plan with a re-design by a system from the viewpoint of second-order cybernetics. Systems theory is a theoretical foundation for our study.

E-Learning Network Support Services: A Comparative Case Study of Australian and United States Universities

This research study examines the current state of support services for e-network practice in an Australian and an American university. It identifies information that will be of assistance to Australian and American universities to improve their existing online programs. The study investigated the two universities using a quantitative methodological approach. Participants were students, lecturers and admins of universities engaged with online courses and learning management systems. The support services for e-network practice variables, namely academic support services, administrative support and technical support, were investigated for e-practice. Evaluations of e-network support service and its sub factors were above average and excellent in both countries, although the American admins and lecturers tended to evaluate this factor higher than others did. Support practice was evaluated higher by all participants of an American university than by Australians. One explanation for the results may be that most suppliers of the Australian university e-learning system were from eastern Asian cultural backgrounds with a western networking support perspective about e-learning.

Transformative Leadership and Learning Management Systems Implementation: Leadership Practices in Instructional Design for Online Learning

With the growth of online learning, several higher education institutions have attempted to incorporate technology in their curriculum. Successful technology implementation projects really on technology infrastructure and on the acceptance of education professionals towards innovation. This research study is aimed at illustrating the relevance of the human component in technology implementation projects in higher education by describing the Learning Management System implementation project executed by instructional designers working for a higher education institution in the southeast region of the United States. An analysis of the Transformative Leadership Theory, the Technology Acceptance Model, and the Diffusion of Innovation Process provide the support for a solid understanding of this issue and address recommendations for future technology implementation projects in higher education institutions.

Identifying E-Learning Components at North-West University, Mafikeng Campus

Educational institutions are under pressure from their competitors. Regulators and community groups need educational institutions to adopt appropriate business and organizational practices. Globally, educational institutions are now using e-learning as the best teaching and learning approach. E-learning is becoming the center of attention to the learning institutions, educational systems and software inventors. North-West University (NWU) is currently using eFundi, a Learning Management System (LMS). LMS are all information systems and procedures that adds value to students learning and support the learning material in text or any multimedia files. With various e-learning tools, students would be able to access all the materials related to the course in electronic copies. The study was tasked with identifying the e-learning components at the NWU, Mafikeng campus. Quantitative research methodology was considered in data collection and descriptive statistics for data analysis. The Activity Theory (AT) was used as a theory to guide the study. AT outlines the limitations amongst e-learning at the macro-organizational level (plan, guiding principle, campus-wide solutions) and micro-organization (daily functioning practice, collaborative transformation, specific adaptation). On a technological environment, AT gives people an opportunity to change from concentrating on computers as an area of concern but also understand that technology is part of human activities. The findings have identified the university’s current IT tools and knowledge on e-learning elements. It was recommended that university should consider buying computer resources that consumes less power and practice e-learning effectively.

Enhancing Students’ Performance in Basic Science and Technology in Nigeria Using Moodle LMS

One of the major problems facing education in Nigeria is the provision of quality Science and Technology education. Inadequate teaching facilities, non-usage of innovative teaching strategies, ineffective classroom management, lack of students’ motivation and poor integration of ICT has resulted in the increase in percentage of students who failed Basic Science and Technology in Junior Secondary Certification Examination for National Examination Council in Nigeria. To address these challenges, the Federal Government came up with a road map on education. This was with a view of enhancing quality education through integration of modern technology into teaching and learning, enhancing quality assurance through proper monitoring and introduction of innovative methods of teaching. This led the researcher to investigate how MOODLE LMS could be used to enhance students’ learning outcomes in BST. A sample of 120 students was purposively selected from four secondary schools in Ogbomoso. The experimental group was taught using MOODLE LMS, while the control group was taught using the conventional method. Data obtained were analyzed using mean, standard deviation and t-test. The result showed that MOODLE LMS was an effective learning platform in teaching BST in junior secondary schools (t=4.953, P

