Instructor's success measures of Learning Management System

Under the Geriatric Initiatives of the Bureau of Health Professions, Health Resources and Services Administration, USDHHS, Geriatric Education Centers (GEC) are established to ensure quality health care for older adults through geriatric and gerontology education. Distance Learning (DL) technology is an approach GECs are using to keep up with the demands for training and other resources. A questionnaire was distributed to 44 GECs to determine use of DL methods. Based on 33 responses, a return rate of 69%, 15 GECs offer a range of DL geriatric training programs. Eighty-five percent intend to have training programs using DL technology by the year 2000. GECs also use DL technology to conduct meetings, plan conferences, hold clinical consultations, conduct research, and disseminate information. Formal faculty training on DL is offered at six Centers; however, 15% are unable to access advanced technology. Results show a range of available DL geriatric educational resources and a strong interest to expand resources using DL technology. Financial support and sustainabil-ity of programs are important concerns. Recommendations are discussed, and the findings provide a beginning database on DL activities among GECs.

This article gives a brief description of the principles of organization of Internet education in the teaching of “Mathematical modeling of information technology and processes” to students on the basis of “Moodle LMS” system distance learning at the Tashkent Pharmaceutical Institute and shows its main features and advantages. Extensive use of educational technologies, optimization, humanization and innovation in the National Program of Personnel Training to solve the tasks of training and educating young people to be highly moral, spiritual and enlightened, conscientious at work, deeply aware of their responsibilities to society and family, competitive, qualified professionals. The organization, management and control of the learning process on the basis of methods is relevant. Nowadays, a wide range of opportunities are being created for students to have fast, plentiful, reliable information and to acquire knowledge independently. In particular, electronic systems allow students to use important information related to science at any distance, depending on their capabilities. “Moodle” open source software complex is a system designed specifically for the management of the educational process using the Internet (Learning management system - LMS). Distance learning is a modern form of organizing the learning process using distance learning technologies. Its development was due to the increase in the number of Internet users, the availability and quality of open learning electronic resources. The use of distance learning technologies undoubtedly has a wide range of advantages: the organization of the learning process in an Internet environment, so the student location does not prevent high-quality training, regardless of the location of the educational institution. Distance learning is based on the principle of independent preparation of students through teacher guidance and allows you to choose a convenient time for lessons. It includes interactive communication between teachers and students, information resources of the educational institution and information resources of the Internet, the rapid delivery of the Internet in electronic form.

International sales team development and support increasingly require attention to knowledge management processes and cross-cultural factors. Modern technologies for group collaboration and distance learning can be employed for increased efficiency and effectiveness to support traditional methods of classroom instruction and training. This article describes an application of a learning management system (ANGEL) (ANGEL Learning, Indianapolis, IN, USA) in a global professional services and software solutions firm with headquarters in the US and presence in over 70 countries. Data was collected to assess the acceptance and successful application of the new learning management system (LMS) in a wide-scale international environment. For analytical purposes, this study utilized the Technology Acceptance Model (TAM) to examine factors that influence employee acceptance of the system. The research questions that were addressed in the investigation included (i) whether an LMS is an effective platform for commercial application as a knowledge management system in an international environment; and (ii) whether the TAM holds up in assessing the acceptance of a knowledge management system in an international context. The results indicated very favorable acceptance and use of the LMS for sales team training and support. Although traditional relationships of the TAM were upheld, results indicated that the relationship between perceived ease of use and perceived usefulness was moderated by whether users were located in the head offices or in various international locations. Copyright © 2011 John Wiley & Sons, Ltd.

