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.

O presente trabalho consistiu na proposta, desenvolvimento e teste de um ambiente computacional hierárquico que vise facilitar a criação, organização e gerenciamento de cursos para serem disponibilizados via Internet, inserido nos projetos de Educação a Distância conduzidos pelo CDCC (Centro de Divulgação Científica e Cultural da USP- São Carlos), tendo como objetivo inicial o treinamento e reciclagem de professores da rede pública, nas disciplinas de física e ciências. O ambiente possui um sistema especialista para o tratamento das dúvidas dos usuários, o Sistema Gerenciador de Dúvidas Online (SGDO) que se tornou uma ferramenta autônoma e hoje faz parte do Plantão de Dúvidas Online do CDCC/USP. O SGDO utiliza o conceito de Education Intelligence, através do uso de data mining, possibilitando ao instrutor selecionar dados, analisar informações, identificar tendência e tomar decisões no decorrer de um curso a distância. A ferramenta WebCourse é um ambiente hierárquico baseado na Web consistindo de quatro módulos: WebCourse Instrutor, WebCourse Monitor, WebCourse Aluno e WebCourse Administrador. Cada módulo possui ferramentas específicas, desenvolvidas para as necessidades dos agentes participantes do ambiente (instrutores, monitores, alunos e administradores). O ambiente é dito hierárquico porque algumas de suas ferramentas somente podem ser usadas por certos módulos. Cada módulo está altamente conectado aos outros e todas as ferramentas são baseadas em templates HTML, usando a linguagem script Lite, do banco de dados mSQL, para a geração de arquivos HTML dinâmicos. Todo o sistema é gerenciado através de um banco de dados mSQL, localizado num servidor web, onde os dados são armazenados e recuperados sob demanda. / The present work consisted on the proposal, development and test of a hierarchical computational environment to facilitate the creation, organization and management of courses to be available over the Internet, inserted on the projects of Distance Education conducted by CDCC (Center for Scientifical and Cultural Dissemination at the University of São Paulo at São Carlos). Its initial objective was training public school teachers of Physics and Sciences. The environment has a specialist system for the treatment of online doubts called Online Doubt Managing System (ODMS), which became an autonomous tool inside the Online Doubt Helping Center at CDCC/USP. ODMS utilizes the concept of Education Intelligence through the use of data mining, making it possible for instructors to select data, analyze informations, identify trends and take decisions during a course carried via Web. WebCourse is a hierarchical web-based tool for the creation and management of web-based courses which consists of four modules: WebCourse Instrutor (Instructor Module), WebCourse Monitor (Teacher Assistant Module), WebCourse Aluno (Student Module) and WebCourse Administrador (Administrator Module). Every module has a set of specific tools, developed to meet the necessities of the environment\'s participant agents (instructors, teacher assistants, students and administrators). The tool is said to be hierarchical since some of its tools can only be used by certain modules. Each module is highly connected to the others and every tool is template-based, using the mSQL database\'s Lite scripting facility in order to generate HTML files on-the-fly. All the system is managed through a mSQL database, located on a web server, where data is stored and recovered on demand.

Submitted by Alisson Leda (alisson-brasil@outlook.com) on 2018-04-20T15:21:00Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Walter_Nakamura.pdf: 2654157 bytes, checksum: f389f3f98501fcdfacce1b60b74aac8d (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-04-20T18:59:48Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Walter_Nakamura.pdf: 2654157 bytes, checksum: f389f3f98501fcdfacce1b60b74aac8d (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-04-20T19:02:37Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Walter_Nakamura.pdf: 2654157 bytes, checksum: f389f3f98501fcdfacce1b60b74aac8d (MD5) / Made available in DSpace on 2018-04-20T19:02:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Walter_Nakamura.pdf: 2654157 bytes, checksum: f389f3f98501fcdfacce1b60b74aac8d (MD5) Previous issue date: 2018-02-22 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / The increasing interest in new learning technologies has led learning institutions and organizations to adopt powerful platforms designed to support the teaching and learning process, called Learning Management Systems (LMSs). The widespread adoption of LMSs raises the need to evaluate the quality in use of these platforms through attributes such as usability and User eXperience (UX). For instance, if the LMS does not provide a good usability, the learner will spend more time trying to understand how to use the platform rather than learning the educational content. Similarly, a positive UX is essential to make the platform more pleasuring, appealing and satisfactory to the learner. Although several studies have been conducted to evaluate LMSs, few techniques encompass both usability and UX. This work presents the development of a technique to evaluate the usability and UX of LMSs, called TUXEL, by means of Design Science Research methodology. Additionally, we developed a tool to support the evaluation process. We conducted two empirical studies in order to assess the feasibility of the technique, while comparing it with an existing technique from the literature. Results indicated that TUXEL allowed identifying a higher number of usability problems in comparison to an adapted version of the Heuristic Evaluation, while requiring less time. / .

