Learning Outcomes in Distance Learning: A Study of Learners’ Experience

Thah, Soon Seng; Latif, Latifah Abdol

doi:10.1007/978-981-15-6591-5_2

Cited by 3 publications

(6 citation statements)

References 11 publications

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“…Henceforth, indicating ICT infrastructures as one of the main factors for successful implementation of LMS, especially in higher learning institutions (Sobaih et al, 2016). Furthermore, Chung et al (2020) and Thah and Latif (2020) also found that other perceived resources in learning such as online communication strategies, content, interaction, and accessibility to video streaming platforms are some of the factors that influence the use of LMS for distance education in Malaysia.…”

Section: Introductionmentioning

confidence: 94%

“…Understanding factors that influence students' actual use of LMS becomes critical as such insights into their behavior could be used to improve students' online learning experience and future LMS expansion (Thah & Latif, 2020). Similar studies in Malaysia have warranted investigating acceptance and readiness as there is a lack of learner control and communication in using LMS for distance education (Chung et al, 2020).…”

Section: Problem Statementmentioning

confidence: 99%

“…Despite these strengths, LMS is not free from pessimism. While beneficial, the online delivery using LMS requires strategies that could facilitate different learning requirements and styles (Thah & Latif, 2020) which falls upon the instructors' hands to create a meaningful learning experience (Cigdem & Ozturk, 2016;Kim & Thayne, 2015). As LMS is also designed to be instructor-oriented, empirical findings have indicated that it restricts learners from exploring the learning facilities independently (Viberg & Grönlund, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach

et al. 2021

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Technology acceptance research explains the adaptation of learning technology by accounting for the use of technologies. This mixed-method study investigated the use of Learning Management Systems (LMS) for distance education in Malaysia using the extended Technology Acceptance Model (TAM). Limited studies on LMS for Malaysia higher education studies focusing on distance learning are warranted due to the diversity of resources, maturity, and education as working adults contrasting from traditional undergraduates. The survey on 205 respondents revealed that the extended TAM, which includes perceived resources, explained variance in attitudes (R 2 = 56.2%) and actual use (R 2 = 34.5%) adequately. Concurrently, indicating perceived ease of use and perceived resources as a determiner for the attitude which predicts actual use. Subsequently, a semi-structured interview on 15 respondents supported this as it was inferred that respondents' attitude was mainly determined by their perception of the role of LMS to facilitate learning activities. Furthermore, inconveniences in accessing learning contents and lack of interactive learning activities are the respondents' primary concern, reflecting on the predictive role of perceived ease of use. The findings also provide appropriate guidance for the pedagogical design and LMS implementation for distance education based on affordance and inclusivity.

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Section: Introductionmentioning

confidence: 94%

Section: Problem Statementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach

et al. 2021

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“…The capabilities and attributes of an LMS are believed to enhance interactivity, collaboration, and user engagement. The usability of an LMS should be evaluated based on the design of a user interface that optimizes LMS functionality (in terms of online communication strategy, content, interactivity, and accessibility) and whether it fosters a productive pedagogical learning environment (Chung et al, 2020;Kraleva et al, 2019;Thah & Latif, 2020). The acceptance and willingness of lecturers to use the LMS for instructional delivery are poor (Azlim et al, 2014), mostly due to their insufficient mastery and lack of control and communication while utilizing the LMS for remote education (Chung et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Due to Industry 4.0 regulations and the influence of Covid-19, the learning management system (LMS) has become the preeminent platform for all higher education institutions to support the delivery and administration of courses. The role and function of an LMS permits flexible teaching facilities, distant education, the implementation of learning content, and the enhancement of learning quality (Ahmed & Mesonovich, 2019;Chung et al, 2020;Kraleva et al, 2019;Nguyen, 2021;Thah & Latif, 2020). Understanding the efficiency of employing an LMS to inculcate knowledge (input and output of the educational process) in students is critical for Malaysian higher education institutions.…”

Section: Introductionmentioning

confidence: 99%

Efficacy of the SMARTV3UMS Learning Management System in Art and Design Courses

Gee

Pangayan²

2022

IJLTER

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Educational institutions are developing e-learning that uses intervention and individual interaction in the learning process to become more efficient and successful. Learning management systems (LMSs) aid in the management of teaching components and online contact between teachers and students. However, their effectiveness is highly dependent on a thorough understanding of the obstacles and factors that influence their use among their users. This relates in particular to transferability and knowledge acquisition among students, especially those enrolled in art and design majors. The purpose of this study was to investigate the effects of knowledge management (KM) on the SMARTV3UMS learning system for art students. SMARTV3UMS is an LMS system that all art students at Universiti Malaysia Sabah must use during their courses. A quantitative survey was undertaken to assess knowledge acquisition, sharing, application, protection, internalization, and creation in relation to the SMARTV3UMS system and user experience. Descriptive and inferential statistics were used to analyze the collected data and assess the study objectives. In SMARTV3UMS, knowledge acquisition, internalization, and creation were the three KM components most adopted by the participating 216 art students. Gender and geographic area did not affect the SMARTV3UMS “fit” quality measures for student KM. The findings revealed that KM creates diverse instructional techniques and alters the learning process in e-learning. Stakeholders can assess student thinking, experience, and knowledge of educational technology use by evaluating the KM domain. SMARTV3UMS needs a solid KM integration strategy and a plan to support learning, specifically online art and design learning, as well as visual arts students’ e-learning implementation concerns.

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Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume Two)

Nkwenti,

Babalola,

Ferreira-Meyers

et al. 2023

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This book focuses on distance education research, a dire need in the field, especially in Africa and other developing contexts. 'Distance education' in this book has been used as an umbrella term for any form of education in which there is a separation between the teacher and the learner, which necessitates the use of media. The authors from a range of African countries and international experts who have had a stint of their career in developing contexts, borrowing from their wealth of experience, discuss research trends in distance education in their milieu, identifying the gaps and how this mode of delivery can be strengthened. By so doing, their passion for quality which has been a major area of concern in the field was brought to the fore. They have reiterated the fact that it is possible to enhance quality in this mode of delivery by not only conducting research but also applying its findings to theory, practice, and policy. The book is the second of two volumes.

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Learning Outcomes in Distance Learning: A Study of Learners’ Experience

Cited by 3 publications

References 11 publications

Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach

Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach

Efficacy of the SMARTV3UMS Learning Management System in Art and Design Courses

Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume Two)

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