Learning Management Systems (LMS) have become a common feature in contemporary Higher Education institutions worldwide. LMS literature shows that the level of interest and/or knowledge among academics towards the importance and usefulness of these systems, and the opportunities they can bring to the teaching process are key factors affecting the degree of use of LMS in HE. To date, most of these studies have taken place in the context of developed countries, and there is only limited research in other areas. In recent years, LMS have been adopted widely in Saudi Arabia’s Higher Education sector, however, there are no strong and detailed data regarding the subject in this context, which could impede future developments. On the other hand, academics were chosen as the main focus of this investigation because studies have revealed that they have the most vital role in promoting and enhancing the use of LMS. Therefore, this research investigates academics’ adoption and usage of LMS in Saudi Arabia’s universities; it aims to understand the adoption conditions and identify what factors truly affect the adoption process and to what level are the systems being used and why. The investigation was guided by Grounded Theory research principles. Initially, a review of the literature identified the nature of LMS along with the issues confronting academics when they are trying to use it to its full potential in supporting the delivery of their courses. Afterwards, questionnaires were employed to further explore the phenomenon in its examined context, i.e. Saudi higher education. The generated data and concepts were then used to guide the research process and to develop interview questions. The interviews were carried out at three Saudi universities with a range of stakeholders, which signified the primary data source in this investigation. Analysis revealed that LMS did not emerge as a well-established component of academics’ activities in Saudi universities despite the positive view respondents expressed towards it. Findings also explained why LMS was either considered a secondary method to support face-to-face teaching, or under-utilised in fully online courses. Furthermore, findings revealed the primary factors influencing academics’ level of use of LMS. Moreover, there were issues identified in relation to the academics’ development and training for LMS, which had a significant effect on the academics’ level of use of LMS. Findings were then integrated into a substantive theory and a theoretical model, which represents the research primary outcome. The theoretical outcomes offer abstract explanation of the phenomenon about adopting innovatory systems in Saudi universities, LMS in this instance. In conclusion, suggestions for improving the current provision of LMS in Saudi Universities are made. Overall, this study provided an insight into the environment surrounding the early adoption phases of LMS in Saudi universities, which offers a better understanding of the phenomenon. Subsequently, this will help enhance the adoption process in current contexts and assist in the better future utilisation of these systems in similar situations.

Learning Management Systems (LMS) is a widespread information system used in many Higher Education Institutes (HEI) in order to facilitate educational efforts. The system can be used for support in campus courses; courses conducted on the Internet and of course a mixture of these usages. This study attempts to understand the process of the implementing an LMS at a specific HEI. The HEI has made several implementations over the last 6 years, but decided to implement a new LMS during 2018. The focus of the study is the perceived effects on teachers in the implementation and the role a group of so-called Ambassadors played in the implementation. The study applied a social constructivist approach, mixing interviews, observation and survey as methods for data collection from teachers and implementation project management at the HEI. The study applied thematic analysis in order to analyse the collected data. The analysis built on five themes, Ambassadors, Implementation, Major concerns, Pedagogy, and System Literacy. Findings suggest that time management issues created the major effect on the daily work of teachers and that the group of Ambassadors in their role acted as a form of change agents, thus influencing the implementation project positively. Findings also suggested that only a few teachers took the opportunity to apply new pedagogical features to their teaching, in connection with the implementation. Finally, findings suggested that, in line with previous research, that the LMS is not used fully, as some teachers tends to use only minor functionalities in the LMS.

