Utilization of Learning Management System (LMS) Among Instructors and Students

Al-Sharhan, Salah; Al-Hunaiyyan, Ahmed; Alhajri, Rana; Al-Huwail, N.

doi:10.1007/978-981-15-1289-6_2

Cited by 28 publications

(28 citation statements)

References 5 publications

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“…As for LMS usage via mobile devices, instructors are not sure to use LMS with mobile devices, which is consistent with a recent study by [14]. Regarding students being active in using LMS tools and functions depend heavily on instructors' attitudes toward technology.…”

Section: Barriers To Lms Adoptionsupporting

confidence: 83%

“…This element is relatively lower than the previous items in this section, whereby the instructors do not have the confidence to use LMS with mobile devices in our case. Recent research [14] has confirmed these results. Data from the LMS transaction records were collected and carried out using log-data from different courses, showing the activities performed.…”

Section: A Instructors' Perceptions Of Lmsmentioning

confidence: 53%

“…Previous work of [14] identified Moodle's actual use, a GUST-based learning management system, with 3600 students and 179 professors involved in this study. As shown in Fig.…”

Section: B Instructors' Use Of Lms Tools and Functionsmentioning

confidence: 99%

“…However, the adoption of LMSs requires an ongoing assessment compared to other newer technologies [4]. Various studies have been conducted to investigate the effectiveness and adoption of LMSs [4,11,13,14,15]. The current research is an attempt to gain instructors' perspective on the use of LMS, to investigate the use of its functions, to shed light on LMS opportunities, and to identify the various barriers that may influence LMS utilization at the Gulf University for Science and Technology (GUST), in Kuwait.…”

Section: Introductionmentioning

confidence: 99%

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Prospects and Challenges of Learning Management Systems in Higher Education

Al-Hunaiyyan¹,

Al-Sharhan²,

Alhajri³

2020

IJACSA

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Section: Barriers To Lms Adoptionsupporting

confidence: 83%

Section: A Instructors' Perceptions Of Lmsmentioning

confidence: 53%

“…Previous work of [14] identified Moodle's actual use, a GUST-based learning management system, with 3600 students and 179 professors involved in this study. As shown in Fig.…”

Section: B Instructors' Use Of Lms Tools and Functionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Prospects and Challenges of Learning Management Systems in Higher Education

Al-Hunaiyyan¹,

Al-Sharhan²,

Alhajri³

2020

IJACSA

Self Cite

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“…This is a crucial tier for realizing potential, though it is sometimes challenging to summarize. Typically, LMS requires a software application to organize the performance, monitoring, and reporting of the educational curriculum [57,58]. The two tiers of LMS and e-learning delivery combined encompass learning settings that oversee all features, such as course material, content links, student enrollment, and examinations.…”

Section: Tier (3): Learning Management Systemmentioning

confidence: 99%

An Integrated Implementation Framework for an Efficient Transformation to Online Education

Al-Hunaiyyan¹,

Al-Sharhan²,

Alhajri³

et al. 2021

IJACSA

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The least developed countries have been tasked with introducing effective e-learning frameworks as they look to overcome technology inadequacies and lack of research support or vision. Ongoing efforts are reliant upon a mixed-methods approach. A systematic literature analysis and a quantitative examination have been undertaken to achieve a thorough assessment of the available data taken from educational facilities in Kuwait. Results show clear support for embracing e-learning, with most participants recognizing its positives when faced with the scope of challenges its practice may incorporate. Consequently, the authors recommend a framework that is integrated to support a smooth upgrade to online teaching in a manner that furthers the efficacy and understanding of elearning potential in the context of education in Kuwait and neighboring countries, with a particular focus on how to function during a pandemic lockdown. The proposed framework is structured according to five key tiers: infrastructure, e-learning delivery, LMS, e-Content, and user portal. In support of this, a model of e-Content development is proposed to assist with the establishment and execution of educational materials, in particular, to cope with the lack of digital learning materials in Arabic.

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