The article offers a view at relevant issues of contemporary trends in employing remote learning technologies in academic environment, and transformation of higher education based on the example of the North-Caucasus Federal University, including through the given epidemic situation due to COVID-19 in the Russian Federation. The aim of the study is to analyze the implementation of the educational content developed in 2018 at the North-Caucasus Federal University in order to teach Mathematics via distance learning technologies (DLT), as well as to evaluate the experience of using the said remote model within the new academic paradigm, which is due to the coronavirus pandemic. There is a view at a modified distance learning model involving mixed learning, which has been introduced into the educational process and tested. Its implementation has relied on LMS Moodle (LMS—Learning Management System; Moodle—Modular Object-Oriented Distance Learning Environment). There is also a review of the virtual academic environment, the model of structure, its major principles and specific of its functioning and management, as well as a statistical analysis of the outcomes obtained through introducing the model in education. The article focuses on the main differences between the concepts of “distance learning” and “modified distance learning model”, analyzes their strong and weak points, defines the major benefits of using the latter in the educational environment. The issue in question is view of from the stance of relevance and possible introduction of the said methodology for employing the potential contained in the distance learning technology. There is a special individual view offered at the issue mentioned above, as well as a possible way to resolve that.

Learning Management Systems (LMS) have become ubiquitous tools in support of both classroom and distance education programming. They bring significant advantages that digitize and automate many of the functions and pedagogical activities of traditional campus teaching. At the same time social networks have become ubiquitous tools for communication, entertainment and informal learning by both students and teachers. In this article we examine the characteristics, strengths and limitations of both toolsets and the ways in which innovative distance educators are attempting to merge the best qualities of each. We conclude with a case study of one such integration from Athabasca University in Canada.

The pandemic has paved the way for a paradigm shift in most education systems, with the accelerated adoption of digital technology. Online learning has gained increased importance due to the availability and accessibility of Internet or Web technologies. This format of learning has offered students the opportunity to participate in educational courses and programs from rural and remote places. The COVID-19 pandemic has reinforced the importance of technologies and virtual learning in education. Internet technologies have helped to support the educational process and have allowed for more productive and interactive learning. There are different opinions in the academic environment concerning online education. As for learners' opinion on distance learning and Internet technologies, they are represented quite weakly in the literature. The purpose of this paper is to present students' perceptions of the advantages and disadvantages of using web technologies in distance learning during the pandemic year (by the example of Moscow State University of Food Production, Russia). In addition, it sheds light on students' habits of using Internet technologies and their digital preferences. The present study uses qualitative and quantitative research methods where the instrument is the questionnaire. In their questionnaires the students mentioned ten leading web technologies and two social networks. The collected data allow to divide the web technologies used in distance learning into three rating groups: the most popular, popular and less popular. The findings of the research could be used to explain and forecast the applying of web technologies for improving learning outcomes in higher education.

The article considers the peculiarities of providing English-language training of (future) aviation specialists for professional self-realization and performance of professional duties with the use of modern distance learning technologies. The specifics of distance learning are revealed. Terms and concepts, forms of learning are provided. Distance learning technologies, namely: psychological and pedagogical, information and communication, web-environment provide an opportunity to implement the process of distance learning in educational institutions. There are also two strategies for organizing distance learning: asynchronous distance learning and synchronous distance learning. During the planning and organization of distance learning a great role is given to the independent work of cadets. There are also IT elements that a lecturer and a cadet should be able to use in professional interaction. It is noted that Internet technologies, the ability to use Internet resources have a special place in the formation of professional self-realization of a future aviation specialist and providing innovative approaches to the educational environment. The main tasks of English language training in the educational language centers of the Flight Academy of NAU are: improving language skills and strengthening the communicative competence of the teacher / instructor to teach the professional disciplines in English, teaching professional English, preparation for the general English exam at level B2. The use of distance learning technologies in the English-language training of future aviation specialists requires a high level of knowledge, both theoretical and practical. It is necessary to interest and direct students to the use of innovative methods in order to build their professional capacity to use information and communication technologies in their further professional self-realization. Key words: distance learning, English language training of an aviation specialist, ICT, Internet resources, innovations, professional self-realization.

