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Australian post-secondary institutions have embraced the incorporation of Learning Management Systems (LMSs) into traditional classroom-based instruction and distance learning models. Given that an increasing number of Chinese students are studying in Australia and that their experience of using LMSs in China may be very different from that in Aust...
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... P.261). Even though there is limited attention to the actual process, tangentially others, such as Turnbull et al. (2021), found seven key themes in their comparative analysis of LMS reviews between Australia and China. They found that LMS selection and non-financial factors, diverse LMS deployment in Australia, the emergence of MOOCs in China, cultural influences on LMS usage, online learning's social aspects, expectations of learners and faculty, and obstacles to online learning were critical in the identification and synthesis of factors influencing LMS integration in both countries. ...
Universities across Australasia regularly evaluate their Learning Management Systems (LMS) to meet the increasing digital teaching and learning demands. LMS reviews conducted approximately every five years or so are driven by factors such as pandemics, contract renewals, fiscal considerations, and the pursuit of optimal student online learning experiences. Recent trends show that Australian universities are conducting LMS reviews more frequently and transitioning to new LMSs at an accelerated pace (Phil, 2022; Sankey, 2023a). This is to ensure the LMS of choice meets the Next Generation Digital Learning Environment (NGDLE) functionality (Educause, 2018), is affordable, reliable and is still fit for purpose. While ongoing LMS reviews are common, there is a lack of published information on how higher education institutions undertake them. There was little available to unpack how best to engage in open, transparent, and aspirational conversation with staff and students about their experience with the LMS. As part of the review, even less was published about the dialogue on the future teaching and learning needs and the future of the LMS. To help address this gap in the literature, this practice-based paper reports on our approach and the steps taken to propose a unique two-phase / multi-stage model for reviewing an LMS and offers a useful checklist for those who may want some help getting started.
... This present research also sees a noticeable gap in the LMS integration assessment and feedback mechanisms. With regard to this aspect, Turnbull et al. (2021) pointed out that high-quality integration of the LMS paves the way for various educational purposes, such as disseminating electronic course content or improving teaching and learning activities (Turnbull, Chugh & Luck, 2021). The considerable LMS integration gap in settings that are mostly rural can be due both to a lack of efficacy and technical understanding on the part of students (Kusuma, 2022). ...
... This present research also sees a noticeable gap in the LMS integration assessment and feedback mechanisms. With regard to this aspect, Turnbull et al. (2021) pointed out that high-quality integration of the LMS paves the way for various educational purposes, such as disseminating electronic course content or improving teaching and learning activities (Turnbull, Chugh & Luck, 2021). The considerable LMS integration gap in settings that are mostly rural can be due both to a lack of efficacy and technical understanding on the part of students (Kusuma, 2022). ...
The rapid expansion of online learning in China has revealed significant disparities between rural and urban vocational students, necessitating a thorough investigation. This study explores the accessibility and effectiveness of online education in both urban and rural settings, focusing on key dimensions like internet availability, device readiness, digital literacy, infrastructure support, LMS adoption, feedback methods, student engagement, and satisfaction. Data was collected from 314 participants, and statistical techniques including the Mann–Whitney U test and Pearson correlation were employed for analysis. The study delved into six crucial areas related to online learning accessibility and academic performance, utilizing Principal Component Analysis (PCA) to understand complex interrelationships among variables. The findings indicated that rural students consistently scored lower in all aspects of online learning accessibility (p < 0.01) compared to urban counterparts. Moreover, rural vocational learners exhibited lower engagement and satisfaction levels in online education, resulting in lower academic achievement than their urban peers. The strong correlations among these parameters highlight the need for integrated interventions to bridge the digital divide. In conclusion, this study underscores the urgency of targeted interventions to address the digital divide between urban and rural areas in China.
... Even though each LMS has unique qualities, they can be customized to meet the needs and circumstances of particular institutions [35]. Moodle has emerged as the most widely used LMS for managing teaching and learning procedures, especially for English courses [38]. ...
