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Journal Article

A Data Warehouse Model for Micro‑Level Decision Making in Higher Education  pp235-244

Liezl van Dyk

© Nov 2008 Volume 6 Issue 3, Editor: Shirley Williams, Laura Czerniewicz, pp161 - 254

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Abstract

An abundance of research, by educational researchers and scholars of teaching and learning alike, can be found on the use of ICT to plan design and deliver learning activities and assessment activities. The first steps of the instructional design process are covered quite thoroughly by this. However, the use of ICT and quantitative methods to close the instructional design cycle by supporting sustainable decision making with respect to the evaluation of the effectiveness of teaching processes hold much unleashed potential. In this paper a business intelligence approach is followed in an attempt to take advantage ICT to enable the evaluation of the effectiveness of the process of facilitating learning. The focus is on micro‑level decision support based on data drawn from the Learning Management System (LMS). Three quantifiable measures of online behaviour and three quantifiable measures of teaching effectiveness are identified from literature to arrive at a 3x3 matrix according to which 9 measures of e‑teaching effectiveness can be derived by means of pair‑wise correlation. The value and significance of information are increased within context of other information. In this paper it is shown how the value of LMS tracking data increases within context of data from other modules or others years and that useful information is created when this tracking data is correlated with measures of teaching effectives such as results, learning styles and student satisfaction. This information context can only be created when a deliberate business intelligence approach if followed. In this paper a data warehouse model is proposed to accomplish exactly this.

 

Keywords: learning management system, data warehouse, student tracking, decision support, student feedback, learning styles

 

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Journal Article

The VLE as a Trojan Mouse: Policy, Politics and Pragmatism  pp63-72

Mark Brown, Shelley Paewai, Gordon Suddaby

© Mar 2010 Volume 8 Issue 2, ECEL 2009, Editor: Shirley Williams, Florin Salajan, pp51 - 208

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Abstract

This paper argues that selecting a new Learning Management System (LMS) is a strategic decision about the future direction of your institution. However, the development of a robust methodology for the selection of a new LMS is particularly challenging given the fluidity of the elearning environment. This is especially so when both quantitative and qualitative factors are overlaid by institutional requirements involving political considerations. Selecting the technology is only part of the process and the least problematic aspect. The real challenges are embedded in institutional culture. The paper reflects on the tactics, strategies and approval process involved in the decision to adopt Moodle to replace a proprietary system for the delivery of learning in New Zealand's largest university‑level distance education provider. Critical to the process was the explication of guiding principles, pedagogical criteria and identification of institutional requirements, along with politically astute alliances and allegiances to inform and endorse the selection process. Those centrally involved in the decision process draw on their experiences and reflect on the type of questions that senior managers need to ask when considering new strategic initiatives in open and distance learning.

 

Keywords: Moodle, learning management system, policy, leadership, institutional culture

 

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Journal Article

Fostering a web 2.0 ethos in a traditional e‑learning environment  pp360-368

Marie Martin, Michaela Noakes

© Aug 2012 Volume 10 Issue 3, Special ECEL issue, Editor: Sue Greener and Asher Rospigliosi, pp257 - 379

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Abstract

As technology continues to flatten the world and as Web 2.0 changes the way knowledge is created and shared, tertiary education institutions are turning increasingly to e‑learning to extend access to students globally as well as to improve the quality of their learning experience. Learning Management Systems (LMS) currently dominate the delivery of e‑learning at this level. Though these systems have extended functionality by including some Web 2.0 tools, they are generally perceived as a walled gardenŽ , essentially embodying the traditional transmission paradigm of teaching and learning rather than the philosophy of Web 2.0. This is leading, particularly in the blogosphere, to calls to break down the walls of the LMS and to explore more open online cou rses. There is, however, an emerging view that Web 2.0 ideals can be realised within an LMS environment, provided the environment is aligned with these ideals. This paper supports that view. It presents a case study of an eight‑week e‑learning course base d on this premise, offered first in spring 2011, with a second iteration in spring 2012, as part of a doctoral programme in Instructional Technology by Duquesne University, Pittsburgh, USA, and designed and delivered within an LMS by an instructor living in Northern Ireland. The course is underpinned by the concept of learning by wandering. The pedagogy is aligned with the fundamental Web 2.0 philosophy. Within broad parameters, it is flexible, student‑centred and, from an early stage, student‑led. Studen ts are encouraged to use a variety of Web 2.0 tools, according to their preferences, to collaborate in preparation for their leadership role and as a language to express their ideas and to share their learning. The teachers role is identified as sage at the side. This case study is intended to contribute to the provision of a framework for transformative e‑learning through fostering a Web 2.0 ethos within a traditional learning environment.

