This study aims to develop Moodle-based LMS with customized learning content and modified user interface to facilitate pedagogical processes during covid-19 pandemic and investigate how teachers of socially disadvantaged schools perceived usability and technology acceptance. Co-design process was conducted with two activities: 1) need assessment phase using an online survey and interview session with the teachers and 2) the development phase of the LMS. The system was evaluated by 30 teachers from socially disadvantaged schools for relevance to their distance learning activities. We employed computer software usability questionnaire (CSUQ) to measure perceived usability and the technology acceptance model (TAM) with insertion of 3 original variables (i.e., perceived usefulness, perceived ease of use, and intention to use) and 5 external variables (i.e., attitude toward the system, perceived interaction, self-efficacy, user interface design, and course design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated that teachers agreed that the information quality, interaction quality, and user interface quality were clear and easy to understand. TAM results concluded that the LMS design was judged to be usable, interactive, and well-developed. Teachers reported an effective user interface that allows effective teaching operations and lead to the system adoption in immediate time.
IRJET- E-Learning Effectiveness in Higher Education
This document summarizes a research study that evaluated the effectiveness of e-learning in higher education across different factors. The study analyzed data collected from 120 students pursuing Masters programs in Delhi and Ahmadabad, India. The results of t-tests and z-tests found no significant differences in e-learning effectiveness based on course, gender, or city. Thus, all nine null hypotheses that proposed no differences could not be rejected. The study concluded that e-learning provides flexibility for students and boosts learning, and students have accepted it as a useful reference source. However, the small sample size limited broader conclusions about differences in populations.
Designing An Effective Mobile-learning Model By Integrating Student Culture
Mobile learning is a good technology because it allows communication, collaboration, and sharing information or resources among all of learning members. Mobile learning can be used as perfect solutions to support the learning process. Thither are many concepts and factors influencing effective learning results through creativity, collaboration, and communication. However, culture is an unaccounted factor which should be appended to the existing M-learning model. Culture may improve the learning outcomes of students. We would like to research on how to design an effective model by integrating culture to maximize the benefits of mobile learning.
Conference at Legend 7th May 2008 ICEI 2008 UNESCO & UM
International Conference on Educational Innovation
Jointly organised by UNESCO and UM malaysia
at Legend Hotel , Kuala Lumpur, Malaysia
Date: 6 to 8th May 2008
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
learning officers face ongoing challenges growing, sustaining, and innovating online programs. Now that online learning
has entered the mainstream, what is its future? What fads will fade? What trends will be sustained? The audience will be
engaged throughout the presentation with opportunities to discuss the impact online learning has on technological
infrastructure, faculty support, course design, quality assurance / quality control, organizational structures, funding and
grants, and research. By sharing their experiences and insights into the current challenges and future state of online
learning, the presenters will discuss strategic and operational approaches to navigate current and future realities of online
learning. Credit to Dr. Darlene Williams for content on Future Opportunities and Context.
How Moodle Facilitates E-learning? A Case Study in Vocational Education
This document summarizes a study that investigated how the Moodle learning platform facilitates e-learning in vocational education. Forty students in computer science courses at a vocational training institute used Moodle over four weeks. A questionnaire assessed student attitudes towards e-learning and Moodle. Results showed Moodle can be useful for both teachers and learners to improve educational outcomes. Students also felt it strengthened self-efficacy and independent learning. The study implemented and tested Moodle's features like online course content, communication tools, and tracking student progress.
Online Learning During Covid-19 Pandemic, and Possibility of Adopting Compute...
COVID-19 pandemic has impacted the educational institutions in Australia and New Zealand, thus online learning was a significant option for education to be smoothly continued. This could possibly enhance the Computer-based exams (CBEs) to be used in various courses, such as schools, universities and other training centres. As there are many educational institutions which have chosen to convert from paper test system to computer- based exam. However, adopting computer tests may lead to some difficulties for the students, which relates to technical defects and lake of computer skills of some students when they are applying the computer based exams. The purpose of the paper was to discuss online learning during Covid19 and the possibility of adopting (CBEs), then to determine negative and positive effects on the students of using computer-based exams and focus on some of suggesting solutions to the negative effects. Computer test which could cause negative effects on students due to various levels of skills to use a computer and some technical problems was examined. The design of the computer examination system requires careful planning and study from several aspects before becoming officially accepted, the computer-based exams still have a few problems which may lead to difficulties in using computer exams. Then the many benefits which could be gained by using computer-based exams, such as the student will be more independent with computer test were described. In addition, the students have access to the exams through the internet network. Finally, the effectiveness of certain strategy to solve the negative effects of computer-based exams were argued. Developing the solutions of the technical problems are required for computer test, where improving the input methods questions and corrections. It was resulted that online learning has considered as a better option during COVID-19 pandemic, and the computer exam, with adjustments, is more suitable for students.
The study examined the computer/internet training needs of primary school teachers in Uyo Local Government Area of Akwa Ibom State, Nigeria. A questionnaire was administered to 10 mathematics teachers and mathematics scores of 100 primary 6 students were collected. Two hypotheses were tested: 1) There is no difference in mathematics achievement between students taught by teachers with/without internet training and 2) There is no relationship between availability of internet facilities and teachers' usage. The results showed no difference in mathematics achievement but a significant relationship between facility availability and usage. It was concluded that providing internet facilities in schools could enhance teaching and learning but ongoing teacher training is also needed. Recommendations included providing internet facilities, strengthening teacher training, and adjusting curricula
Open Education Bridging the Gap Inequality of Higher Education opportunityIJRESJOURNAL
ABSTRACT: E-learning system through a variety of applications can encourage the realization of the ideals of education to provide equality of opportunity to all society. The essence of open education is to eliminate the limitations to be able to gain access to higher education for the community at large. Success story of online tutorial services of Universitas Terbuka (UT/Open University) is a proof that can demonstrate more efficient delivery of educational achievement. Perceived satisfaction of students to the online tutorial services became evident that the optimal use of technology to bridge the establishment of an optimal learning process so that students can obtain a quality education is not inferior to conventional universities. This condition will be able to change the paradigm of society that the opportunity to obtain higher education which was originally impossible becomes possible, which is easy, comfortable, flexible and affordable.
