A Web­based Learning Management System with Automatic Assessment Resources to Support the Diversity of Learning Rhythms

Purpose: This research aims to investigate: (1) students' needs for a web-based Multimedia Learning Management System (MLMS) in high school physics learning, (2) designing a prototype model for developing a web-based Multimedia Learning Management System (MLMS) in high school physics learning, (3 ) the validity of the web-based Multimedia Learning Management System (MLMS) development model in high school physics learning, (4) measuring the practicality of the web-based Multimedia Learning Management System (MLMS) development model in high school physics learning, and (5) the effectiveness of the Multimedia Learning Management System development model (MLMS) web-based in high school physics learning.
 Research methodology: The research method applied was research and development using the one-group pre-test and post-test design (ADDIE) model. The object of this research was high school students, with samples taken from four schools (three private schools and one state school) in South Tangerang.
 Results: The assessment results for static electricity material at schools I and II were in the medium category, with gain value of 0.64 and 0.63, respectively, while at school III, they were in the high category with a gain value of 0.70. Statistical significance (school I, school II, and school III) in Static Electricity shows t < 0.05, while in dynamic electricity material, schools I and II are in the high category, with the same gain value of 0.7 and a significant level t-test results t < 0.05.
 Implementation: The material expert validation results showed a validity level of 90.91% (very good), whereas the multimedia expert validation results reached 83.75% (very good). Professional physics teachers gave positive responses, with a material and multimedia acceptance rate of 84.82% (very good), whereas student responses reached 79.98% (very good). Effectiveness based on improving student learning outcomes was measured by providing pre-tests, treatments, and post-tests (One Group Pre-test, Post-test Design) using the N-gain value.

Utilization of the internet in patisseries learning is not optimal yet, the use of media in learning is not entirely interesting and varied, task collection and evaluation of learning outcomes are still print-based, one of the difficulties associated with technical issues is understanding the material and collecting assignments. These three factors are the background of the learning management system in the implementation of hybrid learning based patisseries. Learning Management System is one way to develop online learning or e-learning, which is a web-based learning management application that facilitates learners to learn as they should in a virtual classroom. The Learning Management System used in this study is a Web-based Learning Management System that is available at https://spot.upi.edu/. The design of the Learning Management System model in Patisserie learning is useful to assist in the teaching and learning process. Learning programs based on the use of internet technology (online) that can be done without the limitation of space and time ‘any time anywhere’. This Learning Management System application model, made based on the web, with the aim to enable lecturers and students who become the user model of this application, to access learning plans and learning material through the internet wherever they are. Supporting facilities in the form of network and network server at UPI have reached 800 Mbps, then from the SPOT process aspects using licensed software namely Microsoft Office and hardware +-970 with the core 2 processor, P4 flat slim monitor. In addition to accessing learning material, this learning management system helps users to be able to discuss topics by on-line using the forum provided. This study aims to develop a hybrid learning based learning management system for the readiness of students’ competency test.

As the technological world continues to grow, advanced educational tools are being integrated into typical curriculums. However, developing countries are still struggling to implement existing web-based learning systems into higher education institutions. Web-Based Learning Management Systems in Developing Countries explores not only the successes and failures of these systems, but it also delves into important foundational aspects such as the planning, designing, and implementation of such programs. This publication also emphasizes various factors that can affect the learning process and the system s outcome. Academics, professionals, and practitioners in the field will benefit from this resource as educational environments continue to increasingly integrate technology into their teaching methods.

One of the influential learning resources utilized today is a web-based learning management system. The web-based e-learning’s usability is also influenced by the user interface. In measuring usability, eye-tracking technology can be employed to examine eye gaze of an individual when looks at a specific point at a certain time. The use of eye-tracking is beneficial in obtaining objective data. This study aims to evaluate the usability of UAJY Learning Management System website interface and examine the user's interaction with the website interface. Thirty-five participants were recruited in a usability testing experiment. Participants were asked to do three tasks related to the use of e-learning features while their eye movements were recorded. The USE Questionnaire and task-related question data were processed using statistical descriptive methods and eye movement data generated into heatmaps. The Usefulness, Ease of Use, Ease of Learn, and Satisfaction aspects of the UAJY LMS gains more than 80% feasibility percentage. Overall results of feasibility categorized the UAJY LMS as Very Feasible. There was no difference found in usability aspects between gender, faculty background, and eye condition groups. Heatmaps results show that navigational elements in the LMS are utilized properly and successfully help participants in performing tasks.