 

Keywords: learning management systems, Web 2.0 ethos, case study, learning by wandering, sage at the side, transformative e-learning

 

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Journal Article

Fostering a web 2.0 ethos in a traditional e‑learning environment  pp351-359

Marie Martin, Michaela Noakes

© Aug 2012 Volume 10 Issue 3, Special ECEL issue, Editor: Sue Greener and Asher Rospigliosi, pp257 - 379

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Abstract

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Keywords: learning management systems, Web 2.0 ethos, case study, learning by wandering, sage at the side, transformative e-learning

 

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Journal Article

Greek Lyric Poetry Undergraduate Course  pp101-114

Maria Xanthou

© Jun 2013 Volume 11 Issue 2, Editor: Roy Williams, pp80 - 167

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Abstract

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Keywords: e-learning, online assessment, adaptive assessment, learning management systems, web-based systems, ancient Greek literature, Greek lyric poetry

 

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Journal Article

Knowledge Enriched Learning by Converging Knowledge Object & Learning Object  pp3-13

Sai Sabitha, Deepti Mehrotra, Abhay Bansal

© Jan 2015 Volume 13 Issue 1, Editor: Rikke Ørngreen and Karin Levinsen, pp1 - 56

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Abstract

Abstract: The most important dimension of learning is the content, and an LMS suffices this to a certain extent. The present day LMS are designed to primarily address issues like ease of use, search, content and performance. Many surveys had been conducte d to identify the essential features required for the improvement of LMS, which includes flexibility and a user centric approach. These features can suffice the need of all learners, when they have different learning requirements. For a true learning, kno wledge should also be delivered along with the domain information. Thus, there is a need to design an architecture for user centric Knowledge Driven Learning Management System. Thus for holistic learning, knowledge enriched teaching skills are required, w hich can enhance and increase the thinking skills of the learner to a higher level. The current LMS needs an improvement in the direction of knowledge discovery, exploration so that knowledge enriched learning can be provided to the learner.. It can be ba sed on knowledge engineering principles like ontology, semantic relationship between objects, cognitive approach and data mining techniques. In this paper, we are proposing an idea of an enhanced Learning Object (LO) called Knowledge Driven Learning Obj ect, which can be delivered to the user for better learning. We had used a data mining approach, classification to harness and exploit these objects and classify them according to their metadata, thereby strengthening the content of objects delivered thro ugh the LMS.

 

Keywords: Keywords: Learning object, knowledge objects, lms, kms, classification, decision tree, knowledge driven learning objects, knowledge driven learning management system, e-learning

 

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Journal Article

Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University  pp181-195

Mugenyi Justice Kintu, Chang Zhu

© Jul 2016 Volume 14 Issue 3, Editor: Rikke Ørngreen and Karin Levinsen, pp150 - 232

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Abstract

Abstract: This paper explores the design of a blended learning environment in a transition from face‑to‑face and seeks to determine whether learner characteristics and background together with blended learning design elements are significant factors for l earning outcomes such as intrinsic motivation, satisfaction, knowledge construction and learning performance in blended learning. It is aimed at examining the learner characteristics and backgrounds such as age, gender, self‑regulation, attitudes, family and social support as well as the management of workload in blended learning. It is again to find out the levels of use and satisfaction with blended learning design features such as interactions, learning management system tools and resources, face‑to‑fa ce support and technology quality by learners. Students from three schools and one directorate were involved in a face‑to‑face set up in the first part of a seventeen week semester and in an online set up in the second part. They finally had a face‑to‑fac e at the end to review their work after which they took end of semester examinations. A questionnaire survey was administered to 270 respondents in this group to gather data on student characteristics and background, design features and three of the outco mes. The examination results were used as a measure of the performance variable in the learning outcomes. We applied the online self‑regulated learning questionnaire for data on students self‑regulation, the intrinsic motivation inventory for data on mot ivation and other self‑developed instruments to measure the other constructs. Descriptive statistics showed that the identified learner characteristics manifest strength for blended learning design and the learners involvement with design features was fo und to be high and satisfactory. ANOVA results showed no significant differences between age groups in performance and t‑test results showed no significant differences between male and female students. Regression analysis results showed learner attitudes as predictors of learner satisfaction and motivation while workload management is a significant predictor for learner satisfaction and knowledge construction. Among the design elements, regression results showed only learner interactions as significant pr edictors of knowledge construction and satisfaction. As a consequence, a number of learner characteristics and design features are seen to be important for blended learning design and the non‑significant ones remain a focus for future research.

 

Keywords: Keywords: Student characteristics, blended learning design, learning outcomes and learning management system

 

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Journal Article

Moodle as an ODL teaching tool: A Perspective of Students and Academics  pp282-290

Nurkhamimi Zainuddin, Rozhan Idrus, Ahmad Farid Mohd Jamal

© Nov 2016 Volume 14 Issue 4, Editor: Guest Editors, Rozhan M. Idrus and Nurkhamimi Zainuddin, pp233 - 290

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Abstract

This article describes the use of Moodle as a suitable platform to support the postgraduate open and distance learning (ODL) courses offered by Universiti Sains Islam Malaysia (USIM). Many USIM postgraduate students who take obligatory courses (e.g., research methodology and data analysis) are taught at different venues to facilitate students’ access to higher education and enhance quality of lifelong learning. Managing this complex teaching network has called for the adaptation of Moodle platform. This approach meets two relevant requirements, (a) to ensure consistency, compliance, and quality of teaching, (b) to reduce educational costs, which largely depend on the number of peripheral venues for teaching activities. This article analyses the functionalities of the Moodle platform and its use among USIM postgraduate students and academics. The data was collected based on content analysis via questionnaire applied to 18 USIM ODL postgraduate students and 4 lecturers. The results show that despite having great potential, Moodle is mainly used as a repository for materials. Moreover, lecturers recognize the importance of the use of other functionalities of this platform in order to promote the success of the teaching and learning process.

 

Keywords: open and distance learning, learning management systems, pedagogical tools, postgraduate courses, higher education

 

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