Which Of The Following Best Describes A Learning Management System

Software arrangement that serves the delivery of learning content and the organization of learning processes

A learning direction system (LMS) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, or learning and evolution programs.^[1] The learning direction system concept emerged directly from e-Learning. Learning management systems make upwardly the largest segment of the learning system market place. The kickoff introduction of the LMS was in the late 1990s.^[2] Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-nineteen pandemic.^[iii]

Learning direction systems were designed to place training and learning gaps, using analytical data and reporting. LMSs are focused on online learning delivery just support a range of uses, interim every bit a platform for online content, including courses, both asynchronous based and synchronous based. In the higher pedagogy space, an LMS may offering classroom management for instructor-led preparation or a flipped classroom. Modern LMSs include intelligent algorithms to make automated recommendations for courses based on a user's skill contour too as excerpt metadata from learning materials to make such recommendations even more than authentic.

Characteristics [edit]

Purpose [edit]

An LMS delivers and manages all types of content, including video, courses, and documents. In the pedagogy and higher education markets, an LMS will include a variety of functionality that is like to corporate merely will accept features such as rubrics, instructor and teacher-facilitated learning, a discussion lath, and often the use of a syllabus. A syllabus is rarely a characteristic in the corporate LMS, although courses may start with heading-level index to give learners an overview of topics covered.

History [edit]

At that place are several historical phases of distance education that preceded the development of the LMS:

Correspondence pedagogy [edit]

The first known certificate of correspondence teaching dates back to 1723, through the advertisement in the Boston Gazette of Caleb Phillips, professor of autograph, offering teaching materials and tutorials.^[4] The first testimony of a bi-directional communication organized correspondence class comes from England, in 1840, when Isaac Pitman initiated a shorthand form, wherein he sent a passage of the Bible to students, who would send it back in full transcription. The success of the course resulted in the foundation of the phonographic correspondence gild in 1843. The pioneering milestone in distance linguistic communication didactics was in 1856 by Charles Toussaint and Gustav Langenscheidt, who began the beginning European institution of distance learning. This is the first known instance of the use of materials for contained language study.^[5]

Multimedia teaching: The emergence and evolution of the distance learning thought [edit]

The concept of e-learning began developing in the early 20th century, marked by the appearance of audio-video advice systems used for remote instruction.^[vi] In 1909, Due east.M. Forster published his story 'The Machine Stops' and explained the benefits of using audio communication to deliver lectures to remote audiences.^[7]

In 1924, Sidney L. Pressey developed the first teaching automobile which offered multiple types of practical exercises and question formats. Nine years afterward, University of Alberta's Professor M.E. Zerte transformed this automobile into a problem cylinder able to compare issues and solutions.^[8]

This, in a sense, was "multimedia", because it made use of several media formats to achieve students and provide instruction. Later, printed materials would be joined past telephone, radio broadcasts, Television receiver broadcasts, audio, and videotapes.^[9]

The primeval networked learning system was the Plato Learning Direction system (PLM) adult in the 1970s by Command Data Corporation.

Telematic teaching [edit]

In the 1980s, modern telecommunications started to exist used in education. Computers became prominent in the daily use of college pedagogy institutions, every bit well equally instruments to pupil learning. Computer aided teaching aimed to integrate technical and educational means. The trend then shifted to video advice, as a consequence of which Houston University decided to concord telecast classes to their students for approximately 13–15 hours a week. The classes took place in 1953, while in 1956, Robin McKinnon Wood and Gordon Pask released the beginning adaptive instruction arrangement for corporate environments SAKI.^[10] The idea of automating teaching operations also inspired the University of Illinois experts to develop their Programmed Logic for Automated Teaching Operations (PLATO) which enabled users to exchange content regardless of their location.^[ten] In the period between 1970 and 1980, educational venues were chop-chop considering the idea of computerizing courses, including the Western Behavioral Sciences Institute from California that introduced the kickoff accredited online-taught caste.