Among the most popular learning management systems (LMS) available worldwide is Moodle. This current study examines how learners' attitudes toward English as a foreign language (EFL) and their language proficiency are affected by Moodle's interactive language-learning activities. Thirty-three undergraduate students participated in this study. We investigated the effects of engaging language-learning exercises that were practiced on Moodle using an experimental research design. To find out if the experimental and control groups differed significantly from one another on pre-and post-measures regarding the development of language skills and attitudes toward language classrooms, a number of statistical tests were employed. We conducted a data analysis using SPSS software. The results demonstrated that there were differences favoring the experimental group in the development of language skills and the attitudes of learners toward the language classroom. There were no apparent differences in forming structures, speaking, or listening compared to the control group's learners. On the other hand, there were notable differences in the overall score, writing and reading skills, and lexical item mastery. Additionally, significant differences in the language acquisition growth of the experimental and control groups were found using an independent-sample t-test in the post-test, with the experimental group benefiting.
... Na osnovu podataka datih u Tabeli 2 može se uočiti da je vrednost Cronbach's Alpha koeficijenta za sve grupe pitanja iznad 0,7, pa se na osnovu navednog može zaključiti da upitnik ima dobru unutrašnju saglasnost (Hair et al., 1998). Rezltati deskriptivne statistike ukazuju da su studenti najviše ocene posmatrano po grupama pitanja dali sledećim varijablama: onlajn nastava štiti zdravlje studenata i njegove porodice u uslovima pandemije (AS=4,35), studenti časove mogu da prate sa bilo kog mesta (AS=4,34), platforma za učenje je laka i jednostavna za upotrebu (4,27), nastavnik je bio angažovan na izvođenju onlajn časova iz računovodstva (4,29), dok su kod grupe stavki koje se odnose na percipirano zadovoljstvo studenata onlajn nastavom i efikasnost sticanja profesionalnih veština na onlajn nastavi zabeležene ralativno niske vrednosti aritmetičke sredine (manje od 3,5). Naime, kod percipiranog zadovoljstva najvišu ocenu dobila je stavka koja se odnosi na stav da je onlajn nastava udobnija od tradicionalne (AS=3,47), dok je kod profesionalnih veština stavka koja se odnosi na razvoj veština rada na računaru (AS=3,70). ...
Apstrakt: Osnovni cilj rada je da se identifikuju stavovi studenata o onlajn nastavi na računovodstvenim predmetima i ukaže na prednosti i nedostatke onlajn nastave kako u vanrednim okolnostima, tako i generalno. Kako su istraživanjem obuhvaćeni studenti osnovnih akademskih studija sa ekonomskih fakulteta na Univerzitetima u Kragujevcu i Beogradu, poseban cilj istraživanja je da se ukaže da li postoji statistički značajna razlika u percepcijama studenata o onlajn nastavi na ova dva univerziteta. Istraživanje je obuhvatilo 164 studenta koji su upisali modul računovodstvo, revizija i poslovne finansije ili nameravaju da upišu navedeni modul. Analiza podataka izvršena je primenom deskriptivne statistike i neparametarskih testova. Glavni zaključak istraživanja je da je onlajn nastava dobro rešenje u vanrednim okolnostima, kao što je pandemija i da su nastavnici pripremljeni i maksimalno angažovani kod onlajn nastave, ali da dugoročno posmatrano ovaj vid nastave ne može da zameni tradicionalni, imajući u vidu satisfakciju studenata i efikasnost onlajn nastave u procesu sticanja profesionalnih veština studenata na računovodstvenim predmetima. Takođe, za većinu stavki se ne može reći da postoji statistički značajna razlika između studenata na dva analizirana univerziteta.
Ključne reči: studenti, onlajn nastava, računovodstvo, stavovi studenata, Republika Srbija
... Moodle is an online learning environment that helps students improve their comprehension and abilities by assigning meaningful tasks that foster collaboration, creativity, problem-solving, and interaction in English classes [38]. Online learning can be made easier with feedback by using Moodle as a digital learning tool [39]. ...
