Relevant bibliographies by topics / Learning management systems

Academic literature on the topic 'Learning management systems'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Learning management systems"

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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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Wuttke, Heinz‐Dietrich, and Karsten Henke. "Learning management systems." Interactive Technology and Smart Education 6, no. 2 (May 14, 2009): 97–107. http://dx.doi.org/10.1108/17415650910968107.

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Cavus, Nadire. "Distance Learning and Learning Management Systems." Procedia - Social and Behavioral Sciences 191 (June 2015): 872–77. http://dx.doi.org/10.1016/j.sbspro.2015.04.611.

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Soumplis, Alexandros, Eleni Koulocheri, Nektarios Kostaras, Nikos Karousos, and Michalis Xenos. "Learning Management Systems and Learning 2.0." International Journal of Web-Based Learning and Teaching Technologies 6, no. 4 (October 2011): 1–18. http://dx.doi.org/10.4018/jwltt.2011100101.

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The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.
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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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Ozkan, Sevgi, Refika Koseler, and Nazife Baykal. "Evaluating learning management systems." Transforming Government: People, Process and Policy 3, no. 2 (May 29, 2009): 111–30. http://dx.doi.org/10.1108/17506160910960522.

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Passerini, Katia. "Evaluating Learning Management Systems." International Journal of Web-Based Learning and Teaching Technologies 1, no. 3 (July 2006): 1–27. http://dx.doi.org/10.4018/jwltt.2006070101.

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Yamani, Hanaa A., Ahmed D. Alharthi, and Lassaad Kacem Smirani. "Evaluation of Learning Management Systems." International Journal of Emerging Technologies in Learning (iJET) 17, no. 07 (April 12, 2022): 125–44. http://dx.doi.org/10.3991/ijet.v17i07.28881.

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This study examined, by analysis and comparison, two Learning Management Systems (LMS): Blackboard and Brightspace. The field research sample consisted of 513 students at Umm Al-Qura University. The study attempted to answer central questions dealing with the evaluation level of Umm Al-Qura University students for the characteristics of these two LMS. The study concludes that most students agree on the benefits of Blackboard and Brightspace, and according to them, the most common advantages of these LMS are: Help to access shared data and files, record and monitor the learner's performance, help to control and customize the educational process, facilitate the exchange of experiences and scientific concepts with others, the stable interface in controlling and moving among other components, facilitate discussion with the teacher and with students, and interface easy to understand and learn and easy to use. The study revealed that there is a statistically significant difference between the mean scores of students who use the Blackboard system and students who use the Brightspace system in the overall score to evaluate the e-learning system characteristics in favor of students who use the Brightspace system. This means that students who use the Brightspace system are more sensitive to the advantages of an e-learning system compared to students who use the Blackboard system. The findings can be used to assist educators in producing the best process of implementing open and distance learning. The appropriate techniques must be chosen to ensure that no student drops behind and that the teaching and learning process works with sustainability.
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Chaw, Lee Yen, and Chun Meng Tang. "What Makes Learning Management Systems Effective for Learning?" Journal of Educational Technology Systems 47, no. 2 (August 28, 2018): 152–69. http://dx.doi.org/10.1177/0047239518795828.

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Learning management systems (LMSs) may provide learners with resources in various formats, such as videos, quizzes, and forum discussions to support their learning, but having access to an LMS does not necessarily mean that learning has occurred effectively. Despite its apparent usefulness, whether the use of the LMS can indeed help learners learn more effectively remains an interesting matter for course providers, LMS vendors, and learners. Therefore, this study adopted the updated DeLone and McLean information system success model to examine whether LMS system quality, information quality, and service quality affect learners’ system use and user satisfaction, and ultimately their learning effectiveness. Through a questionnaire survey, responses collected from 123 university students who studied in a blended learning environment at a university were analyzed. Findings showed that system quality and service quality, but not information quality, had a significant relationship with system use. In turn, system use had a significant relationship with learning effectiveness.
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Dissertations / Theses on the topic "Learning management systems"

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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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Tynong, Anton. "Machine learning for planning in warehouse management." Thesis, Linköpings universitet, Kommunikations- och transportsystem, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-178108.

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Mason, Robert T. "Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/231.