Research Inventy : International Journal of Engineering and Scienceinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
IRJET- E-Learning Effectiveness in Higher EducationIRJET Journal
This document summarizes a research study that evaluated the effectiveness of e-learning in higher education across different factors. The study analyzed data collected from 120 students pursuing Masters programs in Delhi and Ahmadabad, India. The results of t-tests and z-tests found no significant differences in e-learning effectiveness based on course, gender, or city. Thus, all nine null hypotheses that proposed no differences could not be rejected. The study concluded that e-learning provides flexibility for students and boosts learning, and students have accepted it as a useful reference source. However, the small sample size limited broader conclusions about differences in populations.
Designing An Effective Mobile-learning Model By Integrating Student CultureCSCJournals
Mobile learning is a good technology because it allows communication, collaboration, and sharing information or resources among all of learning members. Mobile learning can be used as perfect solutions to support the learning process. Thither are many concepts and factors influencing effective learning results through creativity, collaboration, and communication. However, culture is an unaccounted factor which should be appended to the existing M-learning model. Culture may improve the learning outcomes of students. We would like to research on how to design an effective model by integrating culture to maximize the benefits of mobile learning.
International Conference on Educational Innovation
Jointly organised by UNESCO and UM malaysia
at Legend Hotel , Kuala Lumpur, Malaysia
Date: 6 to 8th May 2008
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
learning officers face ongoing challenges growing, sustaining, and innovating online programs. Now that online learning
has entered the mainstream, what is its future? What fads will fade? What trends will be sustained? The audience will be
engaged throughout the presentation with opportunities to discuss the impact online learning has on technological
infrastructure, faculty support, course design, quality assurance / quality control, organizational structures, funding and
grants, and research. By sharing their experiences and insights into the current challenges and future state of online
learning, the presenters will discuss strategic and operational approaches to navigate current and future realities of online
learning. Credit to Dr. Darlene Williams for content on Future Opportunities and Context.
How Moodle Facilitates E-learning? A Case Study in Vocational EducationIJSRED
This document summarizes a study that investigated how the Moodle learning platform facilitates e-learning in vocational education. Forty students in computer science courses at a vocational training institute used Moodle over four weeks. A questionnaire assessed student attitudes towards e-learning and Moodle. Results showed Moodle can be useful for both teachers and learners to improve educational outcomes. Students also felt it strengthened self-efficacy and independent learning. The study implemented and tested Moodle's features like online course content, communication tools, and tracking student progress.
COVID-19 pandemic has impacted the educational institutions in Australia and New Zealand, thus online learning was a significant option for education to be smoothly continued. This could possibly enhance the Computer-based exams (CBEs) to be used in various courses, such as schools, universities and other training centres. As there are many educational institutions which have chosen to convert from paper test system to computer- based exam. However, adopting computer tests may lead to some difficulties for the students, which relates to technical defects and lake of computer skills of some students when they are applying the computer based exams. The purpose of the paper was to discuss online learning during Covid19 and the possibility of adopting (CBEs), then to determine negative and positive effects on the students of using computer-based exams and focus on some of suggesting solutions to the negative effects. Computer test which could cause negative effects on students due to various levels of skills to use a computer and some technical problems was examined. The design of the computer examination system requires careful planning and study from several aspects before becoming officially accepted, the computer-based exams still have a few problems which may lead to difficulties in using computer exams. Then the many benefits which could be gained by using computer-based exams, such as the student will be more independent with computer test were described. In addition, the students have access to the exams through the internet network. Finally, the effectiveness of certain strategy to solve the negative effects of computer-based exams were argued. Developing the solutions of the technical problems are required for computer test, where improving the input methods questions and corrections. It was resulted that online learning has considered as a better option during COVID-19 pandemic, and the computer exam, with adjustments, is more suitable for students.
INSTRUCTOR PERSPECTIVES OF MOBILE LEARNING PLATFORM: AN EMPIRICAL STUDYijcsit
Mobile learning (m-Learning) is the cutting-edge learning platform to really gain traction, driven mostly bythe huge uptake in smartphones and their ever-increasing uses within the educational society. Education has long benefitted from the proliferation of technology; however, m-Learning adoption has not proceededat the pace one might expect. There is a disconnect between the rate of adoption of the underlying platform (smartphones) and the use of that technology within learning. The reasons behind this have been the subject of several research studies. However, previous studies have mostly focused on investigating the critical success factors (CSFs) from the student perspectives. In this research, we have carried out anextensive study of the six factors that impact the success of m-Learning from instructors’ perspectives. The
results of the research showed that three factors – technical competence of instructors, Instructors’
autonomy, and blended learning – are the most important elements that contribute to m-Learning adoption
from instructors’ perspectives.
THE USE OF CLOUD E-LEARNING PLATFORM TO ENHANCE EFFICIENCY OF HOSPITAL IN JOB...ijcsit
Hospital in order to host multimedia content, licenses and staff in-service education in learning, learning platform to promote construction of the clouds. In this study, quantitative research to explore the building through the clouds to enhance the learning platform with the hospital staff in the benefits of the correlation.
First, literature review to identify the factors that measure the effectiveness of e-learning. Second, using a questionnaire designed to identify factors that enhance the effectiveness of online learning platform and build the relationship between the cloud-learning platforms to identify design strategies. The again, using these factors to design cloud e-learning platform for hospital. Finally, the assessment review of the applicability of the cloud-learning platform.
This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
EU Project TAU's Seminar 2 material - Part 4
Contemporary methods and forms of work with adult learner: Institutions & Teachers’ role in the digital world
Review of monitoring tools for e learning platformsijcsit
The advancement of e-learning technologies has made it viable for developments in education and
technology to be combined in order to fulfil educational needs worldwide. E-learning consists of informal
learning approaches and emerging technologies to support the delivery of learning skills, materials,
collaboration and knowledge sharing. E-learning is a holistic approach that covers a wide range of
courses, technologies and infrastructures to provide an effective learning environment. The Learning
Management System (LMS) is the core of the entire e-learning process along with technology, content, and
services. This paper investigates the role of model-driven personalisation support modalities in providing
enhanced levels of learning and trusted assimilation in an e-learning delivery context. We present an
analysis of the impact of an integrated learning path that an e-learning system may employ to track
activities and evaluate the performance of learners.
