Learning management system

Last updated

A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. [1] The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. [2] LMSs have been adopted by almost all higher education institutions in the English-speaking world. [3] Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic. [4]

Contents

Learning management systems were designed to identify training and learning gaps, using analytical data and reporting. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for online content, including courses, both asynchronous based and synchronous based. In the higher education space, an LMS may offer classroom management for instructor-led training or a flipped classroom. [5] Modern LMSs include intelligent algorithms to make automated recommendations for courses based on a user's skill profile as well as extract metadata from learning materials to make such recommendations even more accurate. [6]

Characteristics

Purpose

An LMS delivers and manages all types of content, including videos, courses, workshops, and documents. In the education and higher education markets, an LMS will include a variety of functionality that is similar to corporate but will have features such as rubrics, teacher and instructor-facilitated learning, a discussion board, and often the use of a syllabus. A syllabus is rarely a feature in the corporate LMS, although courses may start with a heading-level index to give learners an overview of topics covered.

History

There are several historical phases of distance education that preceded the development of the LMS.

Correspondence teaching

The first known document of correspondence teaching dates back to 1723, through the advertisement in the Boston Gazette of Caleb Phillips, professor of shorthand, offering teaching materials and tutorials. [7] The first testimony of a bi-directional communication organized correspondence course comes from England, in 1840, when Isaac Pitman initiated a shorthand course, wherein he sent a passage of the Bible to students, who would send it back in full transcription. The success of the course resulted in the foundation of the phonographic correspondence society in 1843. The pioneering milestone in distance language teaching was in 1856 by Charles Toussaint and Gustav Langenscheidt, who began the first European institution of distance learning. This is the first known instance of the use of materials for independent language study. [8]

Multimedia teaching: The emergence and development of the distance learning idea

The concept of e-learning began developing in the early 20th century, marked by the appearance of audio-video communication systems used for remote teaching. [9] In 1909, E.M. Forster published his story 'The Machine Stops' and explained the benefits of using audio communication to deliver lectures to remote audiences. [10]

In 1924, Sidney L. Pressey developed the first teaching machine which offered multiple types of practical exercises and question formats. Nine years later, University of Alberta's Professor M.E. Zerte transformed this machine into a problem cylinder able to compare problems and solutions. [11]

This, in a sense, was "multimedia", because it made use of several media formats to reach students and provide instruction. Later, printed materials would be joined by telephone, radio broadcasts, TV broadcasts, audio, and videotapes. [12]

The earliest networked learning system was the Plato Learning Management system (PLM) developed in the 1970s by Control Data Corporation.

Telematic teaching

In the 1980s, modern telecommunications started to be used in education. Computers became prominent in the daily use of higher education institutions, as well as instruments to student learning. Computer-aided teaching aimed to integrate technical and educational means. The trend then shifted to video communication, as a result of which Houston University decided to hold telecast classes to their students for approximately 13–15 hours a week. The classes took place in 1953, while in 1956, Robin McKinnon Wood and Gordon Pask released the first adaptive teaching system for corporate environments SAKI. [13] The idea of automating teaching operations also inspired the University of Illinois experts to develop their Programmed Logic for Automated Teaching Operations (PLATO) which enabled users to exchange content regardless of their location. [13] In the period between 1970 and 1980, educational venues were rapidly considering the idea of computerizing courses, including the Western Behavioral Sciences Institute from California which introduced the first accredited online-taught degree.

Teaching through the internet: The appearance of the first LMS

The history of the application of computers to education is filled with broadly descriptive terms such as computer-managed instruction (CMI), and integrated learning systems (ILS), computer-based instruction (CBI), computer-assisted instruction (CAI), and computer-assisted learning (CAL). These terms describe drill-and-practice programs, more sophisticated tutorials, and more individualized instruction, respectively. [14] The term is currently used to describe a number of different educational computer applications. [15] FirstClass by SoftArc, used by the United Kingdom's Open University in the 1990s and 2000s to deliver online learning across Europe, was one of the earliest internet-based LMSs. [16] [17]

The first fully-featured Learning Management System (LMS) was called EKKO, developed and released by Norway's NKI Distance Education Network in 1991. [18] Three years later, New Brunswick's NB Learning Network presented a similar system designed for DOS-based teaching, and devoted exclusively to business learners.

