Relevant bibliographies by topics / Learning Management System

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning Management System'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 September 2023

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Journal articles on the topic "Learning Management System"

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Kumar, Nikhil. "Effectiveness of E-Learning Through Learning Management System." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 340–41. http://dx.doi.org/10.15373/2249555x/may2014/101.

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Irfan, C. M. Althaff, Karim Ouzzane, Shusaku Nomura, and Yoshimi Fukumura. "211 AN ACCESS CONTROL SYSTEM For E-Learning MANAGEMENT SYSTEMS." Proceedings of Conference of Hokuriku-Shinetsu Branch 2010.47 (2010): 59–60. http://dx.doi.org/10.1299/jsmehs.2010.47.59.

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Adisel, Adisel. "Learning Management System." Journal Of Administration and Educational Management (ALIGNMENT) 5, no. 2 (December 12, 2022): 266–77. http://dx.doi.org/10.31539/alignment.v5i2.4878.

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Pembelajaran berbasis e-learning merupakan metode yang sangat potensial untuk kepentingan pendidikan. Dalam lingkungan pembelajaran ini, yang dapat terjadi adalah pengelolaan manajemen yang tersistem dan tidak tersistem. Pengelolaan yang tersistem adalah sistem manajemen pembelajaran berbasis e-learning yang terencana, terarah dan terukur, yang salah satunya adalah melalui LMS (learning management system). LMS merupakan sistem untuk mengelola catatan pelatihan dan pendidikan melalui internet dengan fitur untuk kolaborasi secara online. Dalam analisis jurnal ini, akan dijelaskan bagaimana LMS diterapkan di berbagai lembaga pendidikan, efektivitas dan implikasinya serta hasil-hasil riset yang dilakukan sehubungan dengan penggunaan LMS ini. Studi kasus mengenai efektivitas dari LMS dilakukan di Universitas terbuka di Malaysia (OUM), kampus Kota Bharu dan pengaplikasian LMS untuk pembelajaran yang dipersonalisasi untuk murid-murid sekolah dasar. Dalam jurnal yang lain, dikemukakan penemuan mengenai penelitian yang dilaksanakan di enam universitas yang berbeda di Amerika tentang kemampuan analisa pembelajaran (LA) dalam LMS. Ditelaah juga mengenai penguatan pembelajaran antar disiplin ilmu dengan menggunakan LMS. Disamping itu terdapat pula penjelasan mengenai penggunaan LMS sebagai jaringan virtual untuk beasiswa dalam pengajaran dan pembelajaran (SoTL) pada departemen akademis. Ada pula penelitian mengenai perluasan model penerimaan teknologi (TAM) untuk menguji penggunaan LMS pada institusi pendidikan tinggi. Hasil-hasil riset yang dilakukan menunjukkan penemuan-penemuan mengenai adanya koneksi antara pembelajaran yang dipersonalisasi dengan LMS dan pembelajaran di kelas. Data-data juga menunjukkan efektivitas LMS pada berbagai institusi pendidikan dan adanya pergerakan menuju analisa akademik. Semua penelitian ini juga mengacu pada implikasi-implikasi dari penemuan-penemuan ini untuk para peneliti dan praktisi lain, serta untuk keperluan penelitian lebih lanjut. Keywords: LMS, jaringan forum online, institusi pendidikan, analisa pembelajaran, personalisasi pembelajaran, model penerimaan teknologi (TAM), pembelajaran jarak jauh.
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Işık, Ali Hakan, Murat İnce, and Tuncay Yiğit. "A Fuzzy AHP Approach to Select Learning Management System." International Journal of Computer Theory and Engineering 7, no. 6 (December 2015): 499–502. http://dx.doi.org/10.7763/ijcte.2015.v7.1009.

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Hendrik, Hendrik, and Fathul Wahid. "Pengembangan Learning Management System." Media Informatika 3, no. 1 (June 7, 2005): 69–82. http://dx.doi.org/10.20885/informatika.vol3.iss1.art7.

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Ngafeeson, Madison N., and Yuba Gautam. "Learning Management System Adoption." International Journal of Web-Based Learning and Teaching Technologies 16, no. 1 (January 2021): 27–42. http://dx.doi.org/10.4018/ijwltt.2021010104.

