Der Einsatz digitaler Medien hat in der nationalen Hochschullehre Tradition. Lernmanagementsysteme (LMS), E-Learning, Blended Learning, etc. sind Schlagwörter im Hochschulalltag. Allerdings stellt sich die Frage, was LMS und Blended Learning im Zeitalter digitaler Vernetzung und der herangewachsenen Generation der “Digital Natives” leisten (können bzw. sollen)? Die Verbreitung neuer Technologien im Zusammenhang mit neuen Lehr- und Lernkonzepten wie OER, MOOCS, etc. macht zudem die Entwicklung von Analytics-Instrumenten erforderlich. Das ist auch im nationalen Diskurs von großem Interesse und legt neue Handlungsfelder für Hochschulen offen. Doch es stellt sich die Frage, warum Learning Analytics (LA) bzw. Academic Analytics (AA) bisher nur in einem geringfügigen Maße an deutschen Hochschulen erfolgreich zum Einsatz kommen und warum eine Nutzung insbesondere in LMS, wie zum Beispiel OPAL, nicht ohne Weiteres realisierbar erscheint. Hierzu sollen Einflussfaktoren, die die Implementierung von LA- und AA-Instrumenten hemmen, identifiziert und diskutiert werden. Aufbauend darauf werden erste Handlungsfelder vorgestellt, deren Beachtung eine verstärkte Einbettung von LA- und AA Instrumenten in LMS möglich machen soll.

Learning-Management-Systeme (LMS) bilden einen festen Bestandteil schulischer, universitärer und betrieblicher Technologiearrangements in der Aus- und Weiterbildungslandschaft (Meyer, 2016). Sie verstehen sich als webbasierte „Softwaresysteme zur Organisation, Steuerung und Kommunikation zum Lernen und Lehren“ (Kultusministerkonferenz, 2016, S. 42) und ermöglichen die Erstellung, Modifizierung und Veröffentlichung von Lerncontent. LMS finden vor allem dort ihren Einsatz, „wo große Nutzerzahlen auf einen nachhaltigen Lernbedarf stoßen“ (Müller, 2018). Sie adressieren als webbasierte Plattformen ein breites Spektrum bildungsbezogener Aufgaben angefangen bei der Verwaltung von Benutzern und Kursen über die Rollen- und Rechtevergabe bis hin zu verschieden Möglichkeiten der Kommunikation und Kollaboration von Lehrenden und Lernenden. Zudem gelten LMS im Kontext der Digitalisierung in Schulen, Hochschulen und Betrieben als entscheidende Marker für die Veränderung und Neuausrichtung von Lehre (Borchert, Fritzenberg, & Schlöffel, 2014). Für den Paradigmenwechsel ‚from teaching to learning’ und eine stärkere Lernerzentrierung sollen LMS eine wesentliche Rolle spielen (Barr & Tagg, 1995). [Aus der Einleitung.]

Combined with advancements in technology, prior research investigating the teacher-student relationship has radically changed the way we teach and learn in online education. This study examined the way teacher self-disclosure (TSD) influenced student motivation to enroll in an online course and altered their affect, or feelings, toward the teacher when applied within a purely online learning setting. The experiment took place online and was built within a Boston University’s learning management system (LMS), Blackboard Learn. In the online environment, TSD was controlled to provide high levels of male and female TSD in two treatment groups and a complete absence of TSD in two control groups. Out of the 336 Master of Social Work (MSW) students that responded to the recruitment email, 84 students were placed in one of four online settings led by fictional male and female teachers. Students in the treatment groups were granted access to male or female TSD via a Meet the Professor tab within the online learning environment. This tab provided students with access to content collected from social media websites, such as LinkedIn, Pinterest, YouTube, and Twitter on a single web page. The social media content displayed personal and professional information about these fictional instructors and were used to create TSD in the sample online course. The study participants were instructed to explore their assigned sample course not including (control) or including (treatment) TSD. Before and after exploring the sample course, participants completed pre- and post-surveys measuring their motivation to engage in the online course materials, their affect toward the teacher (ATT), and their perceptions of TSD within the online learning environment. Hypothesis testing using ANCOVA, correlation, t-test, and Chi-squared procedures revealed no statistical significance. Findings include recommendations for methodological requirement need to explore the complexities of the teacher-student relationship within a purely online learning environment.