Load balancing clustering on moodle LMS to overcome performance issue of e-le...TELKOMNIKA JOURNAL
In dealing with the rapid growth of digitalization, the e-learning system has become a mandatory component of any Higher Education (HE) to serve academic processes requests. Along with the increasing number of users, the need for service availability and capabilities of eLearning are increasing day by day. The organization should always look for strategies to keep the eLearning always able to meet these demands. This report presents the implementation of Load Balancing Clustering (LBC) mechanism applied to Moodle LMS in an HE Institution to deal with the poor performance issues. By utilizing existing tools such as HAProxy and keepalived, the implemented LBC configuration delivers a qualified e-learning system performance. Both qualitative and quantitative parameters convince better performance than before. In four months of the operation there is no user complaint received. Meanwhile, in the current semester has been running for two months, the up-time is 99.8 % of 52.685 minutes operational time.
The document discusses the use of information and communication technologies (ICT) in education, particularly during the COVID-19 pandemic. It notes that ICT tools helped enable continued teaching and learning when schools and colleges closed due to lockdowns. ICT is presented as a bridge that can help education continue remotely. Examples of ICT applications that can benefit education include interactive whiteboards, e-readers, flipped classrooms, educational apps, and online learning platforms. When teachers are trained to use ICT strategically, it is argued that students can develop higher-order thinking skills and be better prepared for a technology-focused society and workplace.
This document provides an analysis and recommendations for improving online learning in the Jefferson County school district. It begins with an overview of best practices for traditional and online education. It then evaluates the pros and cons of online learning for students and best practices for teaching K-12 online. The document outlines current online class offerings through Jeffco and teacher training programs. It concludes with recommendations to expand online options and increase enrollment, such as offering blended classes and additional course choices.
E-Learning is transfer of skills and knowledge by
the computer and network enabled. It includes out of & in
classroom educational experiences with the help of
technology. Early E-Learning systems are based on computer
based learning& training often which attempted to replicate
autocratic teaching styles where the role of the e-Learning
systems was to transfer knowledge, as opposed to this
systems developed later which were based on computer
supportive collaborative learning which encouraged the
shared development of knowledge.
The document discusses e-learning and its increased importance and usage due to the COVID-19 pandemic. It provides statistics on the transition to online learning in Jordanian universities, with over 20,000 courses being moved online reaching 94.5% in public universities and 98.28% in private universities. Student satisfaction with e-learning was found to be 54.4% overall. The crisis has highlighted e-learning's benefits like accommodating all students' needs, offering repeated access to updated content, and reducing costs. Instructors now face challenges in moving courses online but can overcome obstacles through planning.
Information Communication Technology: Practices for AcademiaIJMER
The document discusses the role of information and communication technology (ICT) in academia. It outlines several challenges facing the current educational system, including issues with teaching, learning, assessment, and service delivery. The document then explores how ICT can help address these challenges through tools like cognitive tutors, simulation-based teaching, and online assessment systems. It concludes by recommending increased ICT integration, infrastructure development, training, and public-private partnerships to maximize the benefits of technology for education.
The shift of learning activities from face-to-face classroom interaction to online learning beyond the classroom due to the global pandemic has caused technological anxiety in teaching and learning. This study analyzed strategies to overcome learning challenges in the COVID-19 pandemic with user-friendly platforms. This study was in the State Institute of Islamic Studies (IAIN) Surakarta, Indonesia, involving 469 lecturers who taught 983 classes as the respondents. The required data were collected using a webbased questionnaire using Google Forms. The data were analyzed descriptively in percentages and elaborated using focus group discussion. The data analysis showed that most teachers used WhatsApp group to overcome learning obstacles during the COVID-19 pandemic. Among the considerations are the lack of information technology infrastructure, the lack of e-learning platforms, the lack of time to adapt, and the difficulty of internet access in some regions. This study contributes to the strategy performed by the lecturers to deal with these challenges is selecting a userfriendly and affordable platform for learning.
The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.
This document discusses a study on the use of technology in hybrid learning for students with special needs. The study found that:
1) Most teachers used WhatsApp and video conferencing platforms like Google Meet to support online learning in the hybrid model.
2) Teachers felt hybrid learning was feasible but faced obstacles like limited student access to technology and their own readiness to use digital platforms.
3) To improve technology skills, teachers most often self-studied, attended webinars, and asked colleagues for help.
RESEARCH AND PRACTICE OF A BLENDED TEACHING MODE BASED ON SMALL PRIVATE ONLIN...IJCI JOURNAL
The document summarizes research on a blended teaching mode based on small private online courses (SPOC) for a heat transfer course. Key points:
1) The mode combines online and offline teaching to address issues with traditional teaching and leverage digital technologies. It classifies students and differentiates instruction.
2) A "1-5-6" approach is used, with the student as the center (1), five combinations of elements (theory/practice, online/offline, etc.), and six optimized elements including iterative analysis of learning situations and effects.
3) Results showed the mode improved learning outcomes and abilities compared to traditional teaching. Rules for blended teaching were explored to guide improvement.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
In implementing mobile learning system, students’ needs and perceptions should be focused upon along with curriculum standards. Particularly in the context of higher education institutions in Indonesia, some schools authorities have refused to implement m-learning. Although m-learning is widely used in some schools and considered an effective educational tool, it is not yet fully utilised in most Indonesian schools. Therefore, the aim of this study is to investigate students’ access to and perception of the use of mobile devices in learning, and to understand the potential for its implementation. This study is the result of a survey conducted on 61 students in a school which banned the use of mobile technology. It seeks to understand their potential accessibility by means of ownership, interaction time and the types of mobile application used and to find their perceptions through agreement and the reasons for adopting mobile learning in the classroom. The findings indicate that students are very familiar with mobile devices and their applications. The results also reveal that students have positive perceptions toward m-learning, and indicate that mobile technologies are widely used among them. This report can be taken as the basis for applying a mobile learning system in the classroom.
