Digital Transformation of Learning Management Systems at Universities

Amoush, Abdeleh Bassam Al; Sandhu, Kamaljeet

doi:10.4018/978-1-7998-2177-9.ch012

Cited by 3 publications

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Prerequisites for the digital transformation of the Russian education system

Boronenko¹,

Fedotova²

2020

Vestnik of Samara University. History, pedagogics, philology

View full text Add to dashboard Cite

The authors note the tendency of digital transformation of different spheres of human activity. Many scientific studies describe the results of the digital transformation of education, characterize ways of adapting teachers and students to the conditions of the new digital environment and consider the formation of digital competencies of teachers and digital literacy of students. At the same time, scientists do not consider the reasons that actualize digital transformation. The purpose of the study is to identify external and internal factors that determine the digital transformation of the Russian education system at the present stage of development of society. The authors are building a causal relationship model of the digital transformation of the education system. The authors choose the principles of a systematic approach as the methodological basis of the study. They consider the digital transformation of education as a system of transformations that have a complex transformative effect. This impact is based on taking into account the diversity of interconnections between the components of the education system. The authors substantiate the nature of digital transformation as a large-scale transformation, as a process of implementing digital technologies, as an improvement in the quality of the results of the educational process. The authors consider the factors and results of digital transformation in various projections. In accordance with the ideas of a systematic approach, the authors describe the essence of digital transformation in the form of a causal relationship model of the digital transformation of the education system. The causal relationship model of the digital transformation of education allows us to systematically see the development trends of Russian education and in the future to develop the right strategies to improve its quality and competitiveness. The use of digital technologies in the educational process provides a rational assessment of their need for solving specific educational problems. The main role of digital technologies consists in technological improvement of the educational process, expansion of the didactic capabilities of the teacher, activation and motivation of personal interaction between the teacher and students.

show abstract

Prerequisites for the digital transformation of the Russian education system

Boronenko¹,

Fedotova²

2020

Vestnik of Samara University. History, pedagogics, philology

View full text Add to dashboard Cite

show abstract

Blockchain for Education Enterprises

Venkatachalam

Palekar

Marlin

2021

Handbook of Research on Management and Strategies for Digital Enterprise Transformation

View full text Add to dashboard Cite

Education enterprises (e.g., schools, universities, online platforms) seeking digital transformation require careful evaluation of their strategies and transformative capabilities. Although transformation of teaching routines is slowly evolving into student-centric learning, individual-oriented learning routines (assess, evidence, credentials) are complex to manage compared to established teaching routines (define, engage, and enhance) using existing digital learning management systems. This has resulted in poor tracking of 21st century skills (21C) of learners, which are highly sought by teachers, learners, and employers. Based on reviews of blockchain use cases from the education literature, this study proposes a blockchain for education learning ledger (BELL) model to capture and track 21C skills demanded by Industry 4.0. The BELL model includes an innovative assess skills chain for developing strategic learning capabilities and enabling reconfiguration of learning outcomes.

show abstract

Digital Learning Analytics Recommender System for Universities

Alharbi

Sandhu

2020

Digital Innovations for Customer Engagement, Management, and Organizational Improvement

View full text Add to dashboard Cite

The aim of this chapter is to present the multivariate analyses results of the factors that influence students' acceptance and the continuance usage intention of digital learning analytics recommender systems at higher education institutions in Saudi Arabia. Data was collected from 353 Saudi Arabian university students via an online digital survey questionnaire. The research model was then used to examine the hypothesized relationships between user experiences of the digital learning analytics recommender system and their intentions for long-term adoption of the system. The research model was primarily based on the technology acceptance model (TAM) developed by Davis (1989)—the variables ‘perceived usefulness', ‘perceived ease of use', and ‘acceptance', particularly—with ‘continuance usage intention' added as an endogenous construct and with ‘service quality' and ‘user experience' added as external variables.

show abstract

Digital Transformation of Learning Management Systems at Universities

Cited by 3 publications

References 28 publications

Prerequisites for the digital transformation of the Russian education system

Prerequisites for the digital transformation of the Russian education system

Blockchain for Education Enterprises

Digital Learning Analytics Recommender System for Universities

Contact Info

Product

Resources

About