Den här studien undersöker hur ett användarcentrerat tillvägagångssätt kan utveckla gränssnittet för den digitala läroplattformen Canvas, baserat på hur plattformen upplevs av studenter med ADHD/ADD. Genom intervjuer och observationer har data samlats in kring studenternas interaktion med Canvas och vad de upplever för problematik med plattformen. Baserat på studenternas upplevelse, samt riktlinjer som går att återfinna i teorin, har ett alternativt gränssnitt har sedan skapats. Detta gränssnitt har sedan testats av studenterna för att samla in ytterligare information om vad som kan förbättras samt för att testa om förändringarna som gjorts är något studenterna upplever positivt. För att utveckla en produkt som fungerar för samtliga användare är det viktigt att i ett tidigt skede ta i beaktning de med funktionsnedsättningar, och genom att involvera dessa tidigt i designprocessen kan en digitalt tillgänglig produkt utvecklas. Data från denna studie har gett värdefulla insikter i vad studenter med ADHD/ADD upplever problematisk med digitala läroplattformar. / This study examines how a user centered approach can develop the learning management system Canvas, based on how it is perceived by students with ADHD/ADD. By conducting interviews and observations data has been collected about the students interaction with Canvas and what they experience as problems with the platform. Based on the students experiences and guidelines that can be found in the theory, an alternative interface has since been created. This interface has since been tested by the students to gather additional information about what can be improved, and to test whether the changes that have been made are well met. In order to develop a product that work for all users, it is important to take those with disabilities into account at an early stage in the design process, and by doing so a digitally accessible product can be developed. Data from this study provides valuable insights into what students with ADHD/ADD experience as problematic with learning management systems.

Information Literacy (IL) has been implemented among workers in schools in recent years in order to enhance workers’ skills and competencies through the utilisation of technology in education. To implement a sustainable IL system, the building of an IT infrastructure is required including the provision of PCs and network access, enabling students to connect to the internet during class time in order to access educational web-based content as well as to share discussions about subjects with their peers in and out of the class. Assessing the level of information literacy (IL) of stakeholders will assist in creating a new proposed school management system (SMS) to be used among them in the future. This will encourage teachers to use blended learning approach for teaching their students. Therefore, it is important to examine the IL of stakeholders (principal, head of division, teacher) in Kuwait to increase their skills and competencies which will lead to greater innovation in future developments. This work aims at assessing information literacy level of stakeholders, their skills and competencies in utilising technology in a workplace environment, which will assist the researcher to create a new school system. In addition, this work presents a new proposed school management system (SMS) for stakeholders in the current educational system of high schools in Kuwait, therefore, applying the BL approach in order to achieve a high quality of students' learning outcomes.

No description available.