Στην παρούσα εργασία μελετάται η αποτίμηση της ευχρηστίας στο πλαίσιο των συστημάτων διαχείρισης της μάθησης (Learning Management Systems - LMS). Σκοπός της έρευνας που διεξάγεται είναι η εγκυροποίηση του ερωτηματολογίου System Usability Scale (SUS) (Brooke, 1996), ως εργαλείο αποτίμησης της ευχρηστίας, στο πλαίσιο αυτό. Επιπλέον στόχος της εργασίας είναι η εγκυροποίηση της ελληνικής μετάφρασης του ερωτηματολογίου SUS, όπως αυτή δημιουργήθηκε από τους Katsanos, Tselios and Xenos (2012), και τέλος διερευνώνται τα αποτελέσματα του SUS σε σχέση με διάφορους παράγοντες, π.χ. φύλο, ηλικία, κ.ά. Για την επίτευξη των στόχων πραγματοποιήθηκαν 11 μελέτες στις οποίες συμμετείχαν συνολικά 771 φοιτητές του Πανεπιστημίου Πατρών. Οι συμμετέχοντες αξιολόγησαν την ευχρηστία των συστημάτων eClass και Moodle που χρησιμοποιούνται στο πλαίσιο μαθημάτων του προγράμματος σπουδών τους, συμπληρώνοντας ένα ανώνυμο ερωτηματολόγιο το οποίο συμπεριλάμβανε το ερωτηματολόγιο SUS. Από την ανάλυση των δεδομένων που συλλέχθηκαν, προέκυψε ότι το ερωτηματολόγιο SUS φαίνεται να είναι ένα έγκυρο εργαλείο αποτίμησης ευχρηστίας για τα συστήματα διαχείρισης της μάθησης. Η ελληνική έκδοση του ερωτηματολογίου επιβεβαιώθηκε ως κατάλληλη για την αξιολόγηση της ευχρηστίας των LMS από φοιτητές που μιλούν ελληνικά. Τέλος, επιβεβαιώθηκαν ευρήματα προηγούμενων μελετών (Tullis & Stetson, 2004; Bangor, Kortum & Miller, 2008; Kobsa, Sonawalla, Tsudik, Uzun, & Wang, 2009; Granića & Ćukušić, 2011; Sauro, 2011a; Kortum & Bangor, 2013), και βρέθηκαν κάποιες επιπλέον συσχετίσεις των αποτελεσμάτων του ερωτηματολογίου SUS με τους παράγοντες: αυτοαποτελεσματικότητα για το Διαδίκτυο, στάση προς το Διαδίκτυο ως μαθησιακό εργαλείο και συχνότητα χρήσης του LMS. / In this paper we study the evaluation of usability in the context of management learning (Learning Management Systems - LMS). The purpose of the survey conducted is the validation of the questionnaire System Usability Scale (SUS) (Brooke, 1996), a tool for assessment of usability, in this context. Additional aim of this work is the validation of the Greek translation of the questionnaire SUS, as created by Katsanos, Tselios and Xenos (2012), and then the investigation of the effects of SUS in relation to various factors, eg gender, age, etc. To achieve the objectives 11 studies were held involving a total of 771 students of the University of Patras. Participants evaluated the usability of systems eClass and Moodle, which are used within the course curriculum, by completing an anonymous questionnaire, which included the SUS. From the analysis of the data collected it was showed that the SUS questionnaire appears to be a valid usability assessment tool for learning management systems. The Greek version of the questionnaire was confirmed as suitable for evaluating the usability of LMS by students who speak Greek. Finally, findings of previous studies were confirmed (Tullis & Stetson, 2004; Bangor, Kortum & Miller, 2008; Kobsa, Sonawalla, Tsudik, Uzun, & Wang, 2009; Granića & Ćukušić, 2011; Sauro, 2011a; Kortum & Bangor, 2013), and some additional correlations between the SUS score and three factors were found: self-efficacy on the Internet, attitude towards the Internet as a learning tool and frequency of use of LMS.

Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-05-09T12:29:34Z No. of bitstreams: 1 DissAESCSF.pdf: 8504536 bytes, checksum: 5aa7619eb4ee6026af071cd2ad3bd1e2 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-05-11T18:14:22Z (GMT) No. of bitstreams: 1 DissAESCSF.pdf: 8504536 bytes, checksum: 5aa7619eb4ee6026af071cd2ad3bd1e2 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-05-11T18:14:30Z (GMT) No. of bitstreams: 1 DissAESCSF.pdf: 8504536 bytes, checksum: 5aa7619eb4ee6026af071cd2ad3bd1e2 (MD5) / Made available in DSpace on 2017-05-11T18:19:28Z (GMT). No. of bitstreams: 1 DissAESCSF.pdf: 8504536 bytes, checksum: 5aa7619eb4ee6026af071cd2ad3bd1e2 (MD5) Previous issue date: 2016-08-29 / Não recebi financiamento / The main purpose of this study is to analyze, by using Discursive Sequences, the paradox established during the construction of the teacher’s image in the twenty-first century. The corpus of this research consists of two Learning Management Systems (LMS) - Schoology and Edmodo - and official documents such as Leis de Diretrizes e Bases. French Discourse Analysis will be used as theory and method, in which authors as Pêcheux (1995, 2008) and Orlandi (2004, 2009, 2014) define concepts such as paraphrasing and metaphor for construction and maintenance of discourse. These concepts, related to Dominique Julia’s theory (2000), evoke the discursive memory and its effects on the development of the teacher’s image due to technological changes. / Este estudo analisa, utilizando Sequências Discursivas (SD), o paradoxo que se apresenta na construção da imagem do docente no século XXI. O corpus dessa pesquisa é formado por dois Sistemas de Gerenciamento de Aprendizagem (SGA) – Schoology e Edmodo – e documentos oficiais, como as Leis de Diretrizes e Bases. A base teórico-metodológica é a Análise de Discurso Francesa, na qual autores como Pêcheux (1995, 2008) e Orlandi (2004, 2009, 2014) definem conceitos como paráfrase e metáfora para construção e manutenção do discurso. Esses conceitos, ao serem associados à fala do historiador Dominique Julia (2000), no âmbito histórico evocam a memória discursiva e seus efeitos produzidos na elaboração do imaginário docente diante das mudanças tecnológicas.

