Interactive and collaborative platform implementation on learning management system

The Constructivist Learning Theory emphasizes learners actively constructing knowledge through experiences and reflection, significantly influencing Learning Management Systems (LMS) design and development, which are pivotal in modern education. This article carefully examines the progress of technology in LMS while looking at it through the perspective of Constructivist Learning Theory, utilizing the PRISMA framework. The review focuses on innovations such as artificial intelligence (AI), machine learning (ML), gamification, mobile learning, learning analytics, and collaborative tools. These technologies have transformed LMS into interactive, personalized, and efficient platforms supporting active learning and knowledge construction. The paper examines how these advancements align with constructivist principles, enhancing student engagement and learning outcomes. Additionally, it addresses the challenges and limitations of implementing these advancements and suggests potential future research directions.

The development of collaborative studies in learning has led to a renewed interest in the field of Web-based education. In this experimental study a highly interactive and collaborative virtual teaching environment has been created by supporting Moodle LMS with collaborative learning tool GREWPtool. The aim of this experimental study has been to find out the success rate of students when using an advanced and a standard collaborative tool in teaching programming languages over the Internet. The system has been tested with a total of 58 students whose aim was to learn the programming language Java. Success rate of students have been measured using two different assessments. Our results show a higher success rate when an LMS system is combined with an advanced collaborative tool during the teaching of programming languages in a Web-based environment.

E-learning through a learning management system (LMS) is expected to be a solution to the needs of distance learning, especially during a pandemic situation. However, learning through an LMS can lead to a lack of focus, reduced classroom efficiency, and a feeling of boredom for the user. One solution to this problem is to use gamification (e.g., rankings or points, badges, and leaderboards) to enhance active learning. This study uses a mixed-methods approach and data from weekly reviews and forum discussions, questionnaires, and data students’ interviews to assess the implementation of gamification elements in an LMS. The data from the questionnaires were analyzed using descriptive statistics, and the data from student interviews were analyzed using general inductive analysis. The results show that gamification in an LMS had a positive influence on active learning. The students have also provided positive feedback on the rated weekly review activity. The badges and leaderboard were also positively accepted by most students. Awarding points for activities was also found to improve students’ performance in class. Badges were found to increase students’ active participation, and the leaderboard motivated students to participate actively in online classes. This study could provide guidance to universities or LMS providers wishing to implement gamification in an LMS.

This paper explains a Work in Progress (WIP)proposes the use of MOOC videos and Brightspace Learning Management System (LMS) functionalities to facilitate 'Mastery-Oriented Approach', especially in computer graphics courses. This study also investigates the features of Brightspace LMS with respect to creating MOOC videos, which have been utilized and/or overlooked and/or being used improperly. At this point of time, as this is a work-in-progress (WIP), these videos are especially developed for Brightspace, and as the project evolves, the effort intends to collaborate with D2L Open Course service for broader delivery and dissemination. Mastery orientation has been associated with superior student engagement and active learning. To this end, this effort endeavors to capitalize on an inventory of more than 100 high resolution video demos created for this instructor's courses and use Brightspace features including Kaltura Interactive Quizzes, Intelligent Agents, and Strings to enhance and enrich them to present these to students in an engaging manner.

Digitalisation has revolutionised the way many areas of our societies work, but until recently only impacted university education to a limited extent. However, after the pandemic it has become clear for decision makers, professors, and students that the technology has a lot to offer, and that digital technologies can support teaching and learning activities in many ways, from improved collaboration tools, to the possibility of online meetings/classes, via interactive tools that can be used in the classroom and all the way to data-driven approaches for predicting students failing exams or dropping out of their studies. With this paper, we aim to support both professors and decision makers in navigating the plethora of digital tools, keeping in mind that the main purpose is to create meaningful and challenging learning experiences for the students – rather than trying out new technology for the sake of technology. We first present a taxonomy for different types of tools, to differentiate between e.g. administrative tools, collaboration tools, communication tools, databases, hardware, artificial intelligence, virtual/augmented reality, streaming tools, tools for interactive teaching, and learning management systems. Following this, we discuss how the different categories of tools can be used to enhance our teaching-learning environments with particular focus on creation of active learning experiences, didactical considerations, and on the impact of professor and student roles. Many of the technologies enable the students to work and learn together with their peers, which is positive, but it also changes the role of the professor in the direction of being more of a facilitator, a guide. Moreover, the technologies also support the creation of problem-based learning situations not only because students get access to learning resources when they need them but also because the new technologies support collaboration across organisational and geographical boundaries. The new tools can also be used to simulate realistic environments and experiments that were not possible before and will help universities to cope with new reality supported by digitalisation.