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An interoperability gap exists between Learning Management Systems (LMSs) and Learning Object Repositories (LORs). Learning Objects (LOs) and the associated Learning Object Metadata (LOM) that is stored within LORs adhere to a variety of LOM standards. A common LOM standard found in LORs is the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addressed three important issues related to the interoperability gap: (a) a lack of a metadata standard that defined the format of how student assessment data should be communicated from LMSs to LORs, (b) a lack of an architectural standard for the movement of data from LMSs to LORs, and (c) a lack of middleware that facilitated the movement of the student assessment data from the LMSs to LORs. This research achieved the following objectives: (a) the SCORM CAM LOM standard was extended to facilitate the storage of student assessment data, (b) Service Oriented Architecture (SOA) was identified as the best architecture to resolve the interoperability gap between LMSs and LORs, (c) a panel of Computer Information Systems (CIS) experts participated in a five-stage, web-based, anonymous Delphi process that approved and ranked 28 functional requirements for a proposed middleware application, and (d) the functional requirements were verified via the development of a prototype that transferred student assessment data from a LMSs into the LOM of LOs that are stored within a LOR. In conclusion, the research demonstrated that there are three acceptable approaches to extending the SCORM LOM standard: (a) new metadata elements, (b) new vocabulary values, and (c) the reference of an internal or external XML file using a location element. The main accomplishments of the research were the gathering of SOA functional requirements and the development of a prototype that provided an approach for the resolution of the interoperability gap that exists between LMSs and LORs.
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Cao, Jinwei. "LEARNING WITH VIRTUAL MENTORS: HOW TO MAKE E-LEARNING INTERACTIVE AND EFFECTIVE?" Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1196%5F1%5Fm.pdf&type=application/pdf.

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Mohamed, Bahaaeldin, and Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141860.

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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.
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Mohamed, Bahaaeldin, and Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27993.

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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.
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Deyab, Rodwan Bakkar. "Ontology-based information extraction from learning management systems." Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/20996.