. In the Namibian educational environment during COVID-19 many schools were affected as a result of
COVID-19 such as primary school, secondary school, as well as tertiary institutions experiencing challenges of
eLearning platform usage as a means of facilitating teaching and learning among learners and students as most
of them have to adapt to the new environment of the online platform. However, despite some schools had adopted
and implemented eLearning the study discovered that many schools including universities do not fully utilize the
platform implemented in their schools and as such many schools have been struggling to adapt to the new environment of online learning
Online Learning Conveniences From Students’ Perception: A Case Study in Unive...inventionjournals
ABSTARCT : Convenience is one aspect that should be considered in an online learning environment. Without convenience it is very impossible to implement successfully online learning particularly in higher learning institution. The purpose of this study was to explore the online learning conveniences from students’ perception. A cohort of 61 science physics students from School of Science and Technology (SST) and 41 pre-service science teachers from the School of Education and Social Development (SESD) of Universiti Malaysia Sabah, Malaysia comprised the sample. The course involved is Modern Physics which is compulsory. Both groups were supported via an online learning environment, which acted as the main medium for learning. Participants’ perception on conveniences was recorded through an open-ended questionnaire and focus group interview. The output of these qualitative data can be categorised into several themes, as in general they felt that learning through online is really convenient and ease; and they were also using online to search for information. Somehow there were also negative feedback where they felt not satisfied with the Internet coverage. In additional the SESD’s student stressed that their communication skills were enhanced.
Perspective chapter-peer observation of teaching in phygital communities of i...AyshaAlShamsi11
The disruptions caused by the COVID-19 pandemic have affected many aspects
of teacher training programs, which are crucial for informing research in higher
education, including reflective peer observation of teaching (POT). The higher education community has adapted to this new normal and begun using phygital (blended
physical and digital) spaces effectively. This requires practitioners to adapt new methodologies and hybrid approaches, which pave the way for a new future of learning in
a new phygital environment. This chapter describes the implementation of a phygital
community of inquiry (CoI) by preservice teachers in an undergraduate early-years
education program in the United Arab Emirates. This chapter presents the authors’
observations of preservice teachers’ practices during their internship to describe them
against the experience of higher education in the United Arab Emirates. Incorporating
the principles of POT and CoI requires strong institutional support if creative technologies are adopted to react to the current state of practices. Specifically, the POT
principles involved in CoI should expand the phygital approach to improve the reflective practices of preservice teachers. Moreover, models relevant to specific programs
should provide adequate instructional support, materials, and training for preservice
teachers to allow their optimal investment of POT in phygital spaces.
A B-Learning Case Study In Computer NetworksTony Lisko
This document presents a case study of implementing a blended learning (b-learning) approach in a computer networks course at a university in Portugal over nine years. B-learning combines online learning with face-to-face instruction to address challenges of traditional and online-only methods. The case study found that b-learning improved student learning outcomes and engagement. It also gained experience that could be applied to other growing fields. Future research is needed to further address challenges of ensuring consistency across learning environments and mitigating infrastructure problems in b-learning implementations.
Pioneering Online Assessment Solutions: Empirical Experiences from Educationa...IJITE
The emergence of E-learning has shaped the university's new pedagogical, environment to guarantee business continuity in worse pandemics. Assessment is an end process of learning however, measuring it to globally accepted standards is still a nightmare in universities. It is not clear whether the assessment spells out the tasks posed to learners? illustrate an observable demonstration of the learners’ ability? or have a detailed scoring criterion? no wonder stake holders still doubt assessment online. The research examined qualitative literature regarding the innovative strategies for online educational assessment sustainable and scalable. To gather empirical qualitative data on this subject, a systematic review of literature was undertaken. The study responded to one major research question. “What are the experiences of educational practitioners reported in empirical qualitative research studies pertaining innovative strategies for online educational assessment?” We conducted a qualitative review of the scientific literature published between 2010 and 2022 using the PRISMA framework, thematic analysis was employed to generate themes and patterns. Education databases, like ERIC were used for the article search. Search phrases utilized for this systematic review included “Strategies for online assessment” and “Assessment of E-learning.” 16 articles were included in the analysis for this study. findings point to the Asynchronous Online Discussion, E-portfolios, Distance Project based assessment, Online proctored Exams, Online non-proctored exams as sustainable strategies. The study demonstrates a potential solution to online assessment in universities and restores confidence among educational partners and funders.
Pioneering Online Assessment Solutions: Empirical Experiences from Educationa...IJITE
The emergence of E-learning has shaped the university's new pedagogical, environment to guarantee
business continuity in worse pandemics. Assessment is an end process of learning however, measuring it to
globally accepted standards is still a nightmare in universities. It is not clear whether the assessment spells
out the tasks posed to learners? illustrate an observable demonstration of the learners’ ability? or have a
detailed scoring criterion? no wonder stake holders still doubt assessment online. The research examined
qualitative literature regarding the innovative strategies for online educational assessment sustainable and
scalable. To gather empirical qualitative data on this subject, a systematic review of literature was
undertaken. The study responded to one major research question. “What are the experiences of
educational practitioners reported in empirical qualitative research studies pertaining innovative
strategies for online educational assessment?” We conducted a qualitative review of the scientific
literature published between 2010 and 2022 using the PRISMA framework, thematic analysis was
employed to generate themes and patterns. Education databases, like ERIC were used for the article
search. Search phrases utilized for this systematic review included “Strategies for online assessment” and
“Assessment of E-learning.” 16 articles were included in the analysis for this study. findings point to the
Asynchronous Online Discussion, E-portfolios, Distance Project based assessment, Online proctored
Exams, Online non-proctored exams as sustainable strategies. The study demonstrates a potential solution
to online assessment in universities and restores confidence among educational partners and funders.
The document discusses challenges faced in online teaching and learning for postgraduate courses during the COVID-19 pandemic. It suggests adopting agile methods to address issues like time management, adaptability, and technical difficulties. Agile values like collaboration and continuous learning could benefit students. While online education has improved access, virtual labs and assessments present challenges that require safe and secure solutions.
The document discusses a study on students' experiences using a Learning Management System (LMS) at Universiti Putra Malaysia. Key findings from interviews with students include:
1) Students use the LMS mainly to download lecture notes and check assignment grades. However, they desire a more permanent profile and notification of successful file uploads.
2) Students interact with lecturers and peers on the LMS and appreciate its anonymity for shy students.
3) Emerging themes from students suggest needs for a permanent profile, file submission notifications, and a more attractive layout with embedded features. Addressing student needs could help accelerate adoption of the LMS.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
The document presents a study that examined students' adoption of a virtual learning environment (VLE) called Easy Class. Using the Technology Acceptance Model as a framework, the study investigated how perceived usefulness and perceived ease of use influenced students' intention to use Easy Class. A questionnaire was administered to 87 students who used Easy Class in a blended learning course. Regression analysis found that perceived usefulness and perceived ease of use significantly predicted intention to use, explaining 67% of the variance. The study concluded that when students find a VLE useful and easy to use, they are more likely to adopt it.
