Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

Manzanares, María Consuelo Sáiz; Díez-Pastor, José F.; García‐Osorio, César

doi:10.3389/fpsyg.2019.00088

Cited by 26 publications

(35 citation statements)

References 34 publications

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“…Furthermore, the use of records that the interactions between learners leave on the system allows one to collect a vast amount of data concerning the study process that can be analyzed using data-mining techniques. Consequently, the teacher can access real-time information that contributes to a better understanding of student preferences and systematical adjustment of the curriculum throughout the entire learning process [28].…”

Section: Discussionmentioning

confidence: 99%

Providing Adaptivity in Moodle LMS Courses

Shchedrina

Valiev

Sabirova

et al. 2021

Int. J. Emerg. Technol. Learn.

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This study was aimed at investigating ways to ensure the adaptivity of Moodle courses to improve the efficiency of the educational process. As the main re-search method, the survey was used to study the issues of ensuring the adaptivity of eLearning in Moodle. Besides, within the current work, the method of achiev-ing the course adaptivity was combined with a personalized approach proposed by Limongelli et al. It was revealed that most study participants have difficulties with self-learning and perceiving educational material through audio records (36.4% and 36.4%, respectively). The development of the model for adaptive eLearning in Moodle was based on the use of the personalization approach, which provides an automatic adjustment of educational content according to stu-dents’ knowledge and way of learning. The adaptivity of eLearning courses is necessary for the successful implementation of online training in today’s educa-tion system. Prospects for the practical use of the research results lie in the possi-bility of an international exchange of experience concerning Moodle courses’ adaptivity.

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Section: Discussionmentioning

confidence: 99%

Providing Adaptivity in Moodle LMS Courses

Shchedrina

Valiev

Sabirova

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…In particular, the global pandemic caused by COVID-19 has quite suddenly underlined the value of telematic teaching tools, prompting governments and university leaders to urge both teachers and students to make good use of these technologies. Research must therefore be conducted to determine the effectiveness of these different resources such as IPAs in blended learning and e-learning spaces [5,56,57].…”

Section: The Use Of Voice Assistants: Applicability In Prevention Of mentioning

confidence: 99%

Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19

Manzanares

Sánchez

Ochoa-Orihuel

2020

IJERPH

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The use of advanced learning technologies in a learning management system (LMS) can greatly assist learning processes, especially when used in university environments, as they promote the development of Self-Regulated learning, which increases academic performance and student satisfaction towards personal learning. One of the most innovative resources that an LMS may have is an Intelligent Personal Assistant (IPA). We worked with a sample of 109 third-grade students following Health Sciences degrees. The aims were: (1) to verify whether there will be significant differences in student access to the LMS, depending on use versus non-use of an IPA. (2) To verify whether there will be significant differences in student learning outcomes depending on use versus non-use of an IPA. (3) To verify whether there will be significant differences for student satisfaction with teaching during the COVID-19 pandemic, depending on use versus non-use of an IPA. (4) To analyze student perceptions of the usefulness of an IPA in the LMS. We found greater functionality in access to the LMS and satisfaction with teaching, especially during the health crisis, in the group of students who had used an IPA. However, both the expansion of available information and the usability of the features embedded in an IPA are still challenging issues.

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“…A first aspect to consider is that the mere use of LMS will not in itself ensure effective teaching. Effectiveness appears to depend on what learning objects (resources and activities) are used and the way that they are implemented within a particular group of students [2,8]. Among the tools that LMS offers, some have shown themselves more effective than others, depending on the type of student and the characteristics of the content to be learned [9].…”

Section: Introductionmentioning

confidence: 99%

Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective

et al. 2021

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Teaching in Higher Education is with increasing frequency completed within a Learning Management System (LMS) environment in the Blended Learning modality. The use of learning objects (activities and resources) offered by LMS means that both teachers and students require training. In addition, gender differences relating to the number of students in STEM (Science, Technology, Engineering, and Mathematics) and Non-STEM courses might have some influence on the use of those learning objects. The study involves 13 teachers (6 experts in e-Learning and 7 non-experts) on 13 academic courses (4 STEM and 9 Non-STEM) and a detailed examination of the logs of 626 students downloaded from the Moodle platform. Our objectives are: (1) To confirm whether significant differences may be found in relation to the use of learning objects (resources and activities) on Moodle, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (2) To confirm whether there are significant differences between students regarding their use of learning objects, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (3) To confirm whether there are significant differences for the use of learning objects among students as a function of gender. Differences were found in the use of Moodle learning objects (resources and activities) for teachers and for students depending on the expertise of the teacher. Likewise, differences were found for the use of some learning objects as a function of gender and the degrees that the students were following. Increased technological training for both teachers and students is proposed, especially on Non-STEM qualifications, in order to mitigate the effects of the technological gap and its collateral relation with the gender gap and the digital divide.

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Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

Cited by 26 publications

References 34 publications

Providing Adaptivity in Moodle LMS Courses

Providing Adaptivity in Moodle LMS Courses

Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19

Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective

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