CONSTRUCTIVISM VS. BEHAVIORISM OF PEDAGOGICAL THEORIES TO THE DIGITAL CLASSROOM: PRACTICAL STRATEGIES FOR HIGHER EDUCATORS In the rapidly evolving background of higher education, the digital classroom has emerged as a trans-formative atmosphere where traditional pedagogical theories are being re-imagined to meet the needs of contemporary learners. This paper explores the application of two prominent pedagogical theories—Behaviorism and Constructivism in digital learning environments, highlighting their distinct approaches and practical implications for higher education. The paper discusses that a blended method, integrating both Behaviorist and Constructivist tactics, can create a more inclusive and dynamic digital learning environment. By leveraging the strengths of each theory, higher educators can design courses that cater to diverse learning needs, promote student engagement, and enhance learning results. Practical recommendations include the usage of Learning Management Systems (LMS) for structured content delivery, personalized learning through adaptive tools, and fostering social interaction through collaborative platforms. This paper concludes that while Behaviorism and Constructivism offer distinct theoretical foundations, their combined application in the digital classroom can lead to a more effective and student-centered learning experience. Behaviorism emphasizes observable behaviors, reinforcement, and structured learning experiences while Constructivism, on the other hand, focuses on active learning, cognitive processes, and the co-construction of knowledge. By thoughtfully integrating these pedagogical approaches, higher educators can better prepare students for the challenges of the digital age and foster a culture of lifelong learning.

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.

One of the practical problems posed by the increasing use of virtual learning environments (VLEs) and learning management systems (LMSs) is the need to create a cohesive learning community among students who access online courses. This article describes an online language course whose main aim was to develop a learning community in which participants felt confident enough to share their work with others, and to offer and receive comments on their assignments. The course was designed for students learning English as a foreign language (EFL) at a university in Korea. The main features of the course were that students were encouraged to collaborate in pair and group discussions, and to post their work in the VLE so that others could read and comment on it. Data was gathered from the students’ journals, their assignments, feedback and comments posted on the web board, and e-mails to the instructor. The results showed that, in the process of completing the course, the majority of the students reported a strong sense of ‘belonging’ to a learning community, developing a close rapport with other students by sharing their work, exchanging comments and taking part in discussions. The students felt proud of their work as well as of the process of working together with others. The results suggest that opportunities for social interaction and feedback play a crucial role in developing the emotional connection which helps to create a collaborative learning environment and support an effective learning community.

Universities across the globe have invested heavily in a Learning Management System (LMS); however, the adoption and usage is hindered by a number of factors. Recently, a University of Technology (UoT) in KwaZulu-Natal embarked on a major re-circulation drive to embrace student-centred learning. However, this process was stalled by slow maturity use of LMS. Therefore, this paper evaluates the acceptance and usage of an approved LMS amongst academics at a UoT. An e-survey in which 111 academics participated, all having teaching designations, was superseded by semi-structured interviews. A significant finding of the technology acceptance model (TAM) was impugned, in reflecting the gap between low actual usage and high acceptance. Assessments seemed to be given lowest priority, with aspects such as communication and course management receiving highest priority. Little utilized were collaboration tools. Such include blogs, wikis, and a discussion forum. Dedicated training on features of the learning management system, covering its educationally progressive aspects, is of the essence. TAM may require closer scrutiny to account for successful LMS usage at universities.

Active learning is an essential part of good science education. It engages students in the learning process, allowing them to get a better comprehension of scientific subjects. This research aims to enhance scientific problem-solving and also learning achievement of eighth-grade students through active learning organization. This study employed a pre-experimental design. The target group was 30 eighth-grade students from one school in Thailand. Three-hour learning management plans provided 15 hours of active learning organization. The result indicated that active learning encourages students to solve scientific problems. Students actively engage in defining and improving the learning process based on their own interests. As a result, students’ academic achievement and problem-solving in science were improved. Furthermore, when comparing the academic achievement and scientific problem-solving scores between after experiment and criterion. Additionally, students expressed a high level of satisfaction with the active science learning activities, as these activities contributed to their academic achievement and problem-solving in the field of science. It can be concluded that active learning is very useful and engage students to science classroom.