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The growing popularity of online learning has put learning management systems (LMS) at the forefront of learning technologies. The adoption of LMS by students has therefore been a major driving force for online education. However, true adoption must transcend initial use for significant success. This study utilizes the theory of planned behavior (TPB) to gain new insights on students' short-term versus long-term adoption of LMS. Specifically, it examines the determinants of initial use and continuance use through the lens of the TPB. Results obtained from a sample of 248 undergraduate students suggest that difference in continuing use and initial use decision depends on differences in the influences of personal control perceptions about technology and subjective norms. Protagonists of online education will find these results interesting in that it provides insights for developing intervention strategies that can help in increasing online education adoption regardless of whether the focus is long-term or short-term.
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Popova, Yu B. "Learning Management System CATS." Science & Technique 18, no. 4 (August 13, 2019): 339–49. http://dx.doi.org/10.21122/2227-1031-2019-18-4-339-349.

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The use of information technologies and, in particular, information training systems increases capacity of both a teacher and a student to achieve their goals in an educational process, taking into account individual characteristics of each and providing opportunities for continuing education. The paper proposes and considers a new automated learning management system, called CATS (Care About the Students). The proposed system covers all components of the educational process, allows to conduct an electronic journal of visiting and defending laboratory works, distribute topics and monitor progress of course and diploma projects (creating automatically task sheets with subsequent export to MS Word editor). The CATS LMS makes it possible to test students’ knowledge in control and self-education modes, to form electronic educational and methodical complexes, to inform students about topics of lecture and practical classes with the possibility of downloading relevant materials, to provide educational content in SCORM format, developed by teachers around the world. Working in the CATS system, it is possible to exchange messages with students and teachers, to monitor progress and process of studying in respect of the proposed material by students, to check accomplished assignments of students for plagiarism. The system under consideration also takes into account specificity of training at a technical higher education institution, providing for work with an integrated project management system and ability to submit bugs. The CATS LMS has been implemented as a web application using modern technologies and it is available in the local network within the whole university at [172.16.11.72:2020].
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Qazdar, Aimad, Chihab Cherkaoui, Brahim Er-Raha, and Driss Mammass. "AeLF: Mixing Adaptive Learning System with Learning Management System." International Journal of Computer Applications 119, no. 15 (June 18, 2015): 1–8. http://dx.doi.org/10.5120/21140-4171.

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Fardinpour, Ali, Mir Mohsen Pedram, and Martha Burkle. "Intelligent Learning Management Systems." International Journal of Distance Education Technologies 12, no. 4 (October 2014): 19–31. http://dx.doi.org/10.4018/ijdet.2014100102.

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Virtual Learning Environments have been the center of attention in the last few decades and help educators tremendously with providing students with educational resources. Since artificial intelligence was used for educational proposes, learning management system developers showed much interest in making their products smarter and more intelligent. Nevertheless, the questions of what an intelligent learning management system (ILSM) is and which tools and features are needed to make such system intelligent, are not clearly answered, therefore educational institutes do not have a proper tool to decide upon the degree of intelligence they need for their LMSs. This paper proposes a prevalent, thorough definition of “Intelligent Learning Management Systems”, and the design of a fuzzy model to measure the intelligence of these systems. In order to devise a comprehensive definition of an Intelligent Learning Management System, experts from around the world were consulted. Following that, different proposed Intelligent Learning Management Systems were studied, and forty-one features and tools were found and analyzed. After the analysis, experts' opinions were taken into account to rank these features. The paper proposes thirteen most significant features and tools as criteria to be used in fuzzy analytic hierarchy process (AHP) as a fuzzy model to measure the intelligence of Learning Management System.
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Tkachenko, Olha, and Vladyslav Tyrkov. "Distance Learning Management Systems." Digital Platform: Information Technologies in Sociocultural Sphere 5, no. 1 (June 30, 2022): 67–81. http://dx.doi.org/10.31866/2617-796x.5.1.2022.261291.

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The purpose of the article is to research, analyze and consider general problems and prospects for the development of management systems for learning processes with the ability to support distance learners using the latest technologies. The research methodology consists in methods of semantic analysis of the basic concepts of this subject area (management systems of educational processes). The article considers the approaches to the development and operation of the learning management system. The scientific novelty of the research is the analysis of the functioning of modern learning management systems and learning systems, the results of which can be used in the development of their own learning management system, which is relevant in today’s online learning environment. Conclusions. The paper considers well-known views on distance learning and analyzes modern information systems for distance learning management. Taking into account the results of the analysis, the authors decided to develop an information system for managing educational processes in distance education.
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Dissertations / Theses on the topic "Learning Management System"

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Clewell, Kelly Sue. "Learning Management System Facilitated Blended Learning in Secondary Schools." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609139/.