Among the most popular learning management systems available worldwide is Moodle [1]. This current study examines how learners' attitudes toward English as a foreign language (EFL) and their language proficiency are affected by Moodle's interactive language learning activities. Thirty-three undergraduate students participated in this study. We investigated the effects of engaging language learning exercises that were practiced on Moodle using an experimental re-search design. To find out if the experimental and control groups differed significantly from one another on pre- and post-measures regarding the development of language skills and attitudes toward language classrooms, a number of statistical tests were employed. We conducted data analysis using SPSS software. Results demonstrated that there were differences favoring the ex-perimental group in the language skills developments and attitudes of learners toward the lan-guage classroom. There were no apparent differences in the forming structures, speaking, or listening of the control group's learners. On the other hand, there were notable differences in the overall score, writing and reading skills, and lexical item mastery. Additionally, significant dif-ferences in the language acquisition growth of the experimental and control groups were found using an Independent Samples T-test in the post-test, with the experimental group benefiting.
... The LMSs used in the medical university not only have general features (including the capability to disseminate knowledge, assess learners' competence, record learners' attainment, and facilitate the communications among social communities; for more details of the general features, see Refs. [1,2,43,44]), but also enables students to watch various videos of medical experiments. The most frequently used e-learning platform is called Chaoxing®. ...
... To examine the effects of CSE, PEOU and PU on SAT, we tested the structural model. As shown in Fig. 2, the AMOS output showed that the structural model fitted the data well [43,47], with χ 2 = 503.521, df = 165, p = 0.000, CFI = 0.950, TLI = 0.943, and RMSEA = 0.079. ...
Satisfaction with learning management systems (LMSs) is an essential indicator of students' e-learning experiences and reflects the quality of e-learning. Applying the technology satisfaction model, the present study aimed to investigate medical and nursing students' satisfaction with LMSs and its predictors. We conducted our survey at a medical university located in East China and received a total of 329 effective responses. Structural equation modelling was used to analyse the data. Our findings confirmed that perceived ease of use and perceived usefulness were two direct predictors of medical and nursing students' satisfaction with LMSs. Furthermore, the influence of perceived usefulness on satisfaction was more powerful than that of perceived ease of use. This study also substantiated that computer self-efficacy and perceived ease of use can indirectly impact medical and nursing students' satisfaction with LMSs. Our research effectively links the theoretical hypotheses with empirical findings, highlighting the central role of Computer Self-Efficacy (CSE), perceived ease of use, and perceived usefulness in shaping medical and nursing students' satisfaction with LMSs. Our findings contributed to the understanding of the technology satisfaction model and medical and nursing students' e-learning during the COVID-19 pandemic.
... LMS consists of a diverse group of software and programs equipped with a wide range of pedagogical and learning administration tools to support traditional and modern education, all the way to web-based learning activities [1], [3]. Specifically, its functions include providing a form platform for conveying information, managing learning materials, collecting and assessing student output from assessments given, assigning assignments, storing and sending grades and feedback to students, submitting reports [1], [2], [8], [9], [16], [17]. Some examples of LMS include Adobe Captivate Prime, Blackboard, Brightspace, Canvas, Edmodo, Moodle, Saba Software, Schoology, and WizIQ [1], [10]. ...
... The Static Group Comparison Design[50],[51].9. Revise the final product before the product is disseminated 10. ...
... In the last decades, there has been an emergence of innovative learning models that take place in a variety of spaces beyond the physical one. This was demonstrated by the introduction of Massive Online Open Courses (Nykvist et al., 2021) and Learning Management Systems from the 2000s (Turnbull et al., 2021), and it was further accelerated by COVID-19 (Belton et al., 2021). Nowadays, the classroom is no longer perceived as the only conducive Learning Space (LS), and the learning experience is perceived as made up of Learning Activities (LAs) situated in various spaces. ...