The article discusses the features of the transition of Russian education to distance learning. The most common problems that have arisen in connection with the new training format have been identified. The need to assess the compliance and readiness of educational organizations, teachers, students and their families to introduce a distance learning regime is indicated. In connection with this need, the importance of conducting a set of monitoring studies related to various socio-economic mechanisms for the implementation of e-learning and distance learning technologies, including models of financial, economic and resource support for distance learning at the level of the constituent entities of the Russian Federation, educational organizations, teachers, students and their families in the context of the transition to the specified format of classes. The results of the analysis of a complex of monitoring studies on the socio-economic mechanisms of the implementation of e-learning and distance learning technologies of various target groups are considered. Studies of strategies / models / organizational forms of ensuring the implementation of e-learning were carried out, an assessment of the financial, economic, methodological and resource support of distance learning at the level of regions, educational organizations and families was carried out, possible ways of forming an ecosystem of the digital economy in the general education system at the regional level were determined, studying the current conditions for ensuring the implementation of e-learning and the use of distance learning technologies in the context of the region, educational organization and family, assessed the level of the teacher's skills in working in the context of the implementation of e-learning and the use of distance learning technologies in the educational organization, as well as assessing the degree of parental satisfaction with the quality of educational process in the context of the implementation of e-learning. The advantages and disadvantages of the transition of educational organizations to distance learning are noted.

The article dwells upon the problem of distance learning using the Moodle Learning Management System (LMS). Importantly, the article analyzes the use of LMS or virtual learning environments (VLE) at universities, designed to store learning materials, conduct automatic testing of students’ knowledge, support remote communication, generate information on progress and reports on working with distance learning courses. The most well-known paid systems (according to Google Trends service) include Blackboard Learning System, Edmodo, Glow, Ning, SharePoint LMS. At the same time, the most popular free LMS is Moodle, as evidenced by both the results of Google Trends statistics and the data obtained from the ListEdTech resource. The article determines the features of using this system in the professional training of pedagogy students. It describes the challenges (problems) faced by students when taking distance learning courses, the time frame of students’ work on this learning platform and students’ assessment of the quality of distance learning courses developed in the Moodle system. It shows that the use of this system saves time spent on training, freeing it up for personal life, self-education, hobbies and entertainment. Students with higher academic performance spend more time working in the Moodle system. Indeed, they intend to acquire knowledge, obtain a diploma of higher education and further pursue their professional careers. More than half of the respondents rate distance learning courses positively. In their opinion, such courses are creative, valuable, exciting, effective, clear, innovative, meeting expectations, unconventional, innovative, easy to learn and enjoyable.

Online and distance learning technology with the learning management system (LMS) is an example of the application of online learning models at universities, which is the impact of technological developments. However, advances in LMS technology still need to be implemented in universities, the problem of university readiness being the main factor. Another area for improvement is the level of computer self-efficacy (CSE) among LMS users. Therefore, before the actual research was carried out, instrument testing was carried out regarding the factors influencing LMS users at the university. After testing the limited instrument on 63 university students, the results showed that of the six constructs with 21 indicator items, it was proven that only one indicator item was invalid. However, the reliability test has met the criteria. The conclusion of the initial test results of the instrument was declared valid and reliable, so it was suitable for actual testing.

The purpose of this study was to identify pedagogical conditions that would successfully model with distance learning technologies for students in higher education. For this, the degree of satisfaction was investigated in 206 1st-4th-year students of speciality “Pedagogy” by questionnaire method and application of distance learning was studied in 28 teachers of the Institute of Continuous and Distance Education of K. Karasaev Bishkek State University. The study described the definition of distance learning, analysed the types of learning in the system of higher professional education, named the advantages and disadvantages of distance learning, principles and forms of learning, pedagogical methods. Student questionnaire data show that 11% of respondents are not satisfied with distance education. Degrees of dissatisfaction include internet outages, quality of education, lack of communication with classmates and teachers. However, 89% favoured this type of learning. The key advantages of distance learning are the time and budget saving for travelling and living, comfortable home learning conditions, availability of searching for necessary information, free choice of pace and time of learning. As a result of the interviews with the teachers of the institute, the following aspects were voiced that require improvement: students’ assimilation of information, lack of teaching experience in conducting this type of classes, as well as administrative issues. The study showed that distance learning technologies differ from the conventional form, being aimed at the development of students’ independent activity; obtaining knowledge and skills are oriented towards the application of information technology, search and exchange of information. Successful application of distance technologies in education requires systematic work on professional activities of teachers, increasing students’ interest in distance learning, establishing a relationship with students’ parents, and uninterrupted operation of Internet resources.