Questions Categorization in E-Learning Environment Using Data Mining Technique

Nowadays, education cannot be imagined without digital technologies. It broadens the horizons of teaching learning processes. Several universities are offering online courses. For evaluation purpose, e-examination systems are being widely adopted in academic environments. Multiple-choice tests are extremely popular. Moving away from traditional examinations to e-examination, Moodle as Learning Management Systems (LMS) is being used. Moodle logs every click that students make for attempting and navigational purposes in e-examination. Data mining has been applied in various domains including retail sales, bioinformatics. In recent years, there has been increasing interest in the use of data mining in e-learning environment. It has been applied to discover, extract, and evaluate parameters related to student’s learning performance. The combination of data mining and e-learning is still in its babyhood. Log data generated by the students during online examination can be used to discover knowledge with the help of data mining techniques. In web based applications, number of right and wrong answers of the test result is not sufficient to assess and evaluate the student’s performance. So, assessment techniques must be intelligent enough. If student cannot answer the question asked by the instructor then some easier question can be asked. Otherwise, more difficult question can be post on similar topic. To do so, it is necessary to identify difficulty level of the questions. Proposed work concentrate on the same issue. Data mining techniques in specific clustering is used in this work. This method decide difficulty levels of the question and categories them as tough, easy or moderate and later this will be served to the desire students based on their performance. Proposed experiment categories the question set and also group the students based on their performance in examination. This will help the instructor to guide the students more specifically. In short mined knowledge helps to support, guide, facilitate and enhance learning as a whole.

An Innovative Approach to Improve Skills of Students in Qatar University Spending in Virtual Class through Learning Management System

In this study, students’ learning has been investigated and satisfaction in one of the course offered at Qatar University Foundation Program. Innovative teaching has been implied methodology that emphasizes on enhancing students’ thinking skills, decision making, and problem solving skills. Some interesting results were found which could be used to further improvement of the teaching methodology. In Fall 2012 in Foundation Program Math department at Qatar University has started implementing new ways of teaching Math by introducing MyMathLab (MML) as an innovative interactive tool in addition of the use Blackboard to support standard teaching such as Discussion board in Virtual class to engage students outside of classroom and to enhance independent, active learning that promote students’ critical thinking skills, decision making, and problem solving skills through the learning process.

Analysis of Suitability of Online Assessment by Maintaining Critical Thinking

The purpose of this study is to determine whether paper assessment especially in the subject mathematics will ever be completely replaced by online assessment using Learning Management System and Content Management System such as blackboard. Testing students has moved from the traditional scribbling and sketching on paper towards working online on a screen and keyboard. It is found that online assessment by using selective types of questions like multiple choices, true or false and final answer questions don’t reflect the actual understanding of students in solving the problems and teachers can’t determine the weakness points of students. In addition, it is showed that OBMCQs are a very good tool for self-assessment and when teachers are testing for knowledge and facts. But when it comes to the skills, OBMCQs are poor tools for measuring the ability to apply knowledge to complex math problem. 

The Design and Applied of Learning Management System via Social Media on Internet: Case Study of Operating System for Business Subject

Learning Management System (LMS) is the system which uses to manage the learning in order to grouping the content and learning activity between the lecturer and learner including online examination and evaluation. Nowadays, it is the borderless learning era so the learning activities can be accessed from everywhere in the world and also anytime via the information technology and media. The learner can easily access to the knowledge so the different in time and distance is not a constraint for learning anymore. The learning pattern which was used in this research is the integration of the in-class learning and online learning via internet and will be able to monitor the progress by the Learning management system which will create the fast response and accessible learning process via the social media. In order to increase the capability and freedom of the learner, the system can show the current and history of the learning document, video conference and also has the chat room for the learner and lecturer to interact to each other. So the objectives of the “The Design and Applied of Learning Management System via Social Media on Internet: Case Study of Operating System for Business Subject” are to expand the opportunity of learning and to increase the efficiency of learning as well as increase the communication channel between lecturer and student. The data of this research was collect from 30 users of the system which are students who enroll in the subject. And the result of the research is in the “Very Good” which is conformed to the hypothesis.