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In this work we present a system for information extraction from Learning Management Systems. This system is ontology-based. It retrieves information according to the structure of the ontology to populate the ontology. We graphically present statistics about the ontology data. These statistics present latent knowledge which is difficult to see in the traditional Learning Management System. To answer questions about the ontology, a question answering system was developed using Natural Language Processing in the conversion of the natural language question into an ontology query language; Sumário: Extração de Informação de Sistemas de Gestão para Educação Usando Ontologias Neste dissertação apresentamos um sistema de extracção de informação de sistemas de gestão para educação (Learning Management Systems). Este sistema é baseado em ontologias e extrai informação de acordo com a estrutura da ontologia para a popular. Também permite apresentar graficamente algumas estatísticas sobre os dados da ontologia. Estas estatísticas revelam o conhecimento latente que é difícil de ver num sistema tradicional de gestão para a educação. Para poder responder a perguntas sobre os dados da ontologia, um sistema de resposta automática a perguntas em língua natural foi desenvolvido usando Processamento de Língua Natural para converter as perguntas para linguagem de interrogação de ontologias.
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GOMES, GEORGIA REGINA RODRIGUES. "INTEGRATION OF REPOSITORIES OF DIGITAL LIBRARY SYSTEMS AND LEARNING MANAGEMENT SYSTEMS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9944@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Com o uso generalizado das tecnologias de informação no apoio ao ensino, é comum disponibilizar conteúdos digitais, seja através de Sistemas de Bibliotecas Digitais (DLMS) ou de Sistemas de Gerência de Aprendizagem (LMS). No entanto, estes sistemas funcionam de forma independente, têm características diferentes e manipulam tipos diferentes de materiais, sendo seus repositórios com dados e metadados heterogêneos e distribuídos. Os conteúdos destes repositórios seriam melhor aproveitados se estivessem integrados a um ambiente comum, ou fossem acessados de modo integrado a partir dos ambientes de de DLMS e LMS. Nesta tese é apresentada uma visão homogênea dos conteúdos de DLMS e LMS. Para esta homogeneização utilizou-se uma extensão da arquitetura de mediadores e tradutores que trata a integração de metadados, assim como ontologias para tratamento semântico. Foram consideradas ontologias locais para descrever os metadados de cada repositório e uma ontologia global para a integração. No entanto, os documentos dos repositórios dos DLMS tendem a ser monolíticos e não têm um enfoque na reutilização( reuso). Assim, foram definidas regras para extração dos conteúdos mais importantes destes documentos, o que possibilita a reutilização. Esta extração envolve técnicas de mineração de texto e utiliza regras para descobrir as definições contidas nos documentos. Foi desenvolvido um protótipo que demonstra a viabilidade do processo. Para facilitar o entendimento do trabalho, é apresentado um estudo de caso que utiliza a técnica proposta e o protótipo desenvolvido. O trabalho facilita e enriquece o desenvolvimento de materiais de aprendizagem, uma vez que torna os conteúdos de documentos das bibliotecas digitais reutilizáveis e integrados aos Objetos de Aprendizagem (LO) existentes.
With the widespread use of Information Technology for teaching support, it is usual to made digital content available through Digital Library Systems (DLMS) or Learning Management Systems (LMS).These systems, however, work independently, have different characteristics and manipulate different types of materials, and their data and metadata repositories are heterogeneous and distributed. The content of repositories would be better used if it was integrated in the same environment or accessed in an integrated way from DLMS and LMS. This thesis presents a homogeneous view of DLMS and LMS content. In order to provide such homogenization, it is proposed an extension of the mediator and wrapper architecture for dealing with metadata integration and ontologies for treating semantics. Local ontologies are used for describing each metadata repository, and a global ontology for the integration. As documents of DLMS repositories tend to be monolithic and not to follow a reuse approach, rules for extracting the most important content from these documents were developed in order to make them reusable. This extraction includes text mining techniques as well as rules for discovering definitions embedded in the documents. A prototype was developed which implements the extraction and proves the feasibility of this approach. In order to make the work easier to understand, it is presented a case study that uses the proposed technique and the prototype. The work described in this thesis facilitates and enriches the development of learning material by making the content of digital library documents reusable and integrated to existing learning objects.
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Shukla, Ritesh. "Machine learning ecosystem : implications for business strategy centered on machine learning." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/107342.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, System Design and Management Program, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 48-50).
As interest for adopting machine learning as a core component of a business strategy increases, business owners face the challenge of integrating an uncertain and rapidly evolving technology into their organization, and depending on this for the success of their strategy. The field of Machine learning has a rich set of literature for modeling of technical systems that implement machine learning. This thesis attempts to connect the literature for business and technology and for evolution and adoption of technology to the emergent properties of machine learning systems. This thesis provides high-level levers and frameworks to better prepare business owners to adopt machine learning to satisfy their strategic goals.
by Ritesh Shukla.
S.M. in Engineering and Management
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Jimale, Badri. "E-Loox, a Hybrid Learning Management." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1573574207633386.

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Books on the topic "Learning management systems"

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The management of distance learning systems. Paris: UNESCO, International Institute for Educational Planning, 1992.

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Voituret, Denise. Document management systems for learning resources. London: Library Information Technology Centre, South Bank University, 1997.

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

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Rahmatian, Sassan. Management information systems: Learning exercises and applications. Englewood Cliffs, N.J: Prentice Hall, 1995.

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Project management approaches for online learning design. Hershey PA: Information Science Reference, 2013.

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Lytras, Miltiadis D., Da Ruan, Robert D. Tennyson, Patricia Ordonez De Pablos, Francisco José García Peñalvo, and Lazar Rusu, eds. Information Systems, E-learning, and Knowledge Management Research. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35879-1.

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Managing learning and communication systems as business assets. Upper Saddle River, N.J: Pearson/Prentice Hall, 2005.

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Learning CFEngine 3. Beijing: O'Reilly, 2012.

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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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Fedoruk, Cook Tanya, ed. Organizational learning: Improving learning, teaching, and leading in school systems. Thousand Oaks: Sage Publications, 2007.

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Book chapters on the topic "Learning management systems"

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A. Khan, Rashid, and Hassan Qudrat-Ullah. "Learning Management Systems." In Adoption of LMS in Higher Educational Institutions of the Middle East, 13–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50112-9_3.

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Hilger, Joseph, and Zachary Wahl. "Learning Management Systems." In Making Knowledge Management Clickable, 155–61. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92385-3_8.