Many people stated that education is the key to a better life since it is a very important need for humans. Since many people already realize the importance of education, many people take the college level of education. However, during this pandemic, academic activities were disrupted because the government required educational institutions to conduct learning at home. Therefore, every university has provided information technology services to deal with the IT issues. However, in practice, there are still shortcomings in the web-based learning management system (LMS) because the traffic load received is very large. Therefore, it is highly demanded to estimate the IT service completion time. This paper proposes a Multi-Layer Feed-Forward Artificial Neural Network (MFANN) as a prediction-methods for the time completion. The experimental results show that the $\mathrm{R}^{2}$ percentage of MFANN is 16.69%.

New York University School of Medicine

Evaluation of alternate multimedia for web-based asynchronous learning

Attendance at classical lectures usually leads to rather poor learning success. A wide variety of studies show that while lectures are as effective as any other method for transmitting information, they are inferior in many other dimensions. Lectures are not as effective as discussion methods in promoting thought and they are ineffective at teaching behavioral skills and subject-related values as well as at awakening interest in a subject. Still ex-cathedra teaching is a favored way to cope with a high student-to-teacher ratio. To solve this conflict between organizational and pedagogical requirements, a group of researchers at the Institute of Teacher Education at the University of Zurich has developed a hybrid course setting using an online learning platform. Their setting incorporates a dialog among students within a large lecture class. Furthermore a feedback loop enables the lecturer to continuously adjust the content of the lecture to the learning process of the students. In this article, the authors first present the structure of this setting and then illustrate how to implement it by the web-based open source learning management system OLAT (Online Learning and Training). Based on their research, they focus on key components for the success of their hybrid dialog. They show how individual and group learning can be fostered with corresponding assignments, assessments, and assigned roles such as moderators. Thus, the authors will define their position that the challenge of a large lecture class can be met while successfully implementing social learning and process-oriented assessments of academic achievement.

BackgroundThe rapid increase in mental health disorders has prompted a call for greater focus on mental health promotion and primary prevention. Web- and mobile app–based interventions present a scalable opportunity. Little is known about the influence of human support on the outcomes of these interventions.ObjectiveThis study aimed to compare the influence of 3 modes of human support on the outcomes (ie, mental health, vitality, depression, anxiety, stress, life satisfaction, and flourishing) of a 10-week, Web- and mobile app–based, lifestyle-focused mental health promotion intervention among a healthy adult cohort.MethodsParticipants were recruited voluntarily using a combination of online and offline advertising. They were randomized, unblinded into 3 groups differentiated by human support mode: Group 1 (n=201): standard—fully automated emails (S); Group 2 (n=202): standard plus personalized SMS (S+pSMS); and Group 3 (n=202): standard plus weekly videoconferencing support (S+VCS), hosted by 1 trained facilitator. Participants accessed the intervention, including the questionnaire, on a Web-based learning management system or through a mobile app. The questionnaire, administered at pre- and postintervention, contained self-reported measures of mental well-being, including the “mental health” and “vitality” subscales from the Short Form Health Survey-36, Depression Anxiety and Stress Scale-21, Diener Satisfaction With Life Scale (SWLS), and Diener Flourishing Scale.ResultsOf 605 potential participants, 458 (S: n=157, S+pSMS: n=163, and S+VCS: n=138) entered the study by completing registration and the preintervention questionnaire. At post intervention, 320 out of 458 participants (69.9%; S: n=103, S+pSMS: n=114, and S+VCS: n=103) completed the questionnaire. Significant within-group improvements were recorded from pre- to postintervention in all groups and in every outcome measure (P≤.001). No significant between-group differences were observed for outcomes in any measure: mental health (P=.77), vitality (P=.65), depression (P=.93), anxiety (P=.25), stress (P.57), SWLS (P=.65), and Flourishing Scale (P=.99). Adherence was not significantly different between groups for mean videos watched (P=.42) and practical activity engagement (P=.71). Participation in videoconference support sessions (VCSSs) was low; 37 out of 103 (35.9%) participants did not attend any VCSSs, and only 19 out of 103 (18.4%) attended 7 or more out of 10 sessions. Stratification within the S+VCS group revealed that those who attended 7 or more VCSSs experienced significantly greater improvements in the domains of mental health (P=.006; d=0.71), vitality (P=.005; d=0.73), depression (P=.04; d=0.54), and life satisfaction (P=.046; d=0.50) compared with participants who attended less than 7.ConclusionsA Web- and mobile app–based mental health promotion intervention enhanced domains of mental well-being among a healthy cohort, irrespective of human support. Low attendance at VCSSs hindered the ability to make meaningful between-group comparisons. Supplementing the intervention with VCSSs might improve outcomes when attendance is optimized.Trial RegistrationAustralian New Zealand Clinical Trials Registry (ANZCTR): 12619001009101; http://www.anzctr.org.au/ACTRN12619001009101.aspx