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The relatively new utilization of learning management system (LMS) facilitated blended learning in secondary public schools has grown in popularity, but there is a void in research at this level. Teachers learned how to use the LMS features and honed their blended learning design skills through their own experiences, and in observation of their students' experiences. In this study, the knowledge teachers built and the decisions they made while designing blended learning were explored. In this mixed-methods study, the quantitative and qualitative results aligned, indicating that teachers design courses using a variety of components, often in different ways. Six themes emerged. The relationships between themes were used to create a theoretical visual of the factors impacting secondary teachers' decisions in the design of LMS-facilitated blended learning. Teacher design decisions were focused on the impact their choices would have on students. Variation in course design was purposely used by teachers to differentiate for students individually; however, variation was also the result of design challenges blocking teachers from a specific design choice. The implications for practice primarily focus on removing the design challenges. The results of this study add to other foundational studies to begin to fill the research gap in the area of LMS-facilitated blended learning design in secondary schools.
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Siddapureddy, Venu R. 1969. "Evolvable system architecture : design issues of learning systems." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/92076.

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Yang, Mingkun. "Retrofit Learning Management System To Use SCORM." Thesis, Högskolan i Halmstad, Sektionen för Informationsvetenskap, Data– och Elektroteknik (IDE), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15191.

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The existing Learning Management System (LMS), \esTracer", from En-tergate company has been updated to be compliant with Sharable ContentObject Reference Model (SCORM). By following the SCORM standard, newand existing packages of course materials could be imported and exportedto SCORM compliant systems. In the test, one package from ADL is usedfor importing and presentation. The implementation only applies to \es-Tracer" LMS, but the methodology is general and could be used in otherLMS as well. This project is implemented using ASP.NET MVC framework.ASP.NET MVC framework is one great framework, which enables developersto stand on a high level to see the whole picture. Future work needs to bedone to make \esTracer" complete SCORM compliant.i
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Tserendorj, Navchaa, Uranchimeg Tudevdagva, and Ariane Heller. "Integration of Learning Management System into University-level Teaching and Learning." Universitätsbibliothek Chemnitz, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-103595.

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With rapid development of science and technology, introduction of the ICT different methodologies into the learning environment today becomes one of the most important factors. Application of IT tools in classroom learning in and methodology for teaching and learning processes creates number of issues, which could be solved with the help of online Learning Management System (LMS). This paper presents experiment results using of Moodle, at the course of Linear algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-2012 study year. The paper presents quantitative and qualitative rationale interdependence analysis and experiment conclusion based on midterm and final exam results of the freshman students of the National University of Mongolia.
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Lorenz, Anja. "Kooperationsunterstützung in einem Learning Content Management System (LCMS)." Universitätsbibliothek Chemnitz, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-82022.

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Learning Content Management Systeme (LCMS) unterstützen die professionelle Erstellung, Verwaltung und Auslieferung von Lernmaterialien [BHMH02]. Die Speicherung der hierfür verarbeiteten Lerninhalte in einem zentralen Repository ermöglicht neben deren Wiederverwendung auch den Zugriff für mehrere Nutzer und somit das Zusammenführen der verschiedenen Kompetenzen, die während der Erstellung benötigt werden: Die mithilfe der Lernmaterialien zu vermittelnden Inhalte müssen nicht nur fachlich richtig, sondern auch didaktisch, gestalterisch und technisch für ein oder mehrere Zielgruppen individuell aufbereitet worden sein. Dabei reichen die Zielgruppen von verschiedenen Abteilungen bis hin zu Lernern mit verschiedenen Muttersprachen und Kulturen in international agierenden Unternehmen und Bildungseinrichtungen. Die Arbeit der Nutzer mit dem LCMS wird durch verschiedene Mechanismen und Funktionalitäten erheblich vereinfacht, ihre Zusammenarbeit untereinander blieb bisher aber weitestgehend unbeachtet. Das Promotionsvorhaben, das in Kooperation mit der chemmedia AG erfolgt, setzt an diesem Punkt an. Als Vorbild und somit zur Identifikation von Kommunikations- und Kooperationskonzepten werden Social- Software-Anwendungen herangezogen, bei denen die gemeinsame Content-Erstellung scheinbar unproblematisch stattfindet. Als methodische Klammer wird die DIN EN ISO/IEC 19796 [Deu09] herangezogen. Sie gibt einerseits die für die Analyse nötige Strukturierung der Prozesse bei der Lernangebotserstellung vor und liefert außerdem die für die Evaluation benötigten Qualitätskriterien.
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MALIK, WAQAS. "Visual Semantic Web.Ontology based E-learning management system." Thesis, Blekinge Tekniska Högskola, Avdelningen för för interaktion och systemdesign, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4326.