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Sims, Lisa. "Learning Management Systems." In Effective Digital Learning, 33–42. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-6864-3_5.

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Issa, Theodora. "Ethical Mindsets: Learning from Cultural Comparisons." In Flexible Systems Management, 105–17. New Delhi: Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2834-9_7.

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Turnbull, Darren, Ritesh Chugh, and Jo Luck. "Learning Management Systems, An Overview." In Encyclopedia of Education and Information Technologies, 1052–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_248.

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Turnbull, Darren, Ritesh Chugh, and Jo Luck. "Learning Management Systems: An Overview." In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_248-1.

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Khari, Chitra, and Shuchi Sinha. "Impact of Workplace Spirituality on Learning Commitment." In Flexible Systems Management, 99–110. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4888-3_7.

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Ebner, Martin, Andreas Holzinger, Nick Scerbakov, and Philip Tsang. "EduPunks and Learning Management Systems – Conflict or Chance?" In Hybrid Learning, 224–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22763-9_21.

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Woodill, Gary. "Design Choices for Mobile Learning Management Systems." In Mastering Mobile Learning, 251–54. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781119036883.ch39.

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Vančová, Martina Halás, and Zuzana Kovačičová. "Sharing Knowledge and Information Through Corporate e-Learning." In Flexible Systems Management, 255–74. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3358-2_8.

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Conference papers on the topic "Learning management systems"

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Beck, Eevi E. "Learning management systems." In the 4th decennial conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1094562.1094592.

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Lewis, Barbara, Virginia MacEntee, Shirley DeLaCruz, Catherine Englander, Thomas Jeffrey, Elizabeth Takach, Sharon Wilson, and Jason Woodall. "Learning Management Systems Comparison." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2873.

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The trend toward conversion from traditional classroom to online courses follows the shift of learning theories from the behaviorist orientation that portrays learning as a primarily passive activity to theorist orientation which emphasize the active, reflective and social nature of learning. Learners are increasingly considered to be active constructors rather than passive recipients of knowledge. As this trend increases, questions have surfaced regarding the choice of a learning management system (LMS) to use in developing an online course. The selection of an LMS is critical to student success. That selection needs to be based on both the objectives of the online course and the students’ needs. The LMS must have components that will allow the instructor to create a course that emphasizes active learning experiences. This paper will compare nine learning management systems and highlight the product features which enhance their ability to accommodate active learning.
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Godsk, Mikkel, Jens B. Bennedsen, and Rikke F. Hougaard. "LEARNING DESIGN, LEARNING ANALYTICS, AND LEARNING MANAGEMENT SYSTEMS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1474.

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Marks, Adam, Maytha AL-Ali, and Kees Rietsema. "Learning systems' learning analytics." In 2016 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2016. http://dx.doi.org/10.1109/picmet.2016.7806510.

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Olivé, David Monllaó, Du Q. Huynh, Mark Reynolds, Martin Dougiamas, and Damyon Wiese. "A supervised learning framework for learning management systems." In DATA '18: International Conference on Data Science, E-learning and Information Systems 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3279996.3280014.

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Syed, Thoufeeq Ahmed, and Smitha Sunil Kumaran Nair. "Personalized Recommendation System for Advanced Learning Management Systems." In the 8th International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3268891.3268899.

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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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Bouquet, Paolo, and Andrea Molinari. "E-LEARNING AND PROJECT MANAGEMENT: ADDING NEW FEATURES TO LEARNING MANAGEMENT SYSTEMS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2468.

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Gupta, Swapnil, Ashutosh Kumar Baranwal, Subrat Mishra, and Prabhakar Tiwari. "Smart Campus Management with Advanced Learning Management System." In 2020 21st National Power Systems Conference (NPSC). IEEE, 2020. http://dx.doi.org/10.1109/npsc49263.2020.9331898.

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Onwodi, Gregory, and Fatima Ibrahim. "Technical Analysis of Learning Management Systems Towards Improving System Functionality." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1761.