This paper examines the effectiveness of using mobile learning techniques to improve learning outcomes in higher education. A survey was conducted of 200 students across two universities to understand student perceptions of mobile learning and the quality of mobile services. The results showed that students had a positive perception of mobile learning and found that it facilitated concentration and provided flexible access to learning materials. Mobile learning was also found to increase students' skills in using mobile technology for e-learning. The outcomes support expanding the use of mobile learning and integrating it with traditional teaching methods in higher education.
Predicting students’ intention to continue business courses on online platfor...Samsul Alam
The objective of this study was to analyze the intention of a University's business department students to continue their studies on e-learning platforms during the ongoing COVID-19 pandemic. To this end, a questionnaire was developed to collect primary data from students in business fields. The study took into account more than 285 respondents from two different universities and relied on the expectation confirmation model (ECM) theory and the structural equation model. The partial least squares (SEM-PLS) method was used to analyze the data. The results of the study showed that task skills (TS) and task challenges (TC) were significant for the enjoyment (EN) of the students which in turn had a positive effect on the satisfaction levels. Confirmation (CON) had an impact on the post adoption perceived usefulness (PAPU), which was deemed positive for student satisfaction (SAT). The SAT and psychological safety (PS) of online learning platforms were found to positively influence the continuance intention (CI) on e-learning platforms. Finally, both SAT and PS of online learning platforms were observed to positively influence CI on e-learning platforms. Further research in this area could be useful in making decisions about promoting educational programs based on e-learning. The researchers recommend that academicians and policymakers must ensure appropriate arrangements for teaching on e-learning platforms.
This research is based on the problem of the outbreak of the coronavirus
which has become a global pandemic and a national disaster. The purpose of
this study was to describe the perceptions of lecturers and students on online
learning problems during the COVID-19 pandemic. The data was collected
with the help of questionnaires. This quantitative descriptive study was
conducted among lectures and students who selectedd randomly. Data
analysis used a Likert scale and the results of perceptions used descriptive
analysis. The results of the study show that the perceptions of lecturers and
students on online learning problems during the pandemic consisted of six
aspects (lecture plans, online lecture activities, online lecture recording and
evaluation, lecture assistance services, and lecture support facilities).
Furthermore, it can be agreed that effective online learning occurs due to the
interaction of students and lecturers as well as technology connected
to education.
A transition in learning model implementation occurred in higher education
during the COVID-19 pandemic. Online learning answers the needs of longdistance
learning. However, not all higher education institutions are
thoroughly prepared for online learning. Therefore, this study aimed to
understand the online learning experience at higher education institutions
from the perspectives of multigenerational teaching staff. This study utilized
mixed-method research through a quantitative and qualitative study. A total
of 93 participants; male (n=40) and female (n=57) teaching staff filled out a
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according to multigenerational teaching staff perspectives. These findings
contribute to the global discussion about the online learning process in
higher education and recommend the usage of online learning for teaching
staff across generations, complemented with an effective instructional design
that would help provide a rigorous learning environment.
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Customized moodle-based learning management system for socially disadvantaged schools
1. Bulletin of Electrical Engineering and Informatics
Vol. 10, No. 6, December 2021, pp. 3325~3332
ISSN: 2302-9285, DOI: 10.11591/eei.v10i6.3202 3325
Journal homepage: http://beei.org
Customized moodle-based learning management system for
socially disadvantaged schools
Ika Qutsiati Utami, Muhammad Noor Fakhruzzaman, Indah Fahmiyah, Annaura Nabilla Masduki,
Ilham Ahmad Kamil
Engineering Department, Faculty of Advanced Technology and Multidiscipline, Universitas Airlangga, Indonesia
Article Info ABSTRACT
Article history:
Received Aug 20, 2021
Revised Oct 21, 2021
Accepted Nov 2, 2021
This study aims to develop Moodle-based LMS with customized learning
content and modified user interface to facilitate pedagogical processes during
covid-19 pandemic and investigate how teachers of socially disadvantaged
schools perceived usability and technology acceptance. Co-design process
was conducted with two activities: 1) need assessment phase using an online
survey and interview session with the teachers and 2) the development phase
of the LMS. The system was evaluated by 30 teachers from socially
disadvantaged schools for relevance to their distance learning activities. We
employed computer software usability questionnaire (CSUQ) to measure
perceived usability and the technology acceptance model (TAM) with
insertion of 3 original variables (i.e., perceived usefulness, perceived ease of
use, and intention to use) and 5 external variables (i.e., attitude toward the
system, perceived interaction, self-efficacy, user interface design, and course
design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated
that teachers agreed that the information quality, interaction quality, and user
interface quality were clear and easy to understand. TAM results concluded
that the LMS design was judged to be usable, interactive, and well-developed.
Teachers reported an effective user interface that allows effective teaching
operations and lead to the system adoption in immediate time.
Keywords:
Covid-19
Educational environment
Learning management system
Technology acceptance
Usability evaluation
This is an open access article under the CC BY-SA license.
Corresponding Author:
Ika Qutsiati Utami
Engineering Department, Faculty of Advanced Technology and Multidiscipline
Universitas Airlangga
Dr. Ir. H. Soekarno Road, Surabaya 60115, East Java, Indonesia
Email: ika.qutsiati.utami@gmail.com
1. INTRODUCTION
Coronavirus disease (covid-19) pandemics persisted for almost two years and spread educational
disruption in terms of learning and instruction around the world [1]-[3]. Schools and educational institutions
have been impacted by the virus emergence and new regulations in minimizing the pandemic's effects. To
prevent society from the virus threat and negative impact, almost all schools around the world limited their
physical activities and educational interactions. Offline or on-site teaching and learning activities should be
transformed into online instructions to support the continuation of educational practices during covid-19
pandemics. In response to this challenging situation, many educational institutions gradually and
continuously implemented new technology supporting distance learning. More and more learning
technologies have been developed in relevance with the need of distance educational practices in the time of
covid-19 pandemics [4], [5]. The most needed application in facilitating and managing distance learning
activities is learning management system (LMS) [6]-[9]. LMS has been widely adopted by schools and
institutions to facilitate the creation, design, and delivery of course content through mobile devices or
2. ISSN: 2302-9285
Bulletin of Electr Eng & Inf, Vol. 10, No. 6, December 2021 : 3325 – 3332
3326
websites. In general use, the implementation of LMS aimed at different learning purposes such as
conventional classroom complementary activities and classroom management. However, in a pandemic’s
situation, LMS can replace completely physical presence among students, teachers, and staff members in
terms of learning and instructions.