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E-Learning is a process in which we use the electronic medium to access the defined set of applications and processes. With its increasing identification and recognition in academic and corporate world, a unique model or framework is required. E-Learning is a critical support mechanism for educational institutions to grow the performance of their students, teachers, as well as useful for organizations to enhance the performance of their employees. Semantic web represents a potential technology for realizing e-Learning requirements Research works in the field of e-Learning are represented by a wide range of applications, ranged from virtual classrooms to remote courses or distance learning. However, studies show that still it demands more effective approach. Ontology is a specification of conceptualization; the object, process, and other entities that are involved in making of the framework for E-learning. This thesis presents the ontology for E-learning process, such as course syllabus, teaching methods, learning activities and learning styles
E-lärande är en process där vi använder elektroniska medel för att få tillgång till de angivna program och processer. Med den ökande identifiering och erkännande i akademiskt och företagens värld, en unik modell eller ram är nödvändig. E-lärande är en viktig mekanism för utbildningsväsendet att växa fullgörandet av sina studenter, lärare, samt till nytta för organisationer att öka resultatet för sina anställda. Semantiska webben utgör en potentiell teknik för att förverkliga e-Learning krav Forskning fungerar inom e-lärande representeras av ett brett spektrum av applikationer, allt från virtuella klassrum till avlägsna kurser och distansutbildning. Men undersökningar visar att fortfarande det kräver mer effektiv metod. Ontology är en specifikation av conceptualization; objektet, och andra enheter som är inblandade i skapandet av en ram för e-lärande. Denna avhandling presenterar ontologi för e-lärande, såsom kursplan, undervisning, lärande och lärstilar
004531844124
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Garg, Anubha. "SCORM based learning management system for online training." Kansas State University, 2012. http://hdl.handle.net/2097/14627.

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Master of Science
Department of Computing and Information Sciences
Mitchell Neilsen
The Biosecurity Research Institute (BRI) facility at Kansas State University is a huge biocontainment facility to conduct research on infectious diseases that pose a threat to plant, animal and human health. The BRI Training and Education Program is currently offline; i.e., classroom sessions are taken to provide this training and education. The objective behind taking up this project was to move the entire training and education module of Biosecurity Research Institute online, instead of having a classroom session for each training course, with an subject matter expert (SME) to come and take the training session. The aim is to develop an online training system which is synchronized with the information in the BRI Research Project Database. The employees will only have to login to the website, scroll through the list of courses they are enrolled in, take the courses, write the assignments/quizzes assigned to the course and then submit the quizzes. They can also self-enroll themselves into courses, if they are given the permission to do so. The SME’s of the courses can create new courses, upload the course materials, enroll users into the courses, and assign deadlines to course completion. Once the student submits the course quiz or assignments, the SME’s can grade the quiz, assign a final grade to the students, and give feedback on their performance. They can even reassign the course in case of poor performance by the student. The administrators of the website can assign roles to different personnel, give permissions according to need and requirement, add/delete courses, and change the appearance of the website. The project is to be done using a Learning Management System called Moodle. Moodle (Modular Object Oriented Dynamic Learning Environment) is an online learning management system designed to allow interaction between teachers and students. The back-end database used is SQL Server 2008 R2 and additional tools used are Adobe Presenter (with Microsoft Power Point 2010) to create the courses in SCORM format.
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EPIFANIA, FRANCESCO. "Social Intelligent Learning Management System for Demanding Users." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/102438.

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With the ambition of providing teachers with a novel concrete tool called “Social Intelligent Learning Management System (SILMS)” for worldwide exploiting didactic contents to feature their courses, I faced the problem of creating a social platform with adequate functionalities to satisfy the teacher expectations. This goal involved many disciplines and practices ranging from DB management, content management, social networking, till the exploitation of new cognitive systems in the thread of WEB4.0 services. At the same time my approach was much oriented to realize a real tool of concrete usage, still with distinguishably advanced features. Thus, starting with a well designed architecture I endowed it with key functionalities that become the stakeholders of the emerging social networks: 1) a quality system ensuring the value of the materials the users put in the platform repository as their contribution to the social business, 2) a recommender system based on either ontology assisted navigator or computational intelligence techniques constituting the principal tool to guide teachers along the assembling of materials into courses. This work involved the cooperation of scientists in the mentioned disciplines, mainly at level of mentoring and discussing the best strategies. It also enjoyed contributions from foreign partners within the European Project NETT, which supported my PhD course and provided the lead case study as well. As a result we (me and the involved people) delineate an ecosystem where teachers exploit contents of a repository to which may contribute by themselves. They are encouraged in exploiting and contributing because the contents are of high quality; they are wisely assisted in the exploration of the repository by platform services yet under their full control; and they are variously reworded by this involvement. This thesis resumes all this work, highlighting the innovative aspects and the experimental evidences. It consists of 6 chapters plus introduction and conclusions. The first two (chapters 2 and 3) are devoted to needs’ analysis and related state of the art. While a second block (chapters 4 and 5) deals with the platform design and implementation, the last two chapters are devoted to user experience and the mentioned cognitive tools employed in the realization of a recommender system which learns from the users how to better satisfy their inquiries. The innovative contributions are reckoned in the Introduction, whereas a short appraisal of the work done and forewords are provided in the Conclusions chapter.
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Kamuhanda, Dany. "Visualising M-learning system usage data." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/11015.