This study is devoted to highlighting the issues of improving the mechanisms for using distance learning technologies in higher educational institutions and is analyzed on the example of primary education. In the course of the research, the didactic capabilities of distance learning platforms, the effectiveness of using digital pedagogical tools, and the development of digital competencies of teachers and students were studied. The importance of interactive methods, multimedia resources and virtual learning environments in organizing distance learning in primary education was substantiated. Also, problems arising in the process of distance learning and ways to eliminate them were identified, and practical recommendations were developed to improve the quality of education. The results of the study will serve to increase the effectiveness of training future primary school teachers by further improving distance learning mechanisms.

<p dir="ltr"><span>The relevance of this study stems from Russia’s war against Ukraine, along with the threat of the spread of COVID-19, necessitating an urgent transition to distance learning. This shift serves as a crucial measure to mitigate risks that endanger the lives and health of students. All face-to-face lessons (lectures, seminars, and laboratory work) are being moved to the virtual learning environment under these circumstances. Since the organisation of distance learning differs significantly from traditional face-to-face education, teachers must radically adapt the learning process, considering the neuropsychological and neuropedagogical aspects of learning foreign languages remotely. The article also explores the introduction of distance learning technologies for teaching foreign languages in educational institutions. It reviews the experiences of international researchers who use electronic educational resources, as well as discusses the current stance of Ukraine’s educational institutions on distance learning technologies in foreign language teaching. Finally, the article outlines the neuropsychological and neuropedagogical aspects of foreign language distance learning and examines the experience of organising blended learning for foreign languages based on e-learning resources. The conclusions of the article are intended for educators and curriculum developers.</span></p><div><span><br /></span></div>

This study aims to reveal the strengths and limitations of the WhatsApp application as a support service in distance education, conducted through a learning management system during the Covid-19 pandemic, and make suggestions on improving its use in this capacity. Despite the lack of readiness on the part of the students and the lack of sufficient knowledge regarding distance education during the pandemic, many universities had to revert to emergency remote teaching. This situation necessitated the intensive use of various support services for the students to get the most out of their emergency remote teaching However, their lack of experience with distance education prevented them from using the support services offered by learning management systems. Due to the increasingly widespread use of mobile technologies, one of the support services used by course instructors became the WhatsApp application. The following research is a qualitative case study. The sample for the study was determined through purposive sampling. The data was analyzed using the content analysis method. Nvivo qualitative data analysis software was used to contribute to the detailed and versatile data analysis. The most important results of the study were that the application supported and strengthened distance learning by allowing instant communication, but that the absence of a moderator caused various limitations in this communication. In addition, it was concluded that incorporating natural language processing techniques into learning management systems and clearly stated rules by course instructors improved the use of such instant communication applications as a support service for distance education.

PurposeTo study the implementation of a learning content management system (LCMS) at one department of a university in light of Rogers' diffusion of innovation (DOI) theory and in comparison to known critical success factors (CSFs) in implementation of information systems.Design/methodology/approachA case study approach was used to examine the implementation process.FindingsUnder authority decision to adopt the system throughout the department, the diffusion was quick and without resistance, not in line with authority adoption decision in Rogers' DOI theory. Some of the CSFs found are consistent with implementation CSFs mentioned in the literature.Research limitations/implicationsTo complement the qualitative research, quantitative research is needed regarding administrative measures taken in implementation processes at other academic departments and the success in terms of system adoption.Originality/valueSuccessful LCMS implementation in an academic environment is rather rare and studying the successful authority decision in this case is of value to researchers and to practitioners. To adopt the system might imply that administrative measures could expedite implementation in other academic institutions.