LMS facilitated online meetings, content management, presentation, and assessment using
electronic devices [10]. Besides LMS’s advantages, according to Awad et al. [11], the level of LMS
utilization should be investigated particularly for teachers and students from socially disadvantaged schools
because they may have limited access to the LMS and may have low digital literacy. Furthermore, although
they have access to digital learning and have digital literacy, some of them may perceive low engagement
and benefit from their time investment with LMS [12]. They lack access to distance learning support,
whereas the need for education during school closures due to covid-19 pandemics cannot be denied.
According to the result of a technical paper by Liabo et al. [13], access to online learning for socially
disadvantaged schools can be supported by companies’ or institution partnerships in order to provide digital
learning software and educational resources. They also stated that educational technologies should be linked
to existing and new curriculum so that they will align with the school’s requirements. The government also
should take a part in ensuring virtual teaching presence are equally well among all schools. Teachers and
students required the highest possible level of interaction via an internet connection and digital learning
technology during pandemics. Students are unlikely to thrive without frequent quality teacher interaction.
Furthermore, the design of learning activities and assessment process during pandemics depend on the
teachers. They are responsible for monitoring the activities of each student of their school. In terms of the
pedagogical process, the provision of learning opportunities both synchronous and asynchronous during
pandemics also becomes challenging for teachers. Teachers should provide assistance for students who have
limited access to internet connection by performing asynchronous engagement and providing electronic
learning materials such as e-book or learning videos. Schools also need to ensure that distance learning and
educational materials can be accessed properly by disadvantaged students.
In this situation, the use of e-learning platforms or learning management systems becomes more
important to support the continuation of learning and teaching practices. Socially disadvantaged schools
required learning management system as well as the technical support that were free of charge. With the
rapid enhancement made by technology, the use of LMS should be enhanced considerably to upgrade the
features and the capabilities. Another problem also comes from the high price tag associated with LMS
development for schools that may lead to digital inequality among schools. For schools with limited technical
and financial resources, it was much better to use open-source software (OSS) such as modular object-
oriented dynamic learning environment (Moodle) [14]-[17]. LMS working under an open-source license like
Moodle can support the implementation of online learning for socially disadvantaged schools. Due to the
flexibility, security, and customization, Moodle can accommodate an online teaching environment with no
extra costs [18]. The effectiveness of LMS also fully depended on technology infrastructures and usability
aspect. These considerations encourage the execution of this research study. We conducted this research with
three main goals: 1) to develop Moodle-based LMS to bring digital learning equality in socially
disadvantaged schools so that they have access to the digital learning tools during covid-19 pandemics; 2) to
investigate the usability of the proposed LMS; 3) to understand teacher’s acceptance toward the Moodle-
based LMS in supporting the continuation teaching and learning practices during covid-19 pandemics. Using
co-design activities, we invited teachers from socially disadvantaged schools in one of the eastern areas of
Indonesia to involve in the LMS development and evaluation process i.e., usability evaluation and
technology acceptance evaluation. This research may have contributed in terms of a general understanding of
the LMS development process and LMS adoptions in relevance to the need of teachers from socially
disadvantaged schools.
2. RESEARCH METHOD
In this study, a Moodle-based LMS to support distance learning activities for teachers from socially
disadvantaged schools was developed based on a co-design process [19]. In educational context, co-design
process refers to the involvement of teachers in designing educational innovations such as learning
technologies and learning prototypes [20]. In this study, the authors defined co-design process as
collaborative activity in which educational stake holders and software developers coming together as a team
to design educational innovations and learning prototypes. It consisted of two important phases, the need
assessment phase and the development phase. The teacher’s need assessment phase was conducted by
distributing an online survey and interview session. Need assessment activity was performed to examine the
general understanding of teacher’s current needs, barriers, and challenges faced in relation to their use of
LMS during the covid-19 pandemic. On the other hand, we also provided a brief report on the Moodle-based
3. Bulletin of Electr Eng & Inf ISSN: 2302-9285
Customized moodle-based learning management system for socially disadvantaged … (Ika Qutsiati Utami)
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LMS development phase. Co-design process in educational context facilitates teachers, educational
stakeholders (i.e., administrators, students, and school staff members), and IT experts to discuss existing
problems and design the appropriate solutions. After co-design process, the system was tested and reviewed
by the teachers (N=30) in terms of usability issues and their personal acceptance toward the system. We used
standard questionnaires from computer system usability questionnaire (CSUQ) version 3 as a theoretical
framework to address the usability issue of the system consisting of 16 survey items with responses based on
a 7-point scale. CSUQ has been widely used to measure perceived usability and has been categorized into
three subscales consisting of system quality, information quality, and interface quality [21], [22].
Furthermore, to examine teacher’s acceptance toward the proposed LMS, technology acceptance model
(TAM) was employed with responses based on a 5-point scale. The framework consists of three original
constructs comprising of perceived usefulness (PU), perceived ease of use (PEU), and behavioral intention to
use (BIU) the proposed system [23], [24]. In this study, we added external variables into TAM such as
attitude toward the system (ATT), perceived interaction (PI), self-efficacy (SE), user interface design (UID),
and online course design (OCD) in order to gain better insight of teacher’s acceptance toward our proposed
LMS [25].
3. RESULTS AND DISCUSSION
3.1. Summary report of co-design process
The co-design process followed two important phases, i.e., the need assessment phase and the
development phase of Moodle-based LMS. Need assessment phase resulted in a summary report on the key
content and features of the learning management system suggested by a total of 112 teachers through an
online survey and interview session. The report also included a brief overview of the developed system in
terms of user interface design and learning content. Suggested features for the proposed learning
management system can be found in Table 1.