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Data storage is an important practice for organisations that want to track their progress. The evolution of data storage technologies from manual methods of storing data on paper or in spreadsheets, to the automated methods of using computers to automatically log data into databases or text files has brought an amount of data that is beyond the level of human interpretation and comprehension. One way of addressing this issue of interpreting large amounts of data is data visualisation, which aims to convert abstract data into images that are easy to interpret. However, people often have difficulty in selecting an appropriate visualisation tool and visualisation techniques that can effectively visualise their data. This research proposes the processes that can be followed to effectively visualise data. Data logged from a mobile learning system is visualised as a proof of concept to show how the proposed processes can be followed during data visualisation. These processes are summarised into a model that consists of three main components: the data, the visualisation techniques and the visualisation tool. There are two main contributions in this research: the model to visualise mobile learning usage data and the visualisation of the usage data logged from a mobile learning system. The mobile learning system usage data was visualised to demonstrate how students used the mobile learning system. Visualisation of the usage data helped to convert the data into images (charts and graphs) that were easy to interpret. The evaluation results indicated that the proposed process and resulting visualisation techniques and tool assisted users in effectively and efficiently interpreting large volumes of mobile learning system usage data.
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Thomas, Sabin M. (Sabin Mammen). "A system analysis of improvements in machine learning." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/100386.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, February 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 50-51).
Machine learning algorithms used for natural language processing (NLP) currently take too long to complete their learning function. This slow learning performance tends to make the model ineffective for an increasing requirement for real time applications such as voice transcription, language translation, text summarization topic extraction and sentiment analysis. Moreover, current implementations are run in an offline batch-mode operation and are unfit for real time needs. Newer machine learning algorithms are being designed that make better use of sampling and distributed methods to speed up the learning performance. In my thesis, I identify unmet market opportunities where machine learning is not employed in an optimum fashion. I will provide system level suggestions and analyses that could improve the performance, accuracy and relevance.
by Sabin M. Thomas.
S.M. in Engineering and Management
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Books on the topic "Learning Management System"

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Burke, Louise. CIMA Learning System 2007 Management Accounting: Decision Management. Burlington: Elsevier, 2006.

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Dyer, Alice. Instructional classroom management system. [Albany]: University at Albany, State University of New York, Two-Year College Development Center, in cooperation with Office of Occupational & Continuing Education, State Education Dept., 1989.

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Dias, Sofia B., José A. Diniz, and Leontios J. Hadjileontiadis. Towards an Intelligent Learning Management System Under Blended Learning. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02078-5.

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Learning with information systems: Learning cycles in information systems development. London: Routledge, 1996.

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Hallikainen, Petri. Evaluation of information system investments. [Helsinki?: Helsinki School of Economics, 2003.

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Society for Human Resource Management (U.S.), ed. The SHRM learning system: An educational resource for today's HR professional. 2nd ed. [Alexandraia, Va.]: Society for Human Resource Management, 2002.

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Smith, Gareth. Dynamic generation of HTML for a web based learning management system. Oxford: Oxford Brookes University, 2004.

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Group model building: Facilitating team learning using system dynamics. Chichester: J. Wiley, 1996.

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System- und evolutionstheoretische Betrachtungen der Organisationsentwicklung. Frankfurt am Main: P. Lang, 1995.

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Dutton, William H. Computer power and human limits: Learning from IT and telecommunications disasters. Uxbridge, Middlesex, U.K: PICT Programme Office, 1995.

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Book chapters on the topic "Learning Management System"

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Ifenthaler, Dirk. "Learning Management System." In Encyclopedia of the Sciences of Learning, 1925–27. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_187.

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Mehta, Phalit, and Kriti Saroha. "Recommendation System for Learning Management System." In Information and Communication Technology for Sustainable Development, 365–74. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3920-1_38.