Customization of Moodle Open Source LMS for Tanzania Secondary Schools’ Use

Moodle is an open source learning management system that enables creation of a powerful and flexible learning environment. Many organizations, especially learning institutions have customized Moodle open source LMS for their own use. In general open source LMSs are of great interest due to many advantages they offer in terms of cost, usage and freedom to customize to fit a particular context. Tanzania Secondary School e- Learning (TanSSe-L) system is the learning management system for Tanzania secondary schools. TanSSe-L system was developed using a number of methods, one of them being customization of Moodle Open Source LMS. This paper presents few areas on the way Moodle OS LMS was customized to produce a functional TanSSe-L system fitted to the requirements and specifications of Tanzania secondary schools’ context.

Students’ Level of Participation, Critical Thinking, Types of Action and Influencing Factors in Online Forum Environment

Due to the advancement of Internet technology, online learning is widely used in higher education institutions. Online learning offers several means of communication, including online forum. Through online forum, students and instructors are able to discuss and share their knowledge and expertise without having a need to attend the face-to-face, ordinary classroom session. The purposes of this study are to analyze the students’ levels of participation and critical thinking, types of action and factors influencing their participation in online forum. A total of 41 postgraduate students undertaking a course in educational technology from a public university in Malaysia were involved in this study. In this course, the students participated in a weekly online forum as part of the course requirement. Based on the log data file extracted from the online forum, the students’ type of actions (view, add, update, delete posts) and their levels of participation (passive, moderate or active) were identified. In addition, the messages posted in the forum were analyzed to gauge their level of critical thinking. Meanwhile, the factors that might influence their online forum participation were measured using a 24-items questionnaire. Based on the log data, a total of 105 posts were sent by the participants. In addition, the findings show that (i) majority of the students are moderate participants, with an average of two to three posts per person, (ii) viewing posts are the most frequent type of action (85.1%), and followed by adding post (9.7%). Furthermore, based on the posts they made, the most frequent type of critical thinking observed was justification (50 input or 19.0%), followed by linking ideas and interpretation (47 input or 18%), and novelty (38 input or 14.4%). The findings indicate that online forum allows for social interaction and can be used to measure the students’ critical thinking skills. In order to achieve this, monitoring students’ activities in the online forum is recommended.

Students’ Level of Knowledge Construction and Pattern of Social Interaction in an Online Forum

The asynchronous discussion forum is one of the most widely used activities in learning management system environment. Online forum allows participants to interact, construct knowledge, and can be used to complement face to face sessions in blended learning courses. However, to what extent do the students perceive the benefits or advantages of forum remain to be seen. Through content and social network analyses, instructors will be able to gauge the students’ engagement and knowledge construction level. Thus, this study aims to analyze the students’ level of knowledge construction and their participation level that occur through online discussion. It also attempts to investigate the relationship between the level of knowledge construction and their social interaction patterns. The sample involves 23 students undertaking a master course in one public university in Malaysia. The asynchronous discussion forum was conducted for three weeks as part of the course requirement. The finding indicates that the level of knowledge construction is quite low. Also, the density value of 0.11 indicating the overall communication among the participants in the forum is low. This study reveals that strong and significant correlations between SNA measures (in-degree centrality, out-degree centrality) and level of knowledge construction. Thus, allocating these active students in different group aids the interactive discussion takes place. Finally, based upon the findings, some recommendations to increase students’ level of knowledge construction and also for further research are proposed.

Students’ Perception and Patterns of Listening Behavior in an Online Forum Discussion

Online forum is part of a Learning Management System (LMS) environment in which students share their opinions. This study attempts to investigate the perceptions of students towards online forum and their patterns of listening behavior during the forum interaction. The students’ perceptions were measured using a questionnaire, in which seven dimensions were used involving online experience, benefits of forum participation, cost of participation, perceived ease of use, usefulness, attitude, and intention. Meanwhile, their patterns of listening behaviors were obtained using the log file extracted from the LMS. A total of 25 postgraduate students undertaking a course were involved in this study, and their activities in the forum session were recorded by the LMS and used as a log file. The results from the questionnaire analysis indicated that the students perceived that the forum is easy to use, useful, and bring benefits to them. Also, they showed positive attitude towards online forum, and they have the intention to use it in future. Based on the log data, the participants were also divided into six clusters of listening behavior, in which they are different in terms of temporality, breadth, depth and speaking level. The findings were compared to previous clusters grouping and future recommendations are also discussed.