Table 1. Key content and features of the application suggested by teachers (N=112)
Suggested LMS features Status
Online homework/task assignment Installed
Online assessment Installed
Assignment notification to students Installed
Automatic assignment correction Installed
Task collaboration Installed
Individual task completion Installed
Collaboration task completion Installed
Task scheduling Installed
Reporting and class management Installed
Learning content creation (figures, documents, audio, link, and video) Installed
Quiz creation Installed
Embedded external link Installed
Incorporation of learning with Zoom meeting Installed
Attendance record Installed
Forum/chatting Installed
The development process incorporated the concepts related to the development of Moodle-based
LMS which consists of two stages: content development and prototype development. Content development
was tailored to the existing and new curriculum of elementary schools in Indonesia and was validated by the
teachers after completion. As a pilot study, we only build learning materials for the fifth and sixth grade of
students consisting of three subjects i.e., natural science, social science, and mathematics. The results of
content development can be found in Figure 1. On the other hand, the development stage of Moodle-based
LMS included the activities such as server procurement, Moodle installation, features selection, source code
editing for user interface customization, creating portal’s identity, and managing the courses. We used a
virtual private server (VPS) to install the Moodle because of the reliability and complete control. VPS allows
users to control, manage, and configure the Moodle server completely so that it can match with the school’s
business needs [26]. Using VPS, Moodle can be accessed by multiple users at the same time quickly so that
teachers and students can experience online learning without performance issues. After Moodle installation,
the authors modified the code to customize the user interface design. Even though it provided a good
framework for distance learning, Moodle is static with minimal functionalities. Authors made some
modifications in HTML/CSS/PHP/Javascript file to provide aesthetic value to the proposed Moodle-based
LMS. This activity contributes to the better content and user interface design of Moodle. In the final
development phase, the Moodle-based LMS is hosted online and all school members can access the material
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any time after completing the registration process. The results of LMS prototype development can be found
in Figure 2.
Figure 1. Content development result
Figure 2. Prototype development result
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3.2. Usability test
Before performing the system evaluation method, the participants of this research i.e., teachers from
socially disadvantaged schools were asked to do some tasks with the system such as accessing the system,
managing class, student’s task assessment, and managing homework. Participants also signed a consent form
to make clear the purposes of this study and ask them permission regarding research material shared and
used. We used standard and well-established questionnaires based on computer system usability
questionnaire (CSUQ) version 3, with a total of 16 items of statement and a 7-point scale. CSUQ has been
widely used for measuring and exploring usability issues of software products. All CSUQ statements are
positive in tone. Evaluating the usability of the proposed Moodle-based LMS involved the quality of the
system, the information, and the user-interface. The results of the usability test including percentages of the
CSUQ ratings and descriptive statistics of the CSUQ scores are shown in Table 2 and Table 3, respectively.
The mean score of each CSUQ statement exceeded the score of 5 with the maximum value is 7 as the score
for a strong agreement. The score of system quality, information quality, and interface quality ranged from 5
to 7. This result indicated positive responses perceived by the teachers in terms of system quality,
information quality, and interface quality.
Table 2. Percentages of the CSUQ ratings for Moodle-based LMS prototype (N=30)
Items
Scale: Strongly Disagree to Strongly Agree
1 2 3 4 5 6 7
SQ1 0(0%) 0(0%) 1(3.3%) 1(3.3%) 7(23.3%) 11(36.7%) 10(33.3%)
SQ2 0(0%) 0(0%) 0(0%) 1(3.3%) 7(23.3%) 10(33.3%) 12(40%)
SQ3 0(0%) 0(0%) 1(3.3%) 2(6.7%) 8(26.7%) 10(33.3%) 9(30%)
SQ4 0(0%) 0(0%) 1(3.3%) 2(6.7%) 4(13.3%) 15(50%) 8(26.7%)
SQ5 0(0%) 0(0%) 0(0%) 2(6.7%) 7(23.3%) 10(33.3%) 11(36.7%)
SQ6 0(0%) 0(0%) 2(6.7%) 1(3.3%) 10(33.3%) 10(33.3%) 7(23.3%)
SQ7 0(0%) 0(0%) 1(3.3%) 3(10%) 7(23.3%) 15(50%) 4(13.3%)
SQ8 0(0%) 0(0%) 1(3.3%) 4(13.3%) 11(36.7%) 12(40%) 2(6.7%)
IFQ1 0(0%) 0(0%) 0(0%) 1(3.3%) 6(20%) 13(43.3%) 10(33.3%)
IFQ2 0(0%) 0(0%) 0(0%) 1(3.3%) 7(23.3%) 12(40%) 10(33.3%)
IFQ3 0(0%) 0(0%) 1(3.3%) 3(10%) 5(16.7%) 14(46.7%) 7(23.3%)
IFQ4 0(0%) 0(0%) 0(0%) 2(6.7%) 5(16.7%) 13(43.3%) 10(33.3%)
INQ1 0(0%) 0(0%) 1(3.3%) 2(6.7%) 10(33.3%) 11(36.7%) 6(20%)
INQ2 0(0%) 0(0%) 1(3.3%) 1(3.3%) 9(30%) 12(40%) 7(23.3%)
INQ3 0(0%) 0(0%) 0(0%) 2(6.7%) 10(33.3%) 15(50%) 3(10%)
INQ4 0(0%) 0(0%) 0(0%) 3(10%) 6(20%) 14(46.7%) 7(23.3%)
Table 3. Descriptive statistics of the CSUQ scores (N=30)
Aspect Items Mean Std. Deviation
System quality (SQ) SQ1 5.93 1.015
SQ2 6.10 0.885
SQ3 5.80 1.064
SQ4 5.90 0.995
SQ5 6.00 0.947
SQ6 5.63 1.098
SQ7 5.60 0.968
SQ8 5.33 0.922
Information quality (IFQ) IFQ1 6.07 0.828
IFQ2 6.03 0.850
IFQ3 5.77 1.040
IFQ4 6.03 0.890
Interface quality (INQ) INQ1 5.63 0.999
INQ2 5.77 0.971
INQ3 5.63 0.765
INQ4 5.83 0.913
3.3. Moodle-based LMS acceptance
In this study, we employed technology acceptance model (TAM) as a theoretical framework to
describe factors determining the use of Moodle-based LMS by teachers from socially disadvantaged schools
and their intention to use the system. Three TAM original variables comprising of perceived usefulness (PU),
perceived ease of use (PEU), and behavioral intention to use (BIU) are used in this study [27], [28]. The
results of survey responses for the TAM original construct are presented in Table 4. The mean score of all
TAM internal or original constructs exceeded the value of 4.1667, with the maximum score is 5. This result
indicated that the use of the proposed Moodle-based LMS by teachers would be free of effort. It also
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indicated that the system is not difficult to use by the teachers although they come from socially
disadvantaged schools. Besides, all teachers also perceived that using the proposed LMS would enhance their
job performance in terms of learning and instruction. In addition, we noted that all items of BIU exceed
4.2667 indicating teachers’ positive intention to adopt and use the system for distance learning during covid-
19 pandemics. Furthermore, Table 5 showed survey responses for TAM external variables including 1)
Attitude (ATT), which refers to teacher’s belief that it is a good idea to use the Moodle-based LMS; 2) self-
efficacy (SE), refers to teacher’s self-confidence in their capability to seek for information and their skill with
the use of learning technologies [29]; 3) online course design (OCD), describes teacher’s important role in
designing of online courses; 4) perceived interaction (PI), defines human-system interaction and
interpersonal interaction; and last; 5) user interface design (UID), defines user-centered aspect and critical
factors for software development. The entire TAM external constructs i.e., ATT, SE, OCD, PI, and UID
obtained a mean value of more than 4.1 which concluded teacher’s positive acceptance toward the proposed
LMS.