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Halder, Santoshi, and Sanju Saha. "Learning Management System (LMS) and Learning Content Management System (LCMS) in Education." In The Routledge Handbook of Education Technology, 294–304. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-24.

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Liimatainen, Sanna, and Teemupekka Virtanen. "Distributed learning and management system for university courses." In TelE-Learning, 305–8. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35615-0_42.

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Gephart, Martha A., and Victoria J. Marsick. "Leveraging System Dynamics for Strategic Learning." In Management for Professionals, 139–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48642-9_9.

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Jahnavi, Somavarapu, G. Prasanth, D. Priyanka, A. Sneheth, and M. Navya. "Intelligent Traffic Light Management System." In Learning and Analytics in Intelligent Systems, 489–98. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9293-5_45.

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Ouadoud, Mohammed, Amel Nejjari, Mohamed Yassin Chkouri, and Kamal Eddine El-Kadiri. "Learning Management System and the Underlying Learning Theories." In Innovations in Smart Cities and Applications, 732–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74500-8_67.

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Shao, Jingjing, Jingjing Jiang, Hongxin Shen, Jian Zhang, and Qing He. "Mobile Learning Application Integrated with Learning Management System." In New Realities, Mobile Systems and Applications, 1085–93. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96296-8_99.

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Krumm, Andrew E., R. Joseph Waddington, Stephanie D. Teasley, and Steven Lonn. "A Learning Management System-Based Early Warning System for Academic Advising in Undergraduate Engineering." In Learning Analytics, 103–19. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-3305-7_6.

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Jing, Liu, Zheng Li, and Yang Fang. "Information Management in E-Learning System." In Advances in Web-Age Information Management, 275–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11563952_25.

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Conference papers on the topic "Learning Management System"

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Zheng, Ninghan, Shuzhen Tian, and Yongqiang Chen. "Online Learning Management System." In 2015 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2015. http://dx.doi.org/10.1109/csci.2015.160.

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Vadlamani, Aditya, Lavanya Ravichandran, Revathy KT, and Prabhakar Tadinada. "How is a MOOC Management System Different from a Learning Management System?" In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9342.

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With lockdown-induced campus closure in northern India, there was a need to reuse an existing MOOC management system to offer campus-based courses in an online mode. We did so successfully in our institution (F2F mode) with over 400 professional courses in a single term covering about 8000 students in UG and PG programmes. There are serious differences between a MOOC management system(MMS) and a typical LMS. We overcame serious challenges through technological innovations: We needed to develop a “content bubble” for video content to avoid using platforms like YouTube (for copyright reasons) and had to provide nearly all the features that this platform can provide (such as multiple resolutions and range of access devices); In a MOOC, lectures are pre-recorded and released in batches; in our courses, Faculty are required to deliver them live; we therefore integrated a video conferencing platform with many automated features (e.g. scheduling the lecture, recording attendance); An MMS does not require strict ID management; however, access to our courses is restricted; we did an advanced integration of ID management with institute’s own IT systems (LDAP servers) to facilitate ease of log in; Assessments require to be completed within the time limit, but this can be affected by network conditions at student’s end (failures can occur when uploading answers); we developed an innovative procedure to facilitate ease of submission; Analytics in the MOOC MS was modified to measure student engagement rather than content engagement. Differently abled students need special features on the platform.
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Marshall, Stephen. "UNBUNDLING THE LEARNING MANAGEMENT SYSTEM." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2098.

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Rahman, Mohd Jasmy Abd, Mohd Hanafi Mohd Yasin, Mohd Isa Hamzah, Zolkepeli Haron, Md Yusoff Daud, and Nur Kamariah Ensimau. "Teaching and Learning-Assisted Learning Management System." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.124.

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Husain, Kalthom, Puziah Abd Wahab, Mohd Faeez Ilias, Mohd Izzuddin Mohd Pisol, and Fariza Hanan Muhammad. "Learning Management System Towards Learner's Independent Learning." In 2nd International Conference on Education, Science, and Technology (ICEST 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icest-17.2017.52.

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Arqoub, Muhammad Abu, Nuha El-Khalili, Mohammad Al-Sheikh Hasan, and Abed Alkarim Banna. "Extending Learning Management System for Learning Analytics." In 2022 International Conference on Business Analytics for Technology and Security (ICBATS). IEEE, 2022. http://dx.doi.org/10.1109/icbats54253.2022.9759070.

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Haque, Md Alimul, Deepa Sonal, Shameemul Haque, Moidur Rahman, and Kailash Kumar. "Learning management system empowered by machine learning." In RECENT TRENDS IN SCIENCE AND ENGINEERING. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0074278.