Technical aspects

An LMS can be either hosted locally or by a vendor. A vendor-hosted cloud system tends to follow a SaaS (software as a service) model. All data in a vendor-hosted system is housed by the supplier and accessed by users through the internet, on a computer or mobile device. Vendor-hosted systems are typically easier to use and require less technical expertise. An LMS that is locally hosted sees all data pertaining to the LMS hosted internally on the users′ internal servers. Locally hosted LMS software will often be open-source, meaning users will acquire (either through payment or free of charge) the LMS software and its code. With this, the user is able to modify and maintain the software through an internal team. Individuals and smaller organizations tend to stick with cloud-based systems due to the cost of internal hosting and maintenance. [19]

There are a variety of integration strategies for embedding content into LMSs, including AICC, xAPI (also called 'Tin Can'), SCORM (Sharable Content Object Reference Model) and LTI (Learning Tools Interoperability). [20] [21]

Through an LMS, teachers may create and integrate course materials, articulate learning goals, align content and assessments, track studying progress, and create customized tests for students. An LMS allows the communication of learning objectives, and organize learning timelines. An LMS perk is that it delivers learning content and tools straight to learners, and assessment can be automated. It can also reach marginalized groups through special settings. Such systems have built-in customizable features including assessment and tracking. Thus, learners can see in real time their progress and instructors can monitor and communicate the effectiveness of learning. [22] [23] One of the most important features of LMS is trying to create a streamline communication between learners and instructors. Such systems, besides facilitating online learning, tracking learning progress, providing digital learning tools, managing communication, and maybe selling content, may be used to provide different communication features. [24]

Features

Managing courses, users and roles

Learning management systems may be used to create professionally structured course content. The teacher can add text, images, videos, pdfs, tables, links and text formatting, interactive tests, slideshows, etc. Moreover, they can create different types of users, such as teachers, students, parents, visitors and editors (hierarchies). It helps control which content students can access, track studying progress and engage students with contact tools. Teachers can manage courses and modules, enroll students or set up self-enrollment. [25]

Online assessment

An LMS can enable instructors to create automated assessments and assignments for learners, which are accessible and submitted online. Most platforms allow a variety of different question types such as: one/multi-line answer; multiple choice answer; ordering; free text; matching; essay; true or false/yes or no; fill in the gaps; agreement scale and offline tasks. [22]

User feedback

Students' exchange of feedback both with teachers and their peers is possible through LMS. Teachers may create discussion groups to allow students feedback, share their knowledge on topics and increase the interaction in course. Students' feedback is an instrument which help teachers to improve their work, helps identify what to add or remove from a course, and ensures students feel comfortable and included. [2]

Synchronous and asynchronous learning

Students can either learn asynchronously (on demand, self-paced) through course content such as pre-recorded videos, PDF, SCORM (Sharable Content Object Reference Model), discussion forums or they can undertake synchronous learning utilizing video conference communication, live discussions and chats. [26]

Learning analytics

Learning management systems will often incorporate dashboards to track student or user progress. They can then report on key items such as completion rates, attendance data and success likelihood. Utilising these metrics can help facilitators better understand gaps in user knowledge. [27]

Learning management industry

In the relatively new LMS market, commercial providers for corporate applications and education range from new entrants to those that entered the market in 1990. In addition to commercial packages, many open-source solutions are available.