Lärplattformar används idag i allt större utsträckning vid distansundervisning. Forskning pekar på att lärstilar är en viktig faktor att ta hänsyn till vid distansundervisning, dock är området beträffande lärstilar i relation till lärplattformar relativt outforskat, och det saknas tydlig vetskap om hur lärplattformar kan designas för att stödja olika lärstilar. Den här studien undersöker lärstilar i relation till funktioner i lärplattformar, genom en explorativ ansats och studie med designinslag. Utifrån en litteraturstudie identifierades funktioner i en lärplattform, vilka ställdes i relation till Kolbs teori om lärstilar för att mynna ut i ett antal rekommendationer för undervisning och användning av funktioner, som låg till grund för utformning av en prototyp. Prototypen fungerade som underlag för den empiriska undersökningen, vilken genom intervjuer utgjorde prövning av rekommendationernas relevans, samt kartläggning av hur funktioner i lärplattformar stödjer olika lärstilar vid användning. Studienresulterade i åtta designriktlinjer, och bidrar till den brist som idag råder i fråga om hur lärplattformar kan designas för att stödja olika lärstilar. / Learning management systems are currently used increasingly in distance education. Research indicates that learning styles are important factors to consider in distance education, however, the area regarding learning styles in relation to learning management systems is relatively unexplored, and there is no clear knowledge of how learning management systems can be designed to support different learning styles. This study investigates learning styles in relation to the features in learning management systems, through an explorative approach and study with design elements. Based on a literature study we identified features of a learning management system, which was put in relation to Kolb's theory of learning styles in order to lead to a number of recommendations for education and use of features, which formed the basis for the design of a prototype. The prototype served as the basis for the empirical investigation, in which interviews constituted testing of the relevance of the recommendations, and the mapping of the features of the learning management system to support different learning styles in use. The study resulted in eight design guidelines, and contributes to the shortage that currently exists in terms of how learning management systems can be designed to support different learning styles.

Learning Analytics (LA) tools analyse data from Learning Management Systems (LMS) and are being increasingly adopted by Higher Education Institutions (HEI). Analysed LMS data can offer helpful insights into student academic performance and allow predictions based on various metrics to be made, it can also help provide personalised feedback and learning experiences/trajectories for students. Adoption of these systems, however, may be potentially hampered by factors such as lack of user trust, ethical issues regarding data collection, unintended negative consequences of its use and a lack of insight into data accuracy and statistical methods applied by the LA systems. To facilitate the adoption and implementation of LA and also to inform data collection policymaking at HEI it is important that values such as trust between the entity collecting data and the student whose data is being collected be maintained. Stakeholders’ views and values are important factors to be taken into consideration when developing these systems. The study was performed at two Swedish HEI, Stockholm University (SU) and Linnaeus University (Kalmar), and although both institutions utilise LMS and collect student data, at the time of writing, neither have defined strategies for using LA. The study consisted of an initial questionnaire to explore student awareness of data collection and usage and how comfortable students are with data collection and what values they consider important. This questionnaire was distributed to students attending courses at the aforementioned universities. A plugin developed for Moodle was then published to several summer courses at Linnaeus University (LNU) and subsequently followed up by a second questionnaire. The plugin presented students with an analytics dashboard where they could explore graphical representations of data being collected about them by the Moodle LMS. The second questionnaire attempted to gauge student perceptions after they reflected on the data collected by the HEI. This gives a more detailed understanding of the contexts in which data collection and usage are considered acceptable by students. It also offers insight into how students expect to be informed about data collection at their HEI. Further, it reveals how awareness seems to influence acceptance, values and identification of possible uses of LA together with associated ethical concerns. The results from the surveys indicate that awareness significantly impacts the value of privacy, in terms of who has access to and control of the data. Awareness also impacts how worried students are about data collection, an increased awareness of how the data can be used increases how worried students are concerning data collection and the use of this data. Furthermore, this awareness impacts students’ levels of engagement with institutions’ privacy policy documents. The results also reveal that acceptance of data collection and use is highly contextual and depends greatly on who the data is shared with and in what context.