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Glushkova, R. V. "Distance Learning Information System “1C: E-Learning”." In Scientific dialogue: Economics and Management. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-08-05-2020-08.

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Wang, Kai-li, and Philippe Trigano. "Modeling Unit of Learning in Learning Management System and Learning Content Management System with User Preference." In 2009 Ninth International Conference on Hybrid Intelligent Systems. IEEE, 2009. http://dx.doi.org/10.1109/his.2009.259.

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Horng-Lin Shieh, Shih-Fong Lin, and Wen-Sheng Chang. "RFID medicine management system." In 2012 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2012. http://dx.doi.org/10.1109/icmlc.2012.6359664.

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Reports on the topic "Learning Management System"

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Kaffenberger, Michelle, and Marla Spivack. System Coherence for Learning: Applications of the RISE Education Systems Framework. Research on Improving Systems of Education (RISE), January 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/086.

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In recent decades, education systems in most low- and middle-income countries (LMICs) have rapidly expanded access to schooling, but learning has lagged behind. There are many reasons for low learning in LMICs. Proximate determinants (such as insufficient financing or poor school management) receive much attention, but focus on these often ignores underlying system drivers. In this chapter we use a systems approach to describe underlying system dynamics that drive learning outcomes. To do so, we first describe the RISE education systems framework and then apply it to two cases. In the case of Sobral, Brazil, the systems framework illustrates how a coherent package of reforms, improving upon multiple system components, produced positive outcomes. In the case of Indonesia, a reform that increased teacher pay, but did not change underlying system dynamics, had no impact on learning. The chapter shows how a systems approach can help to understand success, diagnose failure, and inform action to bring about improvements to children’s learning.
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Miller, Craig, and Robert Larmouth. Energy Sector Security through a System for Intelligent, Learning Network Configuration Monitoring and Management (“Essence”). Office of Scientific and Technical Information (OSTI), May 2017. http://dx.doi.org/10.2172/1360111.

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Carroll, Colin, Ruth Smith, Oksana Elkhamri, Linda Hansen, and James McCarthy. Learning Management System User Requirements for the National Nuclear Security Administration's International Nuclear Safeguards Engagement Program. Office of Scientific and Technical Information (OSTI), January 2021. http://dx.doi.org/10.2172/1764584.

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Setiawati, Santi. The Financial and Institutional Mechanism of the Sanitation and Wastewater Management System: Learning from the Japanese Experience. Asian Development Bank Institute, December 2022. http://dx.doi.org/10.56506/sdmv4349.

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Silberstein, Jason. Should Communities Be Managing, Governing or Supporting Schools? A Review Essay on the System Conditions under Which Different Forms of Community Voice Can Improve Student Learning. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/141.

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There are many different potential roles that parents and communities can play within education systems. This essay reviews the different ways that parents and communities can exercise their individual and collective voice within local schools. It develops a typology to distinguish between three different forms of voice, and explores the enabling conditions in the wider system that each form of voice requires to improve student learning outcomes. The dominant form of voice in many current education systems is “school management”, which is commonly exercised through school management committees. The essay diagnoses how other parts of the system – the state, the bureaucracy, and teachers - have constrained school committees into playing a limited “school management” role. Because they are generally granted circumscribed responsibilities related to the day-to-day running of the school, school management committees have failed to make consistent, significant improvements to either school accountability or student learning. “School governance” is an alternative, stronger form of voice. “School governance” entails giving parents and community members greater latitude to determine the kind of education offered in local schools, somewhat analogous to how a board sets a vision and is owed justifications against results for major decisions made by an organization’s management. This would necessitate giving school governing bodies greater responsibility over setting the curriculum and choosing school leadership. Furthermore, since parents do not always or necessarily prioritize student learning from among other competing educational goals, focusing “school governance” on learning would also require strengthening the central state’s capacity to fulfill key responsibilities such as setting and measuring progress against learning standards. “School governance” would therefore face steep political and implementation challenges, and would have to be accompanied by parallel, government-led reform to other parts of the education system. The system conditions for parents and communities to play an effective “school governance” role are exacting. “School support” is a more modest but potentially more workable form of voice in many current systems. Where “school management” and “school governance” ask parents and communities to hold local schools accountable, the “school support” paradigm emphasizes actions that individual parents and community members can take in collaboration with teachers to directly support children’s learning. However, there are many cases where more parent and community involvement is not necessarily better. Parents and community members need specific, structured opportunities that complement good teaching in the classroom for “school support” to translate into improved learning outcomes.
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Chapelet, Pierre. Analysis of the Education Management and Information System of Jamaica: Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004619.