Teaching through the internet: The appearance of the start LMS [edit]

The history of the awarding of computers to instruction is filled with broadly descriptive terms such as reckoner-managed instruction (CMI), and integrated learning systems (ILS), computer-based education (CBI), calculator-assisted education (CAI), and computer-assisted learning (CAL). These terms describe drill-and-practice programs, more sophisticated tutorials, and more than individualized instruction, respectively.^[11] The term is currently used to depict a number of different educational computer applications.^[12] FirstClass past SoftArc, used by the United Kingdom's Open up University in the 1990s and 2000s to deliver online learning across Europe, was i of the earliest net-based LMSs.^{[13] [14]}

The first fully-featured Learning Management Organization (LMS) was called EKKO, developed and released by Norway'south NKI Distance Education Network in 1991.^[xv] Three years later, New Brunswick's NB Learning Network presented a like system designed for DOS-based teaching, and devoted exclusively to business organization learners.

Technical aspects [edit]

An LMS can be either hosted locally or past a vendor. A vendor-hosted cloud system tends to follow a SaaS (software as a service) model. All information in a vendor-hosted system is housed by the supplier and accessed by users through the net, on a computer or mobile device. Vendor-hosted systems are typically easier to utilise and require less technical expertise. An LMS that is locally hosted sees all data pertaining to the LMS hosted internally on the users′ internal servers. Locally hosted LMS software will often be open up-source, meaning users volition acquire (either through payment or costless of charge) the LMS software and its code. With this, the user is able to alter and maintain the software through an internal team. Individuals and smaller organizations tend to stick with cloud-based systems due to the cost of internal hosting and maintenance.^[xvi]

There are a multifariousness of integration strategies for embedding content into LMSs, including AICC, xAPI (as well called 'Tin Can'), SCORM (Sharable Content Object Reference Model) and LTI (Learning Tools Interoperability).^{[17] [18]}

Through an LMS, teachers may create and integrate course materials, clear learning goals, align content and assessments, runway studying progress, and create customized tests for students. An LMS allows the communication of learning objectives, and organize learning timelines. An LMS perk is that it delivers learning content and tools direct to learners, and assessment tin be automated. It can as well achieve marginalized groups through special settings. Such systems have built-in customizable features including cess and tracking. Thus, learners can encounter in real time their progress and instructors tin can monitor and communicate the effectiveness of learning.^{[nineteen] [twenty]} One of the most important features of LMS is trying to create a streamline communication between learners and instructors. Such systems, besides facilitating online learning, tracking learning progress, providing digital learning tools, managing communication, and maybe selling content, may exist used to provide unlike advice features.^[21]

Features [edit]

Managing courses, users and roles [edit]

Learning management systems may be used to create professionally structured class content. The teacher tin can add, text, images, videos, pdfs, tables, links and text formatting, interactive tests, slideshows etc. Moreover, they can create different types of users, such as teachers, students, parents, visitors and editors (hierarchies). Information technology helps control which content a student can access, track studying progress and appoint pupil with contact tools. Teachers can manage courses and modules, enroll students or set up self-enrollment.^[22]

Online cess [edit]

An LMS can enable instructors to create automatic assessments and assignments for learners, which are accessible and submitted online. Almost platforms let a diverseness of different question types such as: one/multi-line respond; multiple selection answer; ordering; gratuitous text; matching; essay; true or false/yes or no; fill in the gaps; agreement scale and offline tasks.^[xix]

User feedback [edit]

Students' exchange of feedback both with teachers and their peers is possible through LMS. Teachers may create discussion groups to allow students feedback, share their knowledge on topics and increase the interaction in course. Students' feedback is an instrument which assistance teachers to amend their work, helps identify what to add or remove from a grade, and ensures students feel comfy and included.^[2]

Synchronous and Asynchronous Learning [edit]

Students can either learn asynchronously (on demand, self-paced) through course content such as pre-recorded videos, PDF, SCORM (Sharable Content Object Reference Model) or they tin undertake synchronous learning through mediums such as Webinars.