Table 4. Survey responses for TAM original construct (N=30)
Construct Survey items Mean SD
Perceived Usefulness (PU) PU1 4.333 0.60648
PU2 4.3667 0.61495
PU3 4.3667 0.61495
PU4 4.5000 0.57235
Perceived Ease of Use (PEU) PEU1 4.3000 0.70221
PEU2 4.1667 0.69893
PEU3 4.2000 0.76112
PEU4 4.4333 0.67891
Behavioral Intention to Use (BIU) BIU1 4.4000 0.67466
BIU2 4.2667 0.73968
BIU3 4.2667 0.73968
BIU4 4.3667 0.71840
Table 5. Survey responses for TAM external construct (N=30)
Construct Survey items Mean SD
Attitude toward the system (ATT) ATT1 4.5667 0.67891
ATT2 4.7000 0.53498
ATT3 4.4000 0.67466
Online Course Design (OCD) OCD1 4.2333 0.77385
OCD2 4.2667 0.78492
OCD3 4.3000 0.74971
OCD4 4.4000 0.72397
User Interface Design (UID) UID1 4.2000 0.71438
UID2 4.4000 0.56324
UID3 4.3333 0.66089
UID4 4.4333 0.56832
Perceived Interaction (PI) PI1 4.1333 0.81931
PI2 4.0667 0.78492
PI3 4.3000 0.70221
Self-efficacy (SE) SE1 4.2667 0.58329
SE2 4.3333 0.71116
SE3 4.2333 0.72793
4. CONCLUSION
The goals of conducting this research using co-design process, CSUQ and TAM model as a
theoretical frameworks are: 1) to develop Moodle-based LMS in order to bring digital equality in socially
disadvantaged schools so that they can have access to the digital learning tools during covid-19 pandemics;
2) to investigate the system quality, interface quality, and interaction quality of the proposed LMS; 3) to
understand teacher’s acceptance toward the Moodle-based LMS in supporting the continuation of educational
activities during the pandemic of covid-19. With regard to the CSUQ survey responses by the teacher of
socially disadvantaged schools, we found that our proposed system has good system quality, interface
quality, and interaction quality to facilitate distance learning during covid-19 pandemics. This result provides
evidence that Moodle-based LMS can be used by the teachers of socially disadvantaged schools to provide a
good learning environment for students. Moodle-based LMS provided appropriate facilities and a good
environment for teaching and learning practices. In addition, strengthening this finding, we also conducted an
evaluation of teacher’s acceptance toward the proposed LMS and the results confirmed that the system is
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easy to use and more useful for facilitating the pedagogical process in the distance learning environment.
Teachers from socially advantaged schools also perceived that they can attain significant benefit through
interaction with the system and gain a positive attitude toward the system. Their intention to use the proposed
LMS would be stronger as they did not face any difficulties while using the system. User interface design and
online course design also were considered as motivational factors for the teachers to use the system. Overall
implications of the results should be used for developing countries to provide equity of education facilities,
proper learning environment, and opportunities so that teachers from socially disadvantaged schools can
attain better performance in pedagogical process during covid-19 pandemics.
ACKNOWLEDGEMENTS
No conflicting interests have been found in relation to this study. The authors solemnly acknowledge 30
teachers from Eastern Indonesia who participated in this study, from the co-design process until system evaluation.
The authors received financial support for the research under contract number 275/UN3.1.17/PT/2021 by the
Faculty of Advanced Technology and Multidiscipline, Universitas Airlangga, Indonesia.
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BIOGRAPHIES OF AUTHORS
Ika Qutsiati Utami received the M.S. degree from Graduate Institute of Network Learning
Technology, National Central University, Taiwan, in 2018. She is currently working as a lecturer
at Faculty of Advanced Technology and Multidiscipline, Universitas Airlangga, Indonesia. Her
research interests are in the areas of human computer interaction, learning technology, and learning
analytics.
Muhammad Noor Fakhruzzaman holds an interdisciplinary Master’s Degree in Human-
Computer Interaction and Journalism & Mass Communication from Iowa State University. His
current research interests fall between Data Science and Mass Communication, mainly automated
media monitoring using Natural Language Processing. He currently is a lecturer at the Faculty of
Advanced Technology and Multidiscipline, Universitas Airlangga, Indonesia.
Indah Fahmiyah is currently working as a lecturer at the Faculty of Advanced Technology and
Multidiscipline, Universitas Airlangga, Indonesia. Her research interests include linear regression,
logistic and probit regression, multivariate analysis, time series analysis, and data mining.
Annaura Nabilla Masduki is bachelor's degree students at the Data Science Technology Study
Program, Faculty of Advanced Technology and Multidiscipline, Universitas Airlangga, Indonesia.
Ilham Ahmad Kamil is bachelor's degree students at the Data Science Technology Study
Program, Faculty of Advanced Technology and Multidiscipline, Universitas Airlangga, Indonesia.