The impact COVID-19 generated on people routine linked with the rapid digitalization has led the educational approach to the need of a fundamental shift. In response to these evolving circumstances, SMILE (Smart Manufacturing Innovation, Learning-Labs, and Entrepreneurship) has undertaken a comprehensive initiative in order to move from the traditional learning labs towards digital ones. This digital transformation aims to enhance students’ learning experiences and problem-solving capabilities by leveraging technologies and innovative approaches. Digital Learning Nuggets are central to this paradigm shift, which are small units of interactive and engaging educational content. These nuggets have proven instrumental in augmenting students’ comprehension and retention of subject matter while fostering a more personalized learning journey. Moreover, the integration of MIRO, a collaborative software platform, further drives students’ learning by facilitating interactive discussions and fostering teamwork in a virtual environment. SMILE’s digital learning lab (SMILE DLL) serves as the foundation for the upcoming Hackathon, an event characterized by the collaboration between academia and industry. In collaboration with various companies, this experiential learning initiative offers students the opportunity to tackle problems posed by these organizations. Participants gain invaluable insights into real-world applications of their knowledge and are better equipped to address complex issues in a professional context. The Hackathon represents the link between academia and industry, fostering a dynamic environment where students can apply theoretical concepts in order to solve real problems. This immersive learning experience not only fosters their critical thinking and analytical skills but also nurtures creativity, adaptability, and teamwork, paramount attributes for today’s competitive job market.
... The metaverse, with its malleable and dynamic learning environment, serves as an ideal canvas for the application of competency-based learning [4,5]. Empowered by the flexibility of the metaverse, students can set their own pace and design a personalized learning path [6]. They are no longer bound by the constraints of time and space, which enables them to delve deeper into subjects and develop crucial skills through experiential learning [7]. ...
... As learning managers frequently collaborate with stakeholders, instructors, and students to ensure the successful implementation of learning initiatives, their capabilities also encompass leadership and communication skills. They should be able to identify students' learning needs, create effective interventions, and adapt to changing educational trends and technological advancements [6]. ...
The metaverse, a fundamental framework with the potential to revolutionize social communication and learning processes, offers an enhanced learner experience for accessing the real world. Proficiently developing virtual classrooms and effectively managing learning with current technology are essential skills for teachers. This study aimed to develop competency- based learning activities (CBLA) designed to enhance virtual learning management competencies among computer teacher students in the metaverse, using mobile technology to support. The research employed purposive sampling, selecting 78 students for participation. Data analysis involved statistical measures such as the mean, standard deviation, and onegroup pre-test-post-test analysis of variance (ANOVA). The findings revealed that the CBLAs developed to enhance virtual learning management competencies in the metaverse consisted of eight components and four steps. Following the completion of the learning activities, students demonstrated a significant increase in their competencies in virtual learning management, surpassing 70% of the established criteria. The statistical analysis confirmed the significance of this improvement, with a p-value of less than 0.05. This study’s results highlight the effectiveness of the developed CBLAs in enhancing virtual learning management skills among computer teacher students in the metaverse. The findings indicate that students experienced a significant improvement in their competencies after participating in the learning activities. Furthermore, the students expressed the highest levels of satisfaction conducted activities.
... Learning Management System. It is a software or online platform utilized by teachers as a support and management tool for learning purposes, achieving course objectives, and delivering course materials to the students (Tinmaz & Lee, 2020;Turnbull et al., 2021). The course materials, such as lectures, lecture notes, class exercises, multimedia, notes, outlines, course syllabi, pictures, bibliographies, diagrams, videos, tests, instructional handouts, illustrations, drawings, art, educational videos, websites, and software, are being uploaded to the LMS to serve as their guide through the whole course. ...
When the COVID-19 pandemic hit the education sector, the University of the Philippines Los Baños (UPLB) faculty started to tailor-fit their lectures and laboratory activities in the form of course packs to continue delivering various academic programs. The BS Agricultural Biotechnology (BS ABT) program is one of the courses that relies heavily on laboratory exercises. BS ABT students were randomly surveyed to: (1) assess faculty’s teaching style during online distance learning in terms of lecture and laboratory instructions, educational materials, core subjects with laboratory implementation, and students preferred remote learning-based courses; and (2) explore students’ experiences in alternative and supplementary online laboratory. Experiments in all exercises were conducted synchronously and asynchronously through Google Classroom, and commonly accomplished with simplified experiments, simulations online, and supplemented by online videos via their personal laptops and smartphones. Regular synchronous meetings were religiously done every week, with classes meeting once or twice a week. Based on the results, 94.5% of the BS ABT student-respondents were generally satisfied with the teaching style of the faculty, and the remote implementation of the laboratory activities. The present study’s findings serve as inputs in enhancing the implementation of laboratory classes remotely in hard science particularly in the BS ABT program.