Learning Analytics [edit]

Learning management systems will often incorporate dashboards to track student or user progress. They can then report on cardinal items such equally completion rates, attendance information and success likelihood. Utilising these metrics can assistance facilitators amend understand gaps in user knowledge.^[23]

Learning direction manufacture [edit]

This section needs to exist updated. Please aid update this article to reflect recent events or newly bachelor information. (Baronial 2021)

In the relatively new LMS market, commercial providers for corporate applications and education range from new entrants to those that entered the market in the 1990. In addition to commercial packages, many open source solutions are available.

In the U.Southward. higher didactics market as of spring 2021, the top three LMSs by number of institutions were Sail (38%), Blackboard (25%), and Moodle (15%).^[24] Worldwide, the picture was different, with Moodle having over 50% of market share in Europe, Latin America, and Oceania.^[25]

Many users of LMSs use an authoring tool to create content, which is then hosted on an LMS. In some cases, LMSs that do employ a standard include a primitive authoring tool for basic content manipulation. More modern systems, in particular SaaS solutions have decided non to prefer a standard and have rich grade authoring tools. There are several standards for creating and integrating complex content into an LMS, including AICC, SCORM, xAPI and Learning Tools Interoperability. However, using SCORM or an alternative standardized class protocol is not always required and can be restrictive when used unnecessarily.^[26]

Evaluation of LMSs is a complex task and meaning research supports different forms of evaluation, including iterative processes where students' experiences and approaches to learning are evaluated.^[27]

Advantages and disadvantages [edit]

Advantages [edit]

There are six major advantages of LMS: interoperability, accessibility, reusability, durability, maintenance power and adaptability, which in themselves institute the concept of LMS.^[xix]

Disadvantages [edit]

• Teachers have to be willing to adapt their curricula from face-to-face lectures to online lectures.^[22]
• At that place is the potential for instructors to try to direct interpret existing back up materials into courses which tin result in very low interactivity and engagement for learners if not washed well.

COVID-19 and Learning Management Systems [edit]

The suspension of in-schoolhouse learning caused by the COVID-19 pandemic started a dramatic shift in the manner teachers and students at all levels interact with each other and learning materials. UNESCO estimated that as of May 25, 2020, approximately 990,324,537 learners, or  56.6% of the total enrolled students have been affected by COVID-xix related schoolhouse closures.^[28] In many countries, online pedagogy through the apply of Learning Management Systems became the focal betoken of teaching and learning. For example, statistics taken from a university'southward LMS during the initial school closure period (March to June 2020) indicate that student submissions and action nearly doubled from pre-pandemic usage levels.^[29]

Student satisfaction with LMS usage during this menstruation is closely tied to the information quality contained within LMS modules and maintaining educatee self-efficacy.^[30] From the instructor perspective, a report of G-12 teachers in Republic of finland reported high levels of acceptance for LMS technology, however, preparation support and developing methods for maintaining student engagement are key to long-term success.^[31] In developing nations, the transition to LMS usage faced many challenges, which included a lower number of colleges and universities using LMSs before the pandemic, technological infrastructure limitations, and negative attitudes toward technology among users.^[32]

See likewise [edit]

• Authoring system – Interactive educational software
• Competency management system
• Content creation
• Educational technology – Use of engineering in education to ameliorate learning and didactics (e-learning)
• Intelligent tutoring system
• LAMS – Learning Activity Direction System
• Learning objects
• Learning Record Shop (LRS)
• List of learning management systems
• Student information system
• Virtual learning environment – Term in educational technology: web-based platform for the digital aspects of courses of study, usually within educational institutions
• Massive open online grade
• Moodle

References [edit]