In the U.S. higher education market as of spring 2021, the top three LMSs by a number of institutions were Canvas (38%), Blackboard (25%), and Moodle (15%). [28] Worldwide, the picture was different, with Moodle having over 50% of the market share in Europe, Latin America, and Oceania. [29]

Many users of LMSs use an authoring tool to create content, which is then hosted on an LMS. In some cases, LMSs that do use a standard include a primitive authoring tool for basic content manipulation. More modern systems, in particular SaaS solutions have decided not to adopt a standard and have rich course authoring tools. There are several standards for creating and integrating complex content into an LMS, including AICC, SCORM, xAPI, and Learning Tools Interoperability. However, using SCORM or an alternative standardized course protocol is not always required and can be restrictive when used unnecessarily. [30]

Evaluation of LMSs is a complex task and significant research supports different forms of evaluation, including iterative processes where students' experiences and approaches to learning are evaluated. [31]

Advantages and disadvantages

Both supporters and critics of LMSs recognize the importance of developing 21st century skills; however, the controversy lies in whether or not they are practical for both teachers and students. [32]

In one study, an LMS led to a reported higher computer self-efficacy, while participants reported being less satisfied with the learning process that is achieved in the LMS. [33] A study among Indian students has suggested that a negative experience with an LMS can leave "the learner with a passive, un-engaging experience, leading to incomplete learning and low performance". [34]

Advantages

There are six major advantages of LMS which in themselves constitute the concept of LMS. [22]

Disadvantages

COVID-19 and learning management systems

The suspension of in-school learning caused by the COVID-19 pandemic started a dramatic shift in the way teachers and students at all levels interact with each other and learning materials. UNESCO estimated that as of May 25, 2020, approximately 990,324,537 learners, or  56.6% of the total enrolled students have been affected by COVID-19 related school closures. [40] In many countries, online education through the use of Learning Management Systems became the focal point of teaching and learning. For example, statistics taken from a university’s LMS during the initial school closure period (March to June 2020) indicate that student submissions and activity nearly doubled from pre-pandemic usage levels. [41]

Student satisfaction with LMS usage during this period is closely tied to the information quality contained within LMS modules and maintaining student self-efficacy. [42] From the teacher perspective, a study of K-12 teachers in Finland reported high levels of acceptance for LMS technology, however, training support and developing methods for maintaining student engagement are key to long-term success. [43] In developing nations, the transition to LMS usage faced many challenges, which included a lower number of colleges and universities using LMSs before the pandemic, technological infrastructure limitations, and negative attitudes toward technology amongst users. [44]

See also

Related Research Articles

A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". The term is credited to Wayne Hodgins, and dates from a working group in 1994 bearing the name. The concept encompassed by 'Learning Objects' is known by numerous other terms, including: content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning.

Computer-assisted language learning (CALL), British, or computer-aided instruction (CAI)/computer-aided language instruction (CALI), American, is briefly defined in a seminal work by Levy as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).

Educational software is a term used for any computer software that is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software. The purpose of all this software is to make some part of education more effective and efficient.

Moodle is a free and open-source learning management system written in PHP and distributed under the GNU General Public License. Moodle is used for blended learning, distance education, flipped classroom and other online learning projects in schools, universities, workplaces and other sectors.

Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

Asynchronous learning is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. It uses resources that facilitate information sharing outside the constraints of time and place among a network of people. In many instances, well-constructed asynchronous learning is based on constructivist theory, a student-centered approach that emphasizes the importance of peer-to-peer interactions. This approach combines self-study with asynchronous interactions to promote learning, and it can be used to facilitate learning in traditional on-campus education, distance education, and continuing education. This combined network of learners and the electronic network in which they communicate are referred to as an asynchronous learning network.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."

A virtual campus or e campus, refers to the online offerings of a college or university where college work is completed either partially or wholly online, often with the assistance of the teacher, professor, or teaching assistant. Many colleges and universities now offer such courses either partially or wholly online. There are an estimated 4,500 such institutions with total enrollments approaching perhaps 2 million.

<span class="mw-page-title-main">ATutor</span> Open source web-based application

ATutor is an open source web-based learning management system (LMS).

Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.

"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

In the history of virtual learning environments, the 1990s was a time of growth, primarily due to the advent of the affordable computer and of the Internet.

The Advanced Distributed Learning (ADL) Initiative is a US government program that conducts research and development on distributed learning and coordinates related efforts broadly across public and private organizations. ADL reports to the Defense Human Resources Activity (DHRA), under the Director, DHRA. Although it is a DoD program, ADL serves the entire US federal government, operates a global partnership network including international defense ministries and US-based academic partners, and collaborates closely with industry and academia. ADL advises the DoD and US government on emerging learning technologies, best practices for improving learning effectiveness and efficiency, and methods for enhancing interoperability. Notable ADL contributions to distributed learning include the Sharable Content Object Reference Model (SCORM), Experience API (xAPI), and the DoD Instruction 1322.26.