India has a paradox of skilling where an acute shortage of skilled workforce, as well as high levels of unemployment, exists together. To address this and to ensure that India reaps the benefits of demographic dividend, it is critical to skill its youth population. Affordability and accessibility of avenues for skilling is still a challenge for uneducated and unqualified youth. They also require platforms for skilling that facilitate learning at their own pace and time, local language instruction, usage of multimedia formats to retain attention and minimal entry-level requirements. // In addition to the unemployed youth, India’s artisans and rural entrepreneurs would also benefit from the skilling on digital literacy, financial literacy, digital financial literacy, citizen services and data management. As per a baseline study undertaken by Digital Empowerment Foundation (DEF) and Commonwealth of Learning (COL), even when the artisans, weavers and rural entrepreneurs possess smartphones and access the internet, using smartphones to acquire new skills and conduct business is minimal. The majority of the respondents expressed interest in training in online commerce, social media marketing and online data management. It is in this context that Skill Bot becomes relevant. // Skillbot is a self-learning chatbot built on the Telegram platform. Telegram is a free, open-source and accessible messaging service. Unlike WhatsApp, which offers paid chatbot features, Telegram chatbots are completely free as well making them accessible to organizations. // Skillbot was developed by DEF and Commonwealth of Learning to teach digital literacy, financial literacy, citizen services and data management. Skillbot is multilingual and employs tutorial lessons, audio graphics, infographics, flashcards, interactive quizzes and activities for teaching. Since both Telegram and Skill Bot is free, easy to use and accessible, this provides a platform for those without access to formal avenues of learning to acquire the skillsets. Using the Skillbot requires basic digital literacy only. Additionally, since it is interactive with continuous assessment, learners can proceed at their own pace. So far, 2400 users have been accessing it. // From an organizational point of view also, Skillbot is a valuable tool. Covid-19 pandemic has restricted the ability of organizations to reach out to learners. Skillbot provides the opportunity to deliver content to a large demographic at a minimal cost. Organizations find it costly to build, manage, promote and maintain mobile applications or web-based learning management systems. Telegram also provides back end technical support, further reducing cost and labor.

Parenting training has been considered crucial to improving child development. The Tanoto Foundation's parenting program intervention was started in 2021 when the COVID-19 pandemic impacted government policies in Indonesia. Preventive measures that limit mobility affect the sustainability of face-to-face parenting interventions. The study aimed to explore alternative intervention methods, such as face-to-face, blended, online with facilitators, and self-learning, for parenting skills learning during emergencies. A 1-year non-randomized quasi-field experiment using a mixed quantitative-qualitative approach was conducted to 762 participants. SIGAP Q, the HOME Inventory, and CREDI were used for quantitative measurements, while interviews and focused group discussions (FGDs) provided qualitative data. The quantitative data were analyzed using multiway ANOVA, and the qualitative data were analyzed using thematic analysis. The study found that all intervention modalities delivered positive outcomes. In contrast, face-to-face delivered the largest gain, followed by online with facilitators, blended learning, and online self-learning (a web-based learning management system). As an alternative, online with facilitators is the best for delivering parenting materials, followed by online self-learning (independent) modes of intervention. Blended and online models provide alternative models in emergency contexts. Implications are discussed in this article.