1. ^ Ellis, Ryann M. (2009), Field Guide to Learning Management, ASTD Learning Circuits, archived from the original on 24 August 2014, retrieved 5 July 2012
2. ^ ^{a b} Davis, B., Carmean, C., & Wagner, E. (2009). "The Evolution of the LMS : From Management to Learning". The ELearning Guild Research. 24. {{cite journal}}: CS1 maint: multiple names: authors list (link)
3. ^ Raza SA, Qazi W, Khan KA, Salam J (April 2021). "Social Isolation and Acceptance of the Learning Management Organisation (LMS) in the time of COVID-19 Pandemic: An Expansion of the UTAUT Model". Journal of Educational Computing Enquiry. 59 (2): 183–208. doi:10.1177/0735633120960421. ISSN 0735-6331. PMC7509242.
4. ^ "A Brief History of Online Education". acquit.warrington.ufl.edu. Archived from the original on thirteen February 2019. Retrieved 26 April 2018.
5. ^ "History of Distance Learning". www.godistancelearning.com. Archived from the original on 16 February 2019. Retrieved 26 April 2018.
6. ^ Hubackova, Sarka (June 2015). "History and Perspectives of Elearning". Procedia - Social and Behavioral Sciences. 191: 1187–1190. doi:10.1016/j.sbspro.2015.04.594.
7. ^ E.M. Forster, "THE MACHINE STOPS" Archived xv May 2014 at the Wayback Car, archive.ncsa.illinois.edu.
8. ^ Solomon Arulraj DAVID, "A Critical Understanding of Learning Management System", academia.edu.
9. ^ "Interactions: Selection and Apply of Media for Open up and Distance Learning".
10. ^ ^{a b} Solomon Arulraj DAVID, " Education Machines", teachingmachin.es.
11. ^ Parr, Judy M.; Fung, Irene (three October 2006). "A Review of the Literature on Reckoner-Assisted Learning, peculiarly Integrated Learning Systems, and Outcomes with Respect to Literacy and Numeracy". New Zealand Ministry of Education. Archived from the original on 9 March 2007. Retrieved 13 February 2013.
12. ^ Watson, William R. (2007). "An Statement for Clarity: What are Learning Management Systems, What are They Non, and What Should They Go?" (PDF). TechTrends. 51 (2): 28–34. doi:10.1007/s11528-007-0023-y. S2CID 17043075. Retrieved 13 February 2013.
13. ^ "History and Trends of Learning Management System (Infographic)". Oxagile. 12 Apr 2016.
14. ^ Ashok Sharma (4 May 2015). "The History of Altitude Learning and the LMS". ELH Online Learning Made Simple.
15. ^ "The NKI Net College: A review of 15 years delivery of 10,000 online courses", irrodl.org,.
16. ^ Peter, Berking (2016). "Choosing an LMS" (PDF). {{cite spider web}}: CS1 maint: url-status (link)
17. ^ Lin, Sandi (xvi November 2015). "SaaS Learning Management System: Is your LMS Truly SaaS? - eLearning Industry". eLearning Industry . Retrieved 4 February 2017.
18. ^ "Standard support LMS". Retrieved 4 February 2022.
19. ^ ^{a b c} Long, Phillip D. (2004). "Learning Management Systems (LMS)". Encyclopedia of Distributed Learning. 1000 Oaks: SAGE Publications, Inc. pp. 291–293. doi:10.4135/9781412950596.n99. ISBN9780761924517.
20. ^ Wang, Qiyun; Woo, Huay Lit; Quek, Choon Lang; Yang, Yuqin; Liu, Mei (nine June 2011). "Using the Facebook grouping as a learning direction system: An exploratory report". British Periodical of Educational Engineering science. 43 (iii): 428–438. doi:10.1111/j.1467-8535.2011.01195.x. ISSN 0007-1013.
21. ^ Chaiprasurt, Chantorn; Esichaikul, Vatcharaporn (5 July 2013). "Enhancing motivation in online courses with mobile advice tool support: A comparative report". The International Review of Research in Open and Distance Learning. 14 (3): 377–401. doi:ten.19173/irrodl.v14i3.1416. ISSN 1492-3831.
22. ^ ^{a b} Schoonenboom, Judith (February 2014). "Using an adjusted, task-level engineering science credence model to explicate why instructors in higher didactics intend to use some learning management system tools more than than others". Computers & Didactics. 71: 247–256. doi:ten.1016/j.compedu.2013.09.016. ISSN 0360-1315.
23. ^ Jones, Kyle M. L. (2 July 2019). "Learning analytics and college education: a proposed model for establishing informed consent mechanisms to promote student privacy and autonomy". International Journal of Educational Engineering in Higher Instruction. 16 (ane): 24. doi:10.1186/s41239-019-0155-0. hdl:1805/21571. ISSN 2365-9440. S2CID 195766461.
24. ^ 2021 LMS Information Spring 2021 Update, 2021 .
25. ^ "Bookish LMS Market place Share: A view beyond four global regions". east-Literate. 29 June 2017. Retrieved 30 May 2019.
26. ^ "SCORM is expressionless – what are the alternatives to SCORM?". Feather. 22 August 2018. Retrieved 21 February 2019.
27. ^ Ellis, R.; Calvo, R.A. (2007), "Minimum indicators to quality clinch blended learning supported by learning direction systems" (PDF), Periodical of Educational Technology and Club
28. ^ Toquero, Cathy Mae (16 April 2020). "Challenges and Opportunities for College Educational activity amongst the COVID-19 Pandemic: The Philippine Context". Pedagogical Inquiry. 5 (4): em0063. doi:10.29333/pr/7947. ISSN 2468-4929. S2CID 218823128.
29. ^ Prat, Joana; Llorens, Ariadna; Salvador, Francesc; Alier, Marc; Amo, Daniel (6 May 2021). "A Methodology to Report the University's Online Pedagogy Activity from Virtual Platform Indicators: The Effect of the Covid-xix Pandemic at Universitat Politècnica de Catalunya". Sustainability. xiii (nine): 5177. doi:ten.3390/su13095177.
30. ^ Alzahrani, Latifa; Seth, Kavita Panwar (i November 2021). "Factors influencing students' satisfaction with continuous employ of learning management systems during the COVID-19 pandemic: An empirical study". Education and Information Technologies. 26 (6): 6787–6805. doi:10.1007/s10639-021-10492-v. ISSN 1573-7608. PMC8023780. PMID 33841029.
31. ^ Dindar, Muhterem; Suorsa, Anna; Hermes, January; Karppinen, Pasi; Näykki, Piia (2021). "Comparing engineering acceptance of K-12 teachers with and without prior experience of learning direction systems: A Covid-xix pandemic written report". Journal of Computer Assisted Learning. 37 (6): 1553–1565. doi:ten.1111/jcal.12552. ISSN 1365-2729. PMC8447015. PMID 34548732.
32. ^ Cavus, Nadire; Mohammed, Yakubu; Yakubu, Mohammed Nasiru (half dozen May 2021). "Determinants of Learning Management Systems during COVID-19 Pandemic for Sustainable Education". Sustainability. 13 (ix): 5189. doi:x.3390/su13095189.