Είναι ευρέως γνωστό ότι, τα τελευταία χρόνια, οι ΤΠΕ (Τεχνολογίες Πληροφορίας και Επικοινωνίας) ενσωματώνονται σε όλα τα σύγχρονα εκπαιδευτικά συστήματα διότι με τη χρήση τους παρέχονται ποικίλες διευκολύνσεις – πλεονεκτήματα κατά τη μαθησιακή διαδικασία. Σκοπός της συγκεκριμένης διπλωματικής εργασίας είναι η σχεδίαση και η παράδοση του μαθήματος "Ανάπτυξη εφαρμογών σε προγραμματιστικό περιβάλλον" με χρήση της πλατφόρμας ανοικτής εκπαίδευσης DIPLEK που χρησιμοποιεί τις ΤΠΕ για την ανάπτυξη και οργάνωση του εκπαιδευτικού υλικού από τους εκπαιδευτικούς. Το μάθημα «Ανάπτυξη εφαρμογών σε προγραμματιστικό περιβάλλον» απευθύνεται στους μαθητές της Γ’ Τάξης Τεχνολογικής Κατεύθυνσης Ενιαίου Λυκείου, του Κύκλου Πληροφορικής και Υπηρεσιών. Στόχος του μαθήματος είναι η εισαγωγή του μαθητή στη λογική του προγραμματισμού και η ανάπτυξη του κατάλληλου τρόπου σκέψης για την αλγοριθμική επίλυση προβλημάτων. Σκοπός της διπλωματικής εργασίας είναι η δημιουργία μιας υποδειγματικής διδασκαλίας του πανελληνίου αυτού εξεταζόμενου μαθήματος που θα αποτελέσει ένα χρήσιμο βοήθημα για τους μαθητές και εργαλείο αναφοράς για τους εκπαιδευτικούς. Για την υλοποίηση του μαθήματος θα χρησιμοποιηθεί η πλατφόρμα ανοικτής εκπαίδευσης DIPLEK. Η πλατφόρμα αυτή έχει σχεδιαστεί και υλοποιηθεί με βάση τις σύγχρονες ανάγκες του μαθητή και καθηγητή για εύκολη πρόσβαση σε εκπαιδευτικό υλικό και μπορεί και προσαρμόζεται στις ανάγκες του. Ακόμα η χρήση της δεν απαιτεί ιδιαίτερες γνώσεις ηλεκτρονικού υπολογιστή αφού παρέχει ένα φιλικό γραφικό περιβάλλον εργασίας στο χρήστη. Η ύλη που θα καλύπτει το μάθημα είναι η ύλη που καλούνται οι μαθητές της Γ Λυκείου να εξεταστούν στις πανελλήνιες εξετάσεις (ανάλυση προβλήματος, βασικές έννοιες αλγορίθμων, δομές δεδομένων και αλγόριθμοι, η γλώσσα προγραμματισμού «Γλώσσα» και το κεφάλαιο υποπρογράμματα). Για την επίτευξη του στόχου αυτού θα χρησιμοποιηθούν μια σειρά από δραστηριότητες που θα καλύπτουν το εύρος των δυνατοτήτων της πλατφόρμας. Δραστηριότητες που θα στοχεύουν στην ανάλυση των δυσνόητων σημείων θεωρίας, ασκήσεις λυμένες και ασκήσεις για λύση με σκοπό την εμπλοκή των μαθητών σε προσωπική πειραματική διαδικασία, τεστ πολλαπλής επιλογής, διαγωνίσματα. Περαιτέρω μελέτη αποτελεί η αξιολόγηση των σεναρίων στη σχολική τάξη και εφαρμογή παρόμοιων σεναρίων για περισσότερα γνωστικά αντικείμενα. / It is widely believed that in recent years, ICT (Information and Communication Technologies) have been incorporated into all modern educational systems since their use provides a variety of facilities - the advantages in the learning process. The purpose of this particular thesis, is the design and teaching of the " Application Development in a programming environment " course, by using the open education platform DIPLEK, which utilizes the ICT for the development and organization of educational material by teachers. The course mentioned before, is addressed to those students of the Third Grade of High School, who are orientated to the Technological field of computer Science and Services Cycle. The course aims at introducing to student the sense of planning and developing the appropriate way of thinking about algorithmic problem solving. The goal of this thesis is to create an exemplary instructive method of this Pan-Hellenic subject that will be a useful tool for students and a reference tool for teachers. For the realization of the course, the platform of open education DIPLEK will be used. It has been designed and implemented based on the current needs of both student and teacher, for easy access to educational material and can be adapted to their needs as well. Furthermore, its use requires no special computer knowledge due to the fact that it offers a friendly graphical user interface. The material covered by the course, is the one the third Grade candidates are invited to know well, since they enter for it during National exams (problem analysis, basic concepts of algorithms, data structures and algorithms, the programming language "Language" and sub programmes charter). To achieve this goal a range of activities covering the breadth of capabilities of the platform will be used. Activities which aim at analyzing the obscure points of theory, already answered drills and exercises or others which demand a solution with the view to student’s involvement in a personal experiment process and a variety of tests such as multiple choices ones.

MCom / Department of Business Management / See the attached abstract below