Online tutoring is the process of tutoring in an online, virtual, or networked, environment, in which teachers and learners participate from separate physical locations. Aside from space, participants can also be separated by time.

<span class="mw-page-title-main">History of virtual learning environments</span> Home

A Virtual Learning Environment (VLE) is a system specifically designed to facilitate the management of educational courses by teachers for their students. It predominantly relies on computer hardware and software, enabling distance learning. In North America, this concept is commonly denoted as a "Learning Management System" (LMS).

eFront (eLearning software) ELearning software

eFront is an eLearning platform (also known as a Course Management System, or Learning Management Systems, or Virtual Learning Environment ). eFront has historically been coming in a number of editions, from an open-source edition to the latest eFrontPro edition.

Online communication between home and school is the use of digital telecommunication to convey information and ideas between teachers, students, parents, and school administrators. As the use of e-mail and the internet becomes even more widespread, these tools become more valuable and useful in education for the purposes of increasing learning for students, and facilitating conversations between students, parents, and schools.

Educational data mining (EDM) is a research field concerned with the application of data mining, machine learning and statistics to information generated from educational settings. At a high level, the field seeks to develop and improve methods for exploring this data, which often has multiple levels of meaningful hierarchy, in order to discover new insights about how people learn in the context of such settings. In doing so, EDM has contributed to theories of learning investigated by researchers in educational psychology and the learning sciences. The field is closely tied to that of learning analytics, and the two have been compared and contrasted.

<span class="mw-page-title-main">Online learning in higher education</span> Development in distance education that began in the mid-1980s

Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.

<span class="mw-page-title-main">Digital media in education</span>

Digital Media in education is measured by a person's ability to access, analyze, evaluate, and produce media content and communication in a variety of forms. These media may involve incorporating multiple digital softwares, devices, and platforms as a tool for learning. The use of digital media in education is growing rapidly in today's age, competing with books for the leading form of communication. This form of education is slowly combating the traditional forms of education that have been around for a long time. With the introduction of virtual education, there has been a need for more incorporation of new digital platforms in online classrooms.

