Student Course Satisfaction in Learning Management System

Engineering and Technology Quarterly Reviews

ISSN 2622-9374

Published: 08 July 2019

Student Course Satisfaction in Learning Management System

Bed Prasad Dhakal

Tribhuvan University, Nepal

pdf download

Download Full-Text Pdf

10.5281/zenodo.3270958

Pages: 82-90

Keywords: Student Course, Learning Management System

Abstract

The paper entitled " Student Course Satisfaction in Learning Management System" is based on one-cycle technical action research methodology. It aimed to enhance students learning participation in LMS. The participants for this study were 26 students studying Mathematics and English education at ODEC, TU. Tools used in the study were baseline, and end-line survey on (a) students course satisfaction on LMS and (b) students perception on usefulness of four pedagogical tools in LMS: content tools, communication tools, feedback tools, and assessment tools. The reliability and validity of the tools were established by Cronbach alpha and principal component factor analysis. The data in the study were collected through an online Google form before and after AR intervention. The collected data were analyzed using inferential statistics t-test for significance test. Based on the result, this study found that students were more satisfied from LMS when it is re-designed according to AR intervention for engaged and interactive pedagogical tools: content tools, communication, and interaction tools, feedback and support tools. However, assessment tools were found to re-design in the next cycle. The study also found that math students were more satisfied from LMS than English students. Boys students were more satisfied in LMS than Girl students. However, the reasons need to the explorer in the next cycle. From the study, it is concluded that LMS itself is not a sufficient tool to enhance students learning participation, but it needs to design with pedagogical thoughtfulness while implementing an online learning environment. So, creating an engaged and interactive learning environment helps to increase student's course satisfaction in LMS. As a teacher cum researcher, it is learned that LMS should design to maintain a reciprocal relationship between teacher, student, and learning content.

References

  1. Baghdadi, Z. D. (2011). Best Practices in Online Education: Online Instructors, Courses, and Administrators. Turkish Online Journal of Distance Education, 12(3), 109–117.

  2. Conole, G., & Dyke, M. (2004). What are the affordances of information and communication technologies? ALT-J, 12(2), 113–124. https://doi.org/10.1080/0968776042000216183

  3. Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed). Thousand Oaks: SAGE Publications.

  4. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The SAGE handbook of qualitative research (3rd ed). Thousand Oaks: Sage Publications.

  5. Downes, S. (2005). E-Learning 2.0 ~ Stephen Downes. eLearn Magazine. Retrieved from http://www.downes.ca/post/31741

  6. FoE. (2018). Faculty of Education | Tribhuvan University of Nepal. Retrieved February 19, 2018, from http://tribhuvan-university.edu.np/faculties/faculty-of-education/

  7. Gardner, H. (1983). Frames of mind: the theory of multiple intelligences. New York: Basic Books.

  8. Iadis. (2012). Proceedings of the International Association for Development of the Information Society (Iadis) International Conference on Cognition andExploratory Learning in Digital Age (Celda) (Madrid, Spain, October19-21, 2012).

  9. Li, Q., & Ma, X. (2010). A Meta-Analysis of the Effects of Computer Technology on School Students’ Mathematics Learning. Educational Psychology Review, 22(3), 215–243. https://doi.org/10.1007/s10648-010-9125-8

  10. Ozkan, S., & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers & Education, 53(4), 1285–1296. https://doi.org/10.1016/j.compedu.2009.06.011

  11. Piaget, J. (1954). The Construction of Reality in the Child. Psychology Press.

  12. Raines, J. M., & Clark, L. M. (2011). A Brief Overview on Using Technology to Engage Students in Mathematics. Current Issues in Education, 14(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/786

  13. Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://er.dut.ac.za/handle/123456789/69

  14. Stoilescu, D. (2016). Aspects of Theories, Frameworks and Paradigms in Mathematics Education Research. European Journal of Science and Mathematics Education, 4(2), 140–154.

  15. Vygotsky, L. S. (1978). Mind in Society. New York; Dordrecht; London [etc.]: Harvard University Press.

  16. Vygotsky, L. S. (1986). Thought and Language (2nd Revised edition). Cambridge, Mass: MIT Press.

  17. Yueh, H.-P., & Hsu, S. (2008). Designing a learning management system to support instruction. Communications of the ACM, 51(4), 59–63. https://doi.org/10.1145/1330311.1330324

About Us

The Asian Institute of Research is an online and open-access platform to publish recent research and articles of scholars worldwide. Founded in 2018 and based in Indonesia, the Institute serves as a platform for academics, educators, scholars, and students from Asia and around the world, to connect with one another. The Institute disseminates research that is proven or predicted to be of significant influence for the general public.

Contact Us

Please send all inquiries to the email:

editorial@asianinstituteofresearch.org

Business Address:

5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, Indonesia 90234

Copyright © 2018 The Asian Institute of Research. All rights reserved

Stay Connected

  • Instagram - Black Circle
  • Facebook - Black Circle
  • LinkedIn - Black Circle