Early Requirement Engineering for Design of Learner Centric Dynamic LMS

We present a modeling framework that supports the engineering of early requirements specifications for design of learner centric dynamic Learning Management System. The framework is based on i* modeling tool and Means End Analysis, that adopts primitive concepts for modeling early requirements (such as actor, goal, and strategic dependency). We show how pedagogical and computational requirements for designing a learner centric Learning Management system can be adapted for the automatic early requirement engineering specifications. Finally, we presented a model on a Learner Quanta based adaptive Courseware. Our early requirement analysis shows that how means end analysis reveals gaps and inconsistencies in early requirements specifications that are by no means trivial to discover without the help of formal analysis tool.

TanSSe-L System PIM Manual Transformation to Moodle as a TanSSe-L System Specific PIM

Tanzania Secondary Schools e-Learning (TanSSe-L) system is a customized learning management system (LMS) developed to enable ICT support in teaching and learning functions. Methodologies involved in the development of TanSSe-L system are Object oriented system analysis and design with UML to create and model TanSSe-L system database structure in the form of a design class diagram, Model Driven Architecture (MDA) to provide a well defined process in TanSSe-L system development, where MDA conceptual layers were integrated with system development life cycle and customization of open source learning management system which was used during implementation stage to create a timely functional TanSSe-L system. Before customization, a base for customization was prepared. This was the manual transformation from TanSSe-L system platform independent models (PIM) to TanSSe-L system specific PIM. This paper presents how Moodle open source LMS was analyzed and prepared to be the TanSSe-L system specific PIM as applied by MDA.

An Interactive e-Learning Management System (e-LMS): A Solution to Tanzanian Secondary Schools' Education

Information and Communications Technologies (ICT) has been integrated in education in many developing and developed countries alike, but the use of ICT in Tanzanian schools is dismal. Many Tanzanian secondary schools have no computers. The few schools with computers use them primarily for secretarial services and computer literacy training. The Tanzanian education system at other levels like secondary school level has to undergo substantial transformation, underscored by the growing application of new information and communication technology. This paper presents the e-readiness survey result from secondary schools in Tanzania. The paper also suggests how Tanzania can make use of the few present ICT resources to support and improve teaching and learning functions to improve performance and acquisition of knowledge by using e-Learning Management System (e-LMS).

E-Learning Experiences of Hong Kong Students

The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questions was distributed in mid 2012 and 608 valid responds were received. The analysis results showed that the students found e-learning helpful to their study. They preferred interactive functions and mobile features. Blended learning mode, both face-to-face learning mode integrated with online learning and face-to-face learning mode supplemented with online resources, were preferred by the students. The results of experiences of Hong Kong students in e-learning provided a contemporary reference to the e-learning practitioners to understand the e-learning situation in Asia.

The Design and Development of Multimedia Pronunciation Learning Management System

The proposed Multimedia Pronunciation Learning Management System (MPLMS) in this study is a technology with profound potential for inducing improvement in pronunciation learning. The MPLMS optimizes the digitised phonetic symbols with the integration of text, sound and mouth movement video. The components are designed and developed in an online management system which turns the web to a dynamic user-centric collection of consistent and timely information for quality sustainable learning. The aim of this study is to design and develop the MPLMS which serves as an innovative tool to improve English pronunciation. This paper discusses the iterative methodology and the three-phase Alessi and Trollip model in the development of MPLMS. To align with the flexibility of the development of educational software, the iterative approach comprises plan, design, develop, evaluate and implement is followed. To ensure the instructional appropriateness of MPLMS, the instructional system design (ISD) model of Alessi and Trollip serves as a platform to guide the important instructional factors and process. It is expected that the results of future empirical research will support the efficacy of MPLMS and its place as the premier pronunciation learning system.