References

  1. ↑ Ellis, Ryann K. (2009), Field Guide to Learning Management, ASTD Learning Circuits, archived from the original on 24 August 2014, retrieved 5 July 2012
  2. 1 2 Davis, B., Carmean, C., & Wagner, E. (2009). "The Evolution of the LMS : From Management to Learning". The ELearning Guild Research. 24.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  3. ↑ "LMS Data – The First Year Update". Edutechnica. 23 September 2014. Retrieved 1 February 2015.
  4. ↑ Raza SA, Qazi W, Khan KA, Salam J (April 2021). "Social Isolation and Acceptance of the Learning Management System (LMS) in the time of COVID-19 Pandemic: An Expansion of the UTAUT Model". Journal of Educational Computing Research. 59 (2): 183–208. doi:10.1177/0735633120960421. ISSN   0735-6331. PMC   7509242 .
  5. ↑ Phillipo, John (27 June 2018). "LMS: The Missing Link and Great Enabler". NanoPDF. Retrieved 10 May 2022.
  6. ↑ Aldahwan, Nouf; Alsaeed, Nourah I. (August 2020). "Use of Artificial Intelligent in Learning Management System (LMS): A Systematic Literature Review". International Journal of Computer Applications. 175 (August 2020): 16–26. doi: 10.5120/ijca2020920611 . S2CID   225363292 – via researchgate.net.
  7. ↑ "A Brief History of Online Education". bear.warrington.ufl.edu. Archived from the original on 13 February 2019. Retrieved 26 April 2018.
  8. ↑ "History of Distance Learning". www.godistancelearning.com. Archived from the original on 16 February 2019. Retrieved 26 April 2018.
  9. ↑ Hubackova, Sarka (June 2015). "History and Perspectives of Elearning". Procedia - Social and Behavioral Sciences. 191: 1187–1190. doi: 10.1016/j.sbspro.2015.04.594 .
  10. ↑ E.M. Forster, "THE MACHINE STOPS" Archived 15 May 2014 at the Wayback Machine , archive.ncsa.illinois.edu.
  11. ↑ Solomon Arulraj DAVID, "A Critical Understanding of Learning Management System", academia.edu.
  12. ↑ "Interactions: Selection and Use of Media for Open and Distance Learning".
  13. 1 2 Solomon Arulraj DAVID, " Teaching Machines", teachingmachin.es.
  14. ↑ Parr, Judy M.; Fung, Irene (3 October 2006). "A Review of the Literature on Computer-Assisted Learning, particularly Integrated Learning Systems, and Outcomes with Respect to Literacy and Numeracy". New Zealand Ministry of Education. Archived from the original on 9 March 2007. Retrieved 13 February 2013.
  15. ↑ Watson, William R. (2007). "An Argument for Clarity: What are Learning Management Systems, What are They Not, and What Should They Become?" (PDF). TechTrends. 51 (2): 28–34. doi:10.1007/s11528-007-0023-y. S2CID   17043075 . Retrieved 13 February 2013.
  16. ↑ "History and Trends of Learning Management System (Infographic)". Oxagile. 12 April 2016.
  17. ↑ Ashok Sharma (4 May 2015). "The History of Distance Learning and the LMS". ELH Online Learning Made Simple.
  18. ↑ "The NKI Internet College: A review of 15 years delivery of 10,000 online courses", irrodl.org,.
  19. ↑ Peter, Berking (2016). "Choosing an LMS" (PDF). Archived from the original (PDF) on 9 July 2021. Retrieved 30 June 2021.
  20. ↑ Lin, Sandi (16 November 2015). "SaaS Learning Management System: Is your LMS Truly SaaS? - eLearning Industry". eLearning Industry. Retrieved 4 February 2017.
  21. ↑ "Standard support LMS" . Retrieved 4 February 2022.
  22. 1 2 3 Long, Phillip D. (2004). "Learning Management Systems (LMS)". Encyclopedia of Distributed Learning. Thousand Oaks: SAGE Publications, Inc. pp. 291–293. doi:10.4135/9781412950596.n99. ISBN   9780761924517.
  23. ↑ Wang, Qiyun; Woo, Huay Lit; Quek, Choon Lang; Yang, Yuqin; Liu, Mei (9 June 2011). "Using the Facebook group as a learning management system: An exploratory study". British Journal of Educational Technology. 43 (3): 428–438. doi:10.1111/j.1467-8535.2011.01195.x. ISSN   0007-1013.
  24. ↑ Chaiprasurt, Chantorn; Esichaikul, Vatcharaporn (5 July 2013). "Enhancing motivation in online courses with mobile communication tool support: A comparative study". The International Review of Research in Open and Distance Learning. 14 (3): 377–401. doi: 10.19173/irrodl.v14i3.1416 . ISSN   1492-3831.
  25. 1 2 Schoonenboom, Judith (February 2014). "Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others". Computers & Education. 71: 247–256. doi:10.1016/j.compedu.2013.09.016. ISSN   0360-1315.