Learning Management Systems (LMSs) have been an essential part of the e-Learning ecosystem since the 1990s. LMSs have been developed and widely adopted by higher education institutions around the world. Despite the instructional and financial benefits of using LMSs, the adoption and diffusion of LMSs by faculty members continues to be challenging in higher education institutions, and particularly in developing countries. The purpose of this study is to determine the factors influencing the adoption of learning management systems (LMSs) by faculty members in Saudi Arabian higher education. The study employed a mixed method approach and applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to explore these factors. Specifically, the study aims to determine the extent at which Performance Expectancy (PE), Effort Expectancy (EE), Facilitating Conditions (FC), and Social Norms (SN) influence faculty members' Behavioral Intention (BI) to adopt the Blackboard LMS. It also examines the moderating roles of age, gender, experience, perceived voluntariness, and computer self-efficacy on Performance Expectancy (PE), Effort Expectancy (EE), Social Norms (SN), and Facilitating Conditions (FC). The results of the study revealed a strong and positive correlation between performance expectancy and behavioral intention for Blackboard usage. The study also found Effort Expectancy, Facilitating Conditions, and Social Norms to be significant predictors of Behavioral Intention for Blackboard usage. Additionally, the findings show no moderation effects of age, gender, perceived voluntariness, and computer self-efficacy on Performance Expectancy, Effort Expectancy, Social Norms, and Facilitating Conditions. Experience was found to have a moderation effect on the relationship between Social Norms and Behavioral Intention. / Doctor of Philosophy / Learning Management Systems (LMSs) have been an essential part of the Electronic-Learning ecosystem since the 1990s. LMSs have been developed and widely adopted by higher education institutions around the world. Despite the instructional and financial benefits of using LMSs, the usage rate of LMSs by faculty members continues to be challenging in higher education institutions, and particularly in developing countries. The purpose of this study is to determine the factors influencing the usage of learning management systems (LMSs) by faculty members in Saudi Arabian higher education. The study employed a mixed method approach and applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to explore these factors. Specifically, the study aims to determine the extent at which Performance Expectancy (PE), Effort Expectancy (EE), Facilitating Conditions (FC), and Social Norms (SN) influence faculty members' Behavioral Intention (BI) to adopt the Blackboard LMS. It also examines the moderating roles of age, gender, experience, perceived voluntariness, and computer self-efficacy on Performance Expectancy (PE), Effort Expectancy (EE), Social Norms (SN), and Facilitating Conditions (FC). The results of the study revealed a strong and positive correlation between performance expectancy and behavioral intention for Blackboard usage. The study also found Effort Expectancy, Facilitating Conditions, and Social Norms to be strong predictors of Behavioral Intention for Blackboard usage.

The main focus of this study is to determine if systems development methodologies are being utilised in the development of electronic learning systems in South Africa and if these methodologies are being applied effectively. Essentially this study can be viewed as exploratory research, utilising a conceptual research model to investigate the relationships between the constructs and measurements. Electronic learning, or e-learning, is being employed to educate millions of learners, students and employees around the world and it is a critical component of modern educational systems. E-learning systems, or learning management systems, as it is known in the field, sit at the heart of these educational systems and are used to systematically deliver on-line content and facilitate the learning experience around that content. There is still much confusion and misconceptions surrounding e-learning and learning management systems abound. This study will try and clarify some of these misconceptions. In e-learning systems, the effective use of information systems is especially relevant as it is used to educate the minds of the future. To ensure that e-learning systems of outstanding quality are being developed, it is therefore crucial that systems development methodologies are being used as they can have a significant impact on the development process. There is a dearth of empirical research available on the use and effectiveness of systems development methodologies in South Africa. This study aims, amongst other things to make a contribution to the availability of empirical results. By empirically evaluating the conceptual research model, utilising a survey as the main research method and statistically analysing the dataset, meaningful results were obtained. This study gave some insights into how learning management system procurement and development is being done in South Africa and revealed that the use of open-source systems currently exceeds the use of proprietary systems. The results of the research showed that systems development methodologies (e.g. Object-Oriented Analysis and Rapid Application Development) are being used effectively in the development of e-learning systems. Strong relationships exist between many of the systems development methodology factors identified (e.g. performance expectancy and the perceived support of the methodology) and the quality and productivity of the development process. This in turn has a strong influence on the impact systems development methodologies have on the quality of learning management systems. / MCom (Computer Science & Information Systems), North-West University, Potchefstroom Campus, 2014

The main focus of this study is to determine if systems development methodologies are being utilised in the development of electronic learning systems in South Africa and if these methodologies are being applied effectively. Essentially this study can be viewed as exploratory research, utilising a conceptual research model to investigate the relationships between the constructs and measurements. Electronic learning, or e-learning, is being employed to educate millions of learners, students and employees around the world and it is a critical component of modern educational systems. E-learning systems, or learning management systems, as it is known in the field, sit at the heart of these educational systems and are used to systematically deliver on-line content and facilitate the learning experience around that content. There is still much confusion and misconceptions surrounding e-learning and learning management systems abound. This study will try and clarify some of these misconceptions. In e-learning systems, the effective use of information systems is especially relevant as it is used to educate the minds of the future. To ensure that e-learning systems of outstanding quality are being developed, it is therefore crucial that systems development methodologies are being used as they can have a significant impact on the development process. There is a dearth of empirical research available on the use and effectiveness of systems development methodologies in South Africa. This study aims, amongst other things to make a contribution to the availability of empirical results. By empirically evaluating the conceptual research model, utilising a survey as the main research method and statistically analysing the dataset, meaningful results were obtained. This study gave some insights into how learning management system procurement and development is being done in South Africa and revealed that the use of open-source systems currently exceeds the use of proprietary systems. The results of the research showed that systems development methodologies (e.g. Object-Oriented Analysis and Rapid Application Development) are being used effectively in the development of e-learning systems. Strong relationships exist between many of the systems development methodology factors identified (e.g. performance expectancy and the perceived support of the methodology) and the quality and productivity of the development process. This in turn has a strong influence on the impact systems development methodologies have on the quality of learning management systems. / MCom (Computer Science & Information Systems), North-West University, Potchefstroom Campus, 2014