Bibliography [edit]

• Levensaler, Leighann; Laurano, Madeline (2009), Talent Management Systems 2010, Bersin & Associates

Farther reading [edit]

• Connolly, P. J. (2001). A standard for success. InfoWorld, 23(42), 57-58. EDUCAUSE Evolving Technologies Committee (2003). Grade Direction Systems (CMS). Retrieved 25 April 2005, from http://www.educause.edu/ir/library/pdf/DEC0302.pdf
• A field guide to learning management systems. (2005). Retrieved 12 Nov 2006, from http://www.learningcircuits.org/NR/rdonlyres/BFEC9F41-66C2-42EFBE9D-E4FA0D3CE1CE/7304/LMS_fieldguide1.pdf
• Gibbons, A. S., Nelson, J. M., & Richards, R. (2002). The nature and origin of instructional objects. In D. A. Wiley (Ed.), The instructional utilise of learning objects: Online version. Retrieved 5 Apr 2005, from http://reusability.org/read/chapters/gibbons.md
• Gilhooly, One thousand. (2001). Making e-learning constructive. Computerworld, 35(29), 52-53.
• Hodgins, H. W. (2002). The future of learning objects. In D. A. Wiley (Ed.), The instructional use of learning objects: Online version. Retrieved 13 March 2005, from http://reusability.org/read/capacity/hodgins.doc
• Wiley, D. (2002). Connecting learning objects to instructional blueprint theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The instructional utilize of learning objects: Online version. Retrieved 13 March 2005, from http://reusability.org/read/chapters/wiley.doc

Source: https://en.wikipedia.org/wiki/Learning_management_system

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