Past literature has shown that nursing programs reported educators were at the novice or beginner level regarding use of technology and that there was a critical need for faculty development. There was a lack of current information on the perspectives of nurse faculty utilizing learning management systems. Learning management systems are being used within nursing education, faculty should be proficient implementing the technology, if not, students and faculty suffer. The purpose of this study was to understand how nursing faculty perceive the use and support for integrated online Learning Management System (LMS) technology, along with levels of self-efficacy, at the institution in which they work. The Bandura self-efficacy conceptual framework was used to explore nursing faculty perspectives on the use of LMS technology. A case study approach was used for this study to aid in identifying the perspective of nursing educators who have utilized LMS technology. Participants included 8 nursing faculty from 3 Southeastern Pennsylvania nursing program. Data sources consisted of online survey questions and telephone interviews. Survey data results were analyzed by means of central tendency. Transcriptions of interviews were analyzed using NVivo software for coding and identification of themes and patterns. The results revealed that nursing faculty did not seem to like their LMS platform; however, the majority of the faculty did consider the LMSs useful in providing materials to students and for posting grades, although faculty stated a desire for additional training and regular workshops on using LMSs. This research can contribute to positive social change by assisting stakeholders in best implementation of LMSs in student instructional practices.

Despite school leaders' attempts to implement technology designed to provide resources for parent and student use at home, many parents of at-risk children are reluctant to use the learning platforms. The purpose of this phenomenological study was to describe the meaning of human experiences as they related to parents' reluctance to using learning management systems (LMSs). Elements from Rogers's innovation diffusion theory, Davis's technology acceptance model, and Epstein's parent involvement model were combined for the study's conceptual framework. The research questions addressed the challenges parents encounter with learning platforms; parents' experiences with teachers and schools with regard to training, orientation, and using learning platforms; and parents' feelings about establishing a learning institute to support their LMS use. Six parent participants from a small suburban school district in Southeastern United States who self-disclosed that they used LMS less than 3 times per week and had a child that scored at the beginning level of the mandatory state test were purposefully selected for this study. Data were collected through semistructured interviews and analyzed via Moustakas's modified van Kaam method, which uncovered 4 major themes. The findings indicated that parents avoided using LMSs for several reasons, which included parents' lack of knowledge regarding accessing and using LMSs, ineffective orientation practices, lack of technical support, and lack of support for training. This research contributes to the existing body of literature and advances social change by illuminating parents' challenges with implemented technology. School leaders may use the findings to devise strategic plans to facilitate training programs for parents.

No description available.

Cyber security education has evolved over the last decade to include new methods of teaching and technology to prepare students. Instructors in this field of study often deal with a subject matter that has rigid principles, but changing ways of applying those principles. This makes maintaining courses difficult. This case study explored the kind of teaching methods, technology, and means used to explain these concepts. This study shows that generally, cyber security courses require more time to keep up to date. It also evaluates one effort, the NxSecLab, on how it attempted to relieve the administrative issues in teaching these concepts. The proposed framework in this model looks at ways on how to ease the administrative burden in cyber security education by using a central engine to coordinate learning management with infrastructure-as-a-service resources.

This research comprises three interconnected studies, all anchored in the usability evaluation of mobile education applications, with guidance from the well-established Jakob Nielsen factors to heuristic evaluation. The first study delves into the analysis of mobile application reviews using a deep learning model and machine learning to unearth usability issues. In the second study, we examine the usability of two prominent educational applications, Canvas and Blackboard, integrated within Prince Sattam bin Abdulaziz University (PSAU) and at the University of North Texas (UNT) from a student-oriented perspective. Through the synthesis of findings and insights from antecedent studies, we seek to augment the current body of knowledge and offer realistic recommendations for the enhancement of mobile education application usability. Our findings have the potential to improve the efficacy of platforms, offering developers a roadmap to refine application features and optimize the learning experience for both educators and learners.