A avaliação de trabalhos práticos de programação é uma tarefa dispendiosa. Diversas ferramentas têm sido propostas e desenvolvidas a fim de automatizar as tarefas repetitivas realizadas pelos professores na avaliação de trabalhos práticos de programação e fornecer um feedback mais rápido e adequado aos alunos. No entanto, a adição de uma nova ferramenta aumenta a sobrecarga de novas informações e ambientes que os alunos têm que lidar. De forma análoga, a ferramenta de avaliação é mais um recurso que o professor tem de configurar, manter e ensinar os alunos a utilizar. Por este motivo, vários trabalhos vêm sendo conduzidos a fim de integrar ferramentas de avaliação para trabalhos de programação em sistemas de gestão da aprendizagem (Learning Management Systems LMSs). A integração de ferramentas em LMSs promove sua adoção em disciplinas de computação, uma vez que estarão em concordância com o LMS já familiar aos alunos e professores, dispensando a necessidade de adotar, aprender e gerenciar a submissão e correção de trabalhos em um outro ambiente. No entanto, tais trabalhos consistem apenas em modelos conceituais abstratos, não propõem uma integração com vários LMSs ou não tratam certas dificuldades específicas encontradas quando integrando ferramentas de avaliação. Nessa perspectiva, este trabalho tem como objetivo o desenvolvimento da arquitetura IMPACTLE, uma solução que permite a integração de diferentes ferramentas de avaliação para trabalhos de programação em vários LMSs. A ideia é que os alunos e professores possam acessar as funcionalidades das ferramentas por meio dos LMSs em que já estão habituados, sem a necessidade de aprender a utilizar e adotar uma nova ferramenta. Protótipos da arquitetura IMPACTLE foram instanciados e experimentos foram realizados envolvendo a utilização de diferentes ferramentas de avaliação por meio de LMSs. De modo geral, observou-se que a utilização da IMPACTLE possibilita que professores e alunos realizem as tarefas relacionadas às atividades de programação de forma mais eficiente, eficaz e efetiva por meio dos LMSs. / The assessment of programming assignments is a costly task. Several tools have been proposed and developed in order to automate the repetitive tasks performed by instructors in the assessment of programming assignments and provide a faster and more adequate feedback to students. However, adding a new tool increases the overload of new information and environments that students have to deal with. Similarly, the assessment tool is one more resource that the instructor has to configure, maintain and teach students to use, spending time and effort that could be used in other pedagogical activities. For this reason, several works have been conducted to integrate assessment tools for programming assignments in learning management systems (LMSs). The integration of assessment tools into LMSs promotes their adoption in computing courses, since they will be in agreement with the LMS already familiar to students and instructors, without the need to adopt, learn and manage the submission and correction of assignments in another environment. However, these works consist only of abstract conceptual models, do not propose integration with several LMSs, or do not address certain specific difficulties faced when integrating assessment tools. In this perspective, this work aims at the proposition of the IMPACTLE architecture, a solution that allows the integration of different assessment tools for programming assignments in LMSs. The idea is that students and teachers can access the features of the tools through the LMSs they are already used to, without the need to learn how to use and adopt a new tool. Architecture prototypes were instantiated and experiments were carried out involving the use of different assessment tools through LMSs. In general, we noticed that the use of IMPACTLE enables instructors and students perform tasks related to programming activities in a more efficient, efficacious and effective way through the LMSs.