Academic and student use of a learning management system: Implications for quality

Weaver, Debbi; Spratt, Christine; Nair, Chenicheri Sid

doi:10.14742/ajet.1228

Cited by 124 publications

(104 citation statements)

References 15 publications

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“…LMS platforms commonly include a suite of integrated tools that enable online delivery of instructional content, interaction and collaboration, and tracking and reporting of student participation (Rouse, 2005). The LMS has been touted as having been instrumental in extending instruction and access to learning beyond the physical classroom (Harrington, Staffo, & Wright, 2006), enabling secure online collaborations among faculty and students (Barron, 2003;Liu, 2005), and promoting the integration of otherwise discrete content delivery, course management, and student assessment functions (Linder, Bruenjes, & Smith, 2017;Weaver, Spratt, & Nair, 2008).…”

Section: History Of Learning Management Systemsmentioning

confidence: 99%

Understanding Faculty Use of the Learning Management System

Rhode

Richter

Gowen

et al. 2017

OLJ

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The learning management system (LMS) has become a critical tool for nearly all institutions of higher education, and a driving force in online learning. According to a 2014 report by the Educause Center for Analysis and Research, 99% of higher education institutions have an LMS in place, and the LMS is used by 85% of faculty and 83% of students. This was not always the case, however. There was a time in the not-so-distant past when using an LMS was considered highly innovative. Understanding the growth and adoption of the LMS is a stepping stone to understanding how faculty may choose to adopt other technological and pedagogical innovations. This study was conducted at a large, research-intensive public university in the Midwest, which has used the same LMS for 15 years. From a small pilot, adoption has grown to nearly universal use. This study used system logs and database queries to examine how faculty used the LMS. The results identified the features that were used most frequently and how usage had changed over time. In addition, the study compared the usage data for face-to-face and online courses to determine if there are differences in LMS use due to course modality. Based on this, it is possible to better understand the role the LMS plays in higher education and online learning, to inform development of next generation learning systems or other innovative technologies.

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Section: History Of Learning Management Systemsmentioning

confidence: 99%

Understanding Faculty Use of the Learning Management System

Rhode

Richter

Gowen

et al. 2017

OLJ

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“…A review of existing investigations published in the literature that compared student and staff perceptions of OLEs was undertaken. Only two published studies were noted that incorporated comparatively large samples of students and staff (Jones & Jones, 2005;Weaver, Spratt, & Nair, 2008), though the latter did not employ the same survey instrument for students and staff. A commonly reported finding in the student versus staff comparative literature that does exist is that, while both students and staff often give generally positive ratings to different aspects of OLEs, significant differences between student and staff ratings are often observed.…”

Section: Introductionmentioning

confidence: 99%

Development of student and academic staff perceptions of the elements of an online learning environment over time

Palmer

Holt

2014

AJET

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Academic staff play a fundamental role in the use of online learning environments (OLEs) by students, yet studies investigating the perspectives of staff are limited, and the least common investigations are those comparing the relative perceptions of students and staff. Many OLE evaluations present a point-in-time snapshot of the system, but extended evaluation of OLE usage is required to reveal the detail in the evolution of system use. The data from a large, repeated cross-sectional and quantitative survey of university students and staff were analysed. Drawing on 4680 survey responses over the period 2004-2011, it was found that:• both student and staff mean ratings of importance and satisfaction suggest an increasingly positive engagement with the OLE over time; • virtually all mean ratings of satisfaction, and many of the mean ratings of importance, for students were higher than for staff, supporting the view in the literature that students have a more positive attitude than staff toward OLE use; and • the general trend was a reduction in the magnitude of the differences between students and staff between 2004 and 2011. More fine-grained analyses of the differences observed for individual elements of the OLE are also reported.

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“…Recently, we have witnessed the utilization of the ITC technologies in the processes of teaching and learning which are taking place in many universities across the Globe. E-Learning is becoming one of the learning standards in many western universities, which is spanning all learning activities [1][2][3][4][5].…”

Section: Introductionmentioning

confidence: 99%

The Impact of E-assessments System on the Success of the Implementation Process

Eljinini¹,

Alsamarai²,

Hameed³

et al. 2012

IJMECS

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-This study aims to identify the attitudes of the sample individuals from students that have used the electronic assessments (e-assessments) system at Isra University in Jordan. These attitudes describe the relationship between the availability of the requirements for e-assessments applications and the success of its implementation. Analytical descriptive method and sample research have been used. The samples included 246 students from 5 colleges covered by the research sample. The instrument of the study was a questionnaire which consisted of many variables that measured influential relationship among them. The research concluded that there is a relationship effect between the availability of the requirements and the success of the implementation process of the e-assessments system. There is a difference in the members attitudes of the research samples over the impact of which variables are most influenced. The results showed that there is a variation in the attitudes on all variables.

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Academic and student use of a learning management system: Implications for quality

Cited by 124 publications

References 15 publications

Understanding Faculty Use of the Learning Management System

Understanding Faculty Use of the Learning Management System

Development of student and academic staff perceptions of the elements of an online learning environment over time

The Impact of E-assessments System on the Success of the Implementation Process

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