Usability of Learning Management Systems for Instructors – The Case of Canvas

Chen, Weiqin; Sanderson, Norun; Nichshyk, Anna; Bong, Way Kiat; Kessel, Siri

doi:10.1007/978-3-030-77889-7_14

Cited by 9 publications

(6 citation statements)

References 12 publications

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“…An LMS can facilitate synchronous, asynchronous, and hybrid course delivery types (Sulun, 2018). LMS usability issues and lack of training are some of the main reasons why instructors do not adopt LMS in their teaching, or adopt them in a limited capacity (Chen et al, 2021). Most studies on the COVID-19 pandemic and LMSs focus on student or instructor perceptions, usually measured through surveys or interviews (e.g., Hjelsvold et al, 2020;Helland et al, 2022), rather than the analysis of the LMS data.…”

Section: Learning Design In Learning Management Systemsmentioning

confidence: 99%

Changes in online course designs: Before, during, and after the pandemic

et al. 2023

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The switch to emergency remote teaching during the COVID-19 pandemic became for many university instructors a necessity to familiarise themselves with the institution’s online learning management system (LMS). This switch to online teaching made learning activities, course design patterns, and pedagogical approaches more visible than during face-to-face teaching. Furthermore, the process of translating physical learning activities to the digital space was challenging and needed institutional and leadership support. This paper presents an analysis of the changes made to the learning designs of 102 courses in a university’s LMS before, during, and after the pandemic. Using descriptive statistics and Epistemic Network Analysis we used LMS data to explore the use of LMS features revealing not only the overall university trends, but also faculty differences. In addition, we compared the learning activities as described in course descriptions with the actual learning activities designed in the LMS. Our findings show that although the switch to emergency remote teaching forced many instructors to change the learning designs of their courses, some instructors reverted to their pre-pandemic learning designs after the pandemic, while other instructors did not change their learning design during the pandemic at all. In addition, we identified a positive trend of an increased use of activity features in the learning management system. Finally, we reflected on the importance of the university leadership supporting the digital transformation.

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Section: Learning Design In Learning Management Systemsmentioning

confidence: 99%

Changes in online course designs: Before, during, and after the pandemic

et al. 2023

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“…A comparação dos trabalhos destaca que, em Alturki et al (2016) e Gumasing et al (2022), os resultados foram encontrados a partir de análises quantitativas dos dados. Em Ahmad et al (2018), Alhadreti (2020), Andrews-Todd et al (2013), Grossi et al (2018) e Chen et al (2021), os resultados foram caracterizados por análises qualitativas, que trazem estratégias de melhorias para as plataformas estudadas, ou em apontamentos de recursos que são eficientes ou não.…”

Section: Trabalhos Relacionadosunclassified

“…Em Alturki et al (2016), Andrews-Todd et al (2013) e Chen et al (2021), apenas um sistema LMS é analisado, buscando identificar características quanto à usabilidade, aplicabilidade e apontamento de recursos mais eficientes. Em Grossi et al (2018), Ahmad et al (2018), Alhadreti (2020) e Gumasing et al (2022), os trabalhos também identificam tais características, porém, com a diferença de realizarem a análise comparativa entre dois sistemas LMS.…”

Section: Trabalhos Relacionadosunclassified

“…O aumento da adoção de EaD também está sendo impulsionado e solidificado pelo suporte de plataformas do tipo Learning Management System (LMS), também conhecidas como Ambientes Virtuais de Aprendizagem (AVA) (Oliveira, Procaci, & Siqueira, 2020). Os sistemas LMS são amplamente utilizados para criar, administrar e disponibilizar conteúdo e materiais de aprendizagem, pretendendo aumentar a eficiência do ensino e enriquecer o aprendizado dos alunos (Chen, Sanderson, Nichshyk, Bong, & Kessel, 2021).…”

Section: Rbie V31 -2023 1 Introduçãounclassified

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Usabilidade dos Ambientes Virtuais de Aprendizagem Canvas e Blackboard: Caso de estudo em uma Universidade Brasileira

Soares

Júnior

Brito

et al. 2023

RBIE

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Para amparar o processo de ensino-aprendizagem, as instituições de ensino devem avaliar cuidadosamente a usabilidade de seus Ambientes Virtuais de Aprendizagem (Learning Management Systems - LMS), antes de entregá-los a professores e alunos. Este artigo apresenta o processo e os resultados das avaliações de usabilidade em atividades de ensino-aprendizagem apoiadas pelos LMS Canvas e Blackboard em uma universidade brasileira. A metodologia considerou testes com usuários para avaliar cinco atributos de usabilidade nos sistemas. Além disso, especialistas em usabilidade realizaram inspeções de usabilidade para analisar problemas e possíveis soluções. Os resultados indicaram que ambas as plataformas apresentam graves problemas de usabilidade. Em termos de comparações entre os dois sistemas LMS, os resultados não mostraram uma disparidade significativa de usabilidade entre eles. Como resultado, também apontamos os principais problemas e soluções dos LMS.

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“…By incorporating Canva into their teaching repertoire, educators can enhance the visual appeal of their instructional content, making it more engaging and accessible to students with diverse learning preferences (Prastyana et al, 2023). Furthermore, Canva's compatibility across multiple devices, including laptops, PCs, and mobile devices, adds to its appeal as a teaching tool (Chen et al, 2021). This flexibility allows both educators and students to access and utilize Canva's features anytime, anywhere, thus promoting seamless collaboration and interaction in the learning process (Mpungose & Khoza, 2022).…”

Section: Introductionmentioning

confidence: 99%

Development of Canva-Based Interactive Teaching Materials to Enhance Students' Critical Thinking Skills in Fiqh Learning at Islamic High School

Pulungan,

Ananda,

Rifa'i

et al. 2024

Scaffolding

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This project aims to promote critical thinking abilities among eleventh-grade students in the Social Sciences curriculum at MAN 1 Medan during Fiqh (Islamic Jurisprudence) studying, leveraging interactive teaching materials based on Canva that have been designed. This research uses Research and Development (R&D). The 4-D research design, which consists of four stages—define, design, develop, and disseminate—is used in this study's instructional material development. Thirty-three eleventh-grade Social Sciences students make up the research subjects. The interactive teaching materials based on Canva are highly valid based on the research and development findings. This is supported by the material validation score of 3.07, the subject matter expert assessment score of 3.23, and the language expert validation score of 3.30. The overall recapitulation score of 3.2 further confirms this conclusion. This suggests that the interactive educational resources created by Canva meet appropriate standards and can be utilized by educators and learners alike.

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Usability of Learning Management Systems for Instructors – The Case of Canvas

Cited by 9 publications

References 12 publications

Changes in online course designs: Before, during, and after the pandemic

Changes in online course designs: Before, during, and after the pandemic

Usabilidade dos Ambientes Virtuais de Aprendizagem Canvas e Blackboard: Caso de estudo em uma Universidade Brasileira

Development of Canva-Based Interactive Teaching Materials to Enhance Students' Critical Thinking Skills in Fiqh Learning at Islamic High School

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