  26. ↑ Bradley, Vaughn Malcolm (2021). "Learning Management System (LMS) Use with Online Instruction". International Journal of Technology in Education. 4 (1): 68–92. doi: 10.46328/ijte.36 . ISSN   2689-2758.
  27. ↑ Jones, Kyle M. L. (2 July 2019). "Learning analytics and higher education: a proposed model for establishing informed consent mechanisms to promote student privacy and autonomy". International Journal of Educational Technology in Higher Education. 16 (1): 24. doi: 10.1186/s41239-019-0155-0 . hdl: 1805/21571 . ISSN   2365-9440. S2CID   195766461.
  28. ↑ 2021 LMS Data Spring 2021 Update, 2021.
  29. ↑ "Academic LMS Market Share: A view across four global regions". e-Literate. 29 June 2017. Retrieved 30 May 2019.
  30. ↑ "SCORM is dead – what are the alternatives to SCORM?". Plume. 22 August 2018. Retrieved 21 February 2019.
  31. ↑ Ellis, R.; Calvo, R.A. (2007), "Minimum indicators to quality assure blended learning supported by learning management systems" (PDF), Journal of Educational Technology and Society
  32. ↑ Reese, Sasha (September 2015). "Online learning environments in higher education: Connectivism vs. dissociation". Education Information Technology. 20 (3): 579–588. doi:10.1007/s10639-013-9303-7. S2CID   18160992.
  33. ↑ Piccoli, Gabriele; Ahmad, Rami; Ives, Blake (December 2001). "Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skills Training". MIS Quarterly. 25 (4): 401–426. doi:10.2307/3250989. JSTOR   3250989. S2CID   6977479.
  34. ↑ Jena, R.K. (2006). "Investigating the interrelation between attitudes, learning readiness, and learning styles under virtual learning environment: a study among Indian students". EBSCO. Retrieved 30 September 2018.
  35. ↑ "How do learning management systems differ on accessibility? | AccessComputing". www.washington.edu. Retrieved 25 August 2022.
  36. ↑ González, Jorge Fontenla; Rodríguez, Manuel Caeiro; Llamas, Martín (October 2009). "Enhancing Reusability in learning management systems through the integration of third-party tools". 2009 39th IEEE Frontiers in Education Conference. pp. 1–6. doi:10.1109/FIE.2009.5350672. ISBN   978-1-4244-4715-2. S2CID   5467495.
  37. ↑ Reports, Valuates. "Learning Management System (LMS) Market to Grow USD 40360 Million by 2028 at a CAGR of 17.1% | Valuates Reports". www.prnewswire.com (Press release). Retrieved 25 August 2022.
  38. ↑ Malavolta, Ivano; Verdecchia, Roberto; Filipovic, Bojan; Bruntink, Magiel; Lago, Patricia (September 2018). "How Maintainability Issues of Android Apps Evolve". 2018 IEEE International Conference on Software Maintenance and Evolution (ICSME). pp. 334–344. doi:10.1109/ICSME.2018.00042. hdl:1871.1/8e9af5ea-dcce-4511-97a5-15a22adab7b1. ISBN   978-1-5386-7870-1. S2CID   53285935.
  39. ↑ Santos, Lara Cristina de Paiva Lourenço dos Santos (2008). Adaptability support in a learning management system (masterThesis).
  40. ↑ Toquero, Cathy Mae (16 April 2020). "Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context". Pedagogical Research. 5 (4): em0063. doi: 10.29333/pr/7947 . ISSN   2468-4929. S2CID   218823128.
  41. ↑ Prat, Joana; Llorens, Ariadna; Salvador, Francesc; Alier, Marc; Amo, Daniel (6 May 2021). "A Methodology to Study the University's Online Teaching Activity from Virtual Platform Indicators: The Effect of the Covid-19 Pandemic at Universitat Politècnica de Catalunya". Sustainability. 13 (9): 5177. doi: 10.3390/su13095177 .
  42. ↑ Alzahrani, Latifa; Seth, Kavita Panwar (1 November 2021). "Factors influencing students' satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study". Education and Information Technologies. 26 (6): 6787–6805. doi:10.1007/s10639-021-10492-5. ISSN   1573-7608. PMC   8023780 . PMID   33841029.
  43. ↑ Dindar, Muhterem; Suorsa, Anna; Hermes, Jan; Karppinen, Pasi; Näykki, Piia (2021). "Comparing technology acceptance of K-12 teachers with and without prior experience of learning management systems: A Covid-19 pandemic study". Journal of Computer Assisted Learning. 37 (6): 1553–1565. doi:10.1111/jcal.12552. ISSN   1365-2729. PMC   8447015 . PMID   34548732.
  44. ↑ Cavus, Nadire; Mohammed, Yakubu; Yakubu, Mohammed Nasiru (6 May 2021). "Determinants of Learning Management Systems during COVID-19 Pandemic for Sustainable Education". Sustainability. 13 (9): 5189. doi: 10.3390/su13095189 .

Bibliography

Further reading


This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.