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This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions. A survey methodology was used for the analysis of the six key management processes - (i) Physical infrastructure and equipment; (ii) Schools1; (iii) Human resources, budget and finance; (iv) Students and learning; (v) Digital content for teacher training and students learning; and (vi) Tools for strategic management - and the two structural conditions - (i) Technological infrastructure and (ii) Governance and institutional arrangements. There are several main findings. In terms of strengths, the analysis shows that the processes of human, financial and budgetary resources present the highest percentage of subprocesses in the Established level and that technological infrastructure pre-requisites are in place to sustain the improvement of the EMIS. However, EMIS sub-systems are dispersed and poorly integrated and are not covering all the needs of management processes related to the EMIS. The Ministry of Education and Youth and Information (MOEYI) also has an urgent need to develop a comprehensive and realistic strategic plan for the implementation of its EMIS and to ensure the initial and recurrent funding associated with it. Nor is there a change management plan at the MOEYI to support the evolution of the EMIS at all levels. Overall, the MOEYI is at a critical stage of its EMIS transition from a census based EMIS to a transactional information system able to track real-time information about each student, teaching and non-teaching workforce, school infrastructure and assets. This paper outlines a strengthening proposal.
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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Choquette, Gary. PR-000-16209-WEB Data Management Best Practices Learned from CEPM. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), April 2019. http://dx.doi.org/10.55274/r0011568.

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DATE: Wednesday, May 1, 2019 TIME: 2:00 - 3:30 p.m. ET PRESENTER: Gary Choquette, PRCI CLICK DOWNLOAD/BUY TO ACCESS THE REGISTRATION LINK FOR THIS WEBINAR Systems that manage large sets of data are becoming more common in the energy transportation industry. Having access to the data offers the opportunity to learn from previous experiences to help efficiently manage the future. But how does one manage to digest copious quantities of data to find nuggets within the ore? This webinar will outline some of the data management best practices learned from the research projects associated with CEPM. - Logging/capturing data tips - Techniques to identify 'bad' data - Methods of mapping equipment and associated regressions - Tips for pre-processing data for regressions - Machine learning tips - Establishing alarm limits - Identifying equipment problems - Multiple case studies Who Should Attend? - Data analysts - Equipment support specialists - Those interested in learning more about 'big data' and 'machine learning' Recommended Pre-reading: - PR-309-11202-R01 Field Demonstration Test of Advanced Engine and Compressor Diagnostics for CORE - PR-312-12210-R01 CEPM Monitoring Plan for 2SLB Reciprocating Engines* - PR-309-13208-R01 Field Demonstration of Integrated System and Expert Level Continuous Performance Monitoring for CORE* - PR-309-14209-R01 Field Demo of Integrated Expert Level Continuous Performance Monitoring - PR-309-15205-R01 Continuous Engine Performance Monitoring Technical Specification - PR-000-15208-R01 Reciprocating Engine Speed Stability as a Measure of Combustion Stability - PR-309-15209-R01 Evaluation of NSCR Specific Models for Use in CEPM - PR-000-16209-R01 Demonstration of Continuous Equipment Performance Monitoring - PR-015-17606-Z02 Elbow Meter Test Results* *Documents available to PRCI member only Attendance will be limited to the first 500 registrants to join the webinar. All remaining registrants will receive a link to view the recording after the webinar. Not able to attend? Register anyway to automatically receive a link to the recording after the webinar to view at your convenience! After registering, you will receive a confirmation email containing information about joining the webinar. Please visit our website for other webinars that may be of interest to you!
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Rosser, Andrew, Phil King, and Danang Widoyoko. The Political Economy of the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe01.

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Indonesia has done much to improve access to education in recent decades but it has had little success in improving learning outcomes. This paper examines the political origins of this problem. It argues that Indonesia’s learning crisis has reflected the political dominance during the New Order and post-New Order periods of predatory political, bureaucratic and corporate elites who have sought to use the country’s education system to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than produce skilled workers and critical and inquiring minds. Technocratic and progressive elements, who have supported a stronger focus on basic skills acquisition, have contested this orientation, with occasional success, but generally contestation has been settled in favour of predatory elites. The analysis accordingly suggests that efforts to improve learning outcomes in Indonesia are unlikely to produce significant results unless there is a fundamental reconfiguration of power relations between these elements. In the absence of such a shift, moves to increase funding levels, address human resource deficits, eliminate perverse incentive structures, and improve education management in accordance with technocratic templates of international best practice or progressive notions of equity and social justice—the sorts of measures that have been the focus of education reform efforts in Indonesia so far—are unlikely to produce the intended results.
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