With its abrupt onset, stroke inevitably leads to a sudden change in life for the person surviving a stroke and their family. Having a stroke includes, not only a process of rehabilitation and recovery but also a process of making sense of and adapting to a new reality. Even though stroke is an acute condition its long-term complications and disability require a complex recovery process and dependency on support from the healthcare system. The recovery and sensemaking process often includes the need of involvement from a range of interventions and support services that requires coordination of multiple care providers and intersectoral collaboration within the healthcare delivery system. Unfortunately, healthcare systems are struggling with fragmentation and poor coordination of care and rehabilitation to ensure adequate quality post stroke care and support based on stroke survivors and their family’s needs. The overall aim of this project is to develop a continuous learning network for stroke care and rehabilitation to promote collaborative learning of stroke survivors, their families, healthcare professionals, managers, and policy makers. The project will use sensemaking theory, a participatory action research approach and co-design to develop a collaborative and interactive platform with the ultimate goal of promoting a more person-centred and integrated care for stroke survivors and their families. To achieve the overall aim the project has five objectives: Understanding how the current stroke care trajectory is experienced from the perspective of healthcare professionals, managers and policy makers and how they make sense of their current role, situation and context. Explore the needs of stroke survivors and their families and how they make sense of their new situation post stroke and how it changes over time. Identify facilitators and barriers towards developing a continuous learning network. Engage the stakeholders in a co-design process to ensure that their experiences, needs and preferences is reflected in the design of the network. Develop a prototype of an interactive digital platform for a continuous learning network. The project will contribute with knowledge of current networks and how the current stroke care trajectory is experienced from the perspective of stroke survivors and their families, healthcare professionals, managers and policymakers and how these stakeholders make sense of their current role, situation and situation and context. The continuous learning network will connect stroke survivors and their families, healthcare professionals and organizations for the purpose of sharing knowledge, best practices, and innovations. The network allows for the exchange of information and ideas, the identification of emerging trends, and co-creation of more sustainable solutions to complex healthcare challenges. The project will further provide learning on how sensemaking theory and participatory action research can be used to promote continuous learning, collaboration and knowledge exchange between the involved stakeholder to promote the implementation of a more person-centred integrated care. The long-term goal of the continuous learning network is to improve patient experiences and outcomes through better healthcare delivery and by enhancing the knowledge and skills of healthcare providers.

E-learning has become a significant innovation in education, leveraging information and communication technology to provide flexible learning that transcends time and space. Its evolution has ranged from simple teaching machines in the 19th century to today's sophisticated digital platforms, supported by advances in the internet, Learning Management Systems (LMS), and AI technology. The implementation of e-learning in schools and universities shares similarities in the use of technology and accessibility of materials, but differs in the level of student independence and the complexity of the materials. While e-learning offers advantages such as flexibility, cost-efficiency, and access to extensive learning resources, it faces significant challenges such as limited access to technology, lack of social interaction, and the need for high levels of self-discipline. This study analyzes the historical development of e-learning, its implementation at various levels of education, and identifies its strengths and weaknesses as a foundation for more effective and inclusive educational transformation in the future.

This paper investigates the acceptance of engineering students at Shaqra University of learning management systems (LMS) as it was recently introduced at the college. Further, it illustrates their experience with the adopted LMS. As a pilot study, open source LMS Canvas was elected as the main platform for web-based interaction between instructors and students, and it was imposed on all courses. Such method has been applied by introducing a specific methodology in coherence with the LMS. This can be adaptive for university students in general and engineering students in specific. A survey has been developed and applied to 70 learners for different batches of students in different engineering disciplines. The results show that the adopted methodology leads to satisfying results as the learning outcomes are enhancing the skills of students compared to the traditional method. Additionally, the analytical results strongly support the orientation of our academic community in using Canvas as web-based learning.

The study focused on the assessment of the technological pedagogical and content knowledge (TPACK) of graduate students enrolled in the Master of Arts in Science Education (MASE) program and tested the effectiveness of a blended learning approach using online collaborative tools, a learning management system, and interactive resources in Biology. The specific objectives of the study included describing the profile of MASE students in terms of computer and internet resources and skills, measuring their confidence levels in the four TPACK constructs, finding significant differences in pretest and posttest scores, and obtaining student feedback on the use of Edmodo as a Learning Management System. The study employed a one-shot pretest-posttest experimental design using a combination of online resources and face-to-face interactions. Based on the results, there was an increase in the median values before and after the intervention, as shown by the difference between the pre-median and post-median. Pre-implementation, the TPACK confidence level of the students was rated fairly confident (FC), but it increased after to completely confident (CC). This suggests that the students' TPACK confidence level improved positively using the BL approach. Likewise, the t-stat value of 10.68 indicates a significant difference between the pretest and posttest scores after implementing the blended learning approach. This suggests that the blended learning approach had a positive and noteworthy impact on the student's performance, as seen in the improved test scores. The study's results highlighted the benefits of Edmodo as well as the use of interactive online activities in their performance and TPACK as reported by the students.

The Universiti Malaysia Sabah Active Learning in Engineering Education (UMS-ALIEN) initiative, part of the UMS Future Ready Engineering Educators (UMS-Future) framework, introduces a structured, hierarchical approach to engineering education. The framework consists of ten progressive competency levels, starting with foundational active learning techniques and advancing to blended cooperative problem-solving methodologies. UMS-ALIEN integrates strategies such as cooperative learning, problem-based learning, and blended learning, supported by tools like Learning Management Systems (e.g., Moodle) and discipline-specific simulators (e.g., Aspen HYSYS). The initiative transitions educators from traditional roles to facilitators, fostering participatory learning environments that prepare students for real-world challenges. Implemented across multiple engineering courses, UMS-ALIEN demonstrates improvements in student performance and skill acquisition, earning international recognition for its innovative contributions to active and blended learning in engineering education.