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This is the era of online e-Learning solutions. Also, this had been highlighted with the new standard of "work/learn from home," a change brought upon us by the worldwide pandemic of COVID-19. However, there are no good explanations and detailed studies of most of the modern Learning management systems (LMS) platforms. This research proposes an analysis of the LMS systems and functionality of the LMS frameworks. The criteria for analysis of the LMS platforms in this Research are summarized in three categories: Learning skills tools, Communication tools, and Productivity tools. The main goal is to present a wide-range comparative analysis of ten electronic learning management systems. The lack of communication support leads to using web forums and social networks out of the LMS. This research provides an overview of the platforms, namely: "Moodle", "Black board”, “Canvas”, "iSpring Learn" etc. The research considered the advantages and disadvantages of each service, compared the platforms by a number of characteristics, namely: usability, mobility of the system, the presence of the built-in editor of the course, the availability of video conferencing, the availability of core functionality, additional functionality, support of various kinds of file extensions, the flexibility of the system, the availability of mobile applications, costs when using the platform, accessibility, and user-friendliness. These aspects are the main ones when choosing a platform, as they are key when using online learning services. The comparison is made based on literature reviews, analysis and interviews on the characteristics of the selected LMS providers. This research also provides some recommendations on the selection of the platforms to be adopted. The results of this study give readers information to make their own decisions when choosing an LMS platform based on the needs of their institution, organization, or business.
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Reports on the topic "Learning management systems"

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McBurnie, Chris. The use of virtual learning environments and learning management systems during the COVID-19 pandemic. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0023.

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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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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.
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Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina, and Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], October 2020. http://dx.doi.org/10.31812/123456789/4127.

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The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mobile ICT for learning informatics. The latest publications concerning selection of mobile ICT for teaching Informatics subjects (Mobile Learning Management Systems, Mobile Modeling and Programming Environments, Mobile Database Management Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into five groups. The experimental research is conducted according to the syllabuses for Speciality 015.10 “Professional Education (Computer Technologies)”. The expert assessment results for each of the content blocks of informatics subjects allow determining leading and auxiliary mobile ICT teaching tools.
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Brinkerhoff, Derick W., Sarah Frazer, and Lisa McGregor-Mirghani. Adapting to Learn and Learning to Adapt: Practical Insights from International Development Projects. RTI Press, January 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0015.1801.

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Adaptive programming and management principles focused on learning, experimentation, and evidence-based decision making are gaining traction with donor agencies and implementing partners in international development. Adaptation calls for using learning to inform adjustments during project implementation. This requires information gathering methods that promote reflection, learning, and adaption, beyond reporting on pre-specified data. A focus on adaptation changes traditional thinking about program cycle. It both erases the boundaries between design, implementation, and evaluation and reframes thinking to consider the complexity of development problems and nonlinear change pathways.Supportive management structures and processes are crucial for fostering adaptive management. Implementers and donors are experimenting with how procurement, contracting, work planning, and reporting can be modified to foster adaptive programming. Well-designed monitoring, evaluation, and learning systems can go beyond meeting accountability and reporting requirements to produce data and learning for evidence-based decision making and adaptive management. It is important to continue experimenting and learning to integrate adaptive programming and management into the operational policies and practices of donor agencies, country partners, and implementers. We need to devote ongoing effort to build the evidence base for the contributions of adaptive management to achieving international development results.
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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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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Rodriguez Muxica, Natalia. Open configuration options Bioinformatics for Researchers in Life Sciences: Tools and Learning Resources. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003982.

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The COVID-19 pandemic has shown that bioinformatics--a multidisciplinary field that combines biological knowledge with computer programming concerned with the acquisition, storage, analysis, and dissemination of biological data--has a fundamental role in scientific research strategies in all disciplines involved in fighting the virus and its variants. It aids in sequencing and annotating genomes and their observed mutations; analyzing gene and protein expression; simulation and modeling of DNA, RNA, proteins and biomolecular interactions; and mining of biological literature, among many other critical areas of research. Studies suggest that bioinformatics skills in the Latin American and Caribbean region are relatively incipient, and thus its scientific systems cannot take full advantage of the increasing availability of bioinformatic tools and data. This dataset is a catalog of bioinformatics software for researchers and professionals working in life sciences. It includes more than 300 different tools for varied uses, such as data analysis, visualization, repositories and databases, data storage services, scientific communication, marketplace and collaboration, and lab resource management. Most tools are available as web-based or desktop applications, while others are programming libraries. It also includes 10 suggested entries for other third-party repositories that could be of use.
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