The increasing technology as changed the learning methods nowadays which clearly presents a new challenge to educators. Moreover, following the COVID-19 pandemic that hit the world at this time completely inhibits the teaching and learning process to be done entirely online. This clearly presents difficulties to teachers and students, as there are subjects that require practice to improve skills and better understanding. Among the limited access for teachers during the online learning and teaching process is that teachers can only explain and display pictures and show videos. At the same time, students need skills and understanding related to a subject studied. Also, students may not be able to accurately identify the types of systems found in the subjects studied. For example, for aquaculture subjects, the process of online teaching and learning can actually be done. However, this subject also requires practical and field work for students. In aquaculture subjects, in particular, teaching aids play an important role in understanding the cage farming system concept in the teaching process because there are various farming systems used in the aquaculture industry. The development of teaching aid is a crucial phase to make sure the teaching aids develop in accordance with the objectives and topics learning. Therefore, it is important to have an expert perception of the development and usability of the Teaching Aids kit mini model (Cage system). This study consisted of 9 experts as an evaluator consisting of experienced lecturers in the technical field of Faculty Technical. This study uses a quantitative assessment method (questionnaire).  A set of questionnaires was distributed to the experts to obtain the required information and data. All data obtained were analyzed using computer software' Statistical Package For Social Science SPSS version 24 to obtain the frequency, percentage and mean through descriptive statistic. The study's findings show that the level of experts' perception of “Teaching Aids kit mini model (Cage system) development and usability is necessary and positive. The study's conclusion illustrates the need for the development of a teaching aids kit mini model (cage system) for teachers to increase the level of understanding and skills of individual students in the teaching and learning process for aquaculture subjects.

The effectiveness of web-based learning has garnered significant attention in the global educational landscape, with numerous studies providing invaluable insights to transform education through technology. These research endeavors have generated theoretical frameworks that underpin the implementation and utilization of technology for educational enhancement. However, despite the remarkable contributions of these studies, concerns persist regarding the adept management of web-based Learning Management Systems (LMS). Hence, this paper addresses this critical concern by conducting an analysis of LMS management at a South African University of Technology. Utilising a mixed-methods approach, this study combines qualitative interviews with lecturers and quantitative analysis involving students to comprehensively assess the management of web-based LMS. By triangulating these diverse data sources, this research offers a holistic perspective on LMS management, thereby enriching the understanding of this multifaceted field. The findings of this study indicate that the University of Technology has made significant strides in adopting and implementing web-based learning technologies via Think Learn Zone (TLZ) Moodle platform. However, certain challenges were identified. Notably, inconsistencies in lecturer training, concerns about accessibility, and the demand for enhanced technical support for students. Moreover, the study highlights that while the LMS serves as a pivotal tool for disseminating educational content, its effectiveness hinges on the synergy between administrative decisions and faculty practices.

Web-based autonomous language learning system enjoys great popularity among college English learners in China. It provides abundant educational resources for the learner. Efficient use of available materials on the system needs intelligent resources recommendation and personalized guidance in learning strategies. This paper uses the data mining technology to build an automatic recommendation agent to enhance the function of web-based autonomous language learning system. The automatic recommendation agent serves two functions. One is to push related resources to the learner based on the results from association rule mining of all users' resource navigation patterns. The other is to provide immediate and individualized guidance for the learner concerning strategies of online language learning. The knowledge of personalized guidance comes from the machine learning of strategies adopted by students with varied level of achievements in language learning. The framework and data structure of its implementation have been presented in this paper. Experiments show that the automatic recommendation agent improves the management of educational resources on web-based autonomous language learning system and better facilitate students' language learning.

Virtual University is a learning system by providing an online environment based on information and communication technology. This system can overcome the problems that arise due to covid-19 not to gather together to do the learning process, but must learn from their respective places.
 This Virtual University system uses Moodle version 3.7 with PHP and MySql programming language platforms as a database server and Apache as a web server can be an innovative learning method that is an ideal solution and in accordance with existing conditions with the hope that it can improve the quality of education if used optimally and comprehensive. This system can perform the basic functions of an e-learning system in which the lecturer can upload lecture material and students can download the material online and can conduct online meetings that can replace face to face in the room.
 The general objective of this research is to apply a web-based online learning system. The system applied is software that supports the ongoing teaching and learning process for online learning through the internet. The software is installed on the server and can be accessed by participants of online learning programs from browser applications on their PC / cell, and the formation of a university that is not limited by time and space.
 The stages of this research are: determining user needs, creating a system model, design, system implementation, and testing.