Browsing by Subject "learning management systems"

Now showing 1 - 4 of 4
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    Effective User Experience in Online Technical Communication Courses: Employing Multiple Methods within Organizational Contexts to Assess Usability
    (ACM, 2015) Hovde, Marjorie Rush; Department of Engineering Technology, School of Engineering and Technology
    In teaching online technical communication courses, shaping an electronic interface requires extensive consideration of the user experience, both for students and for faculty members who design and teach the courses. Technical communication faculty members should provide strong examples of effective user experiences and should be leaders in making the interfaces of online learning management systems as usable as possible. Principles of usability designed for general web sites may or may not apply to learning management systems designed for educational purposes. In order to create effective online technical communication courses, one needs to consider both usability concerns and pedagogical concerns. To assess the usability and pedagogical effectiveness of online courses, faculty members may use indirect means such as heuristic analyses. In addition, they may use direct means such as usability testing, student feedback, and analytic tools. Each approach has advantages as well as limitations. Faculty members will gain the richest information through using multiple approaches. In assessing usability and pedagogical effectiveness, faculty members also need to consider the situational constraints and resources in their unique contexts. Understanding and adapting their approaches to use resources well and to work within constraints will benefit their abilities to enhance their student users' experiences with online courses.
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    Facilitating Success: Using Self-Regulated Learning and Servant Leadership in the College Classroom
    (Indiana University, 2020) Clemons, Michelle; Hopkins, Treg; Kelley School of Business
    Student-centered pedagogy shifts the power dynamics, function of content, role of the educator, responsibility for learning, and purpose of evaluation within the classroom. By redirecting student effort toward self -regulated learning activities within a learning management system (LMS), educators can focus on the application of material during in-person class meetings. Moving from a traditional role of lecturing to a more contemporary role of facilitating learning , educators are better equipped to embrace the philosophy of a servant leader and put student needs first through the utilization of self-regulated learning activities within an LMS. This reflective essay will focus on the application and benefit of self -regulated learning activities with a focus on the use of LMS-based activities and a flipped-classroom strategy utilized by two business communications faculty members. The discussion of classroom activities and online self-regulated learning activities will be backed up with research related to reports of student stress levels decreasing, connection to educators increasing, and student engagement levels increasing with the use of student-centered pedagogy and servant teaching practices in the college classroom.
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    Intentional Use of the Learning Management System: A Case Study in Self-Regulatory Behaviors in a Blended Undergraduate Thermodynamics Course
    (American Society of Engineering Education, 2021-04-16) Mendez, Julie; IUPUC Division of Mechanical Engineering
    In a blended undergraduate thermodynamics course, affordances within the learning management system (LMS) were used to highlight student learning outcomes, require foundational course content to be completed before attempting more complex topics, provide mastery-oriented feedback, allow students to track their progress, and promote metacognitive reflection. This paper describes the use of these options within the Canvas LMS. Additionally, this study investigated whether student self-regulatory behaviors changed during the course. Students were asked to complete a survey about their metacognitive self-regulatory activities related to studying for this course. The first survey was completed during the fifth week of the course, after most students had completed two reflection assignments. The same survey questions were administered a second time, during the final two weeks of the course. Survey results suggest some increase in student self-regulatory behaviors during the course. These results suggest that, near the end of the course, students were more likely to change how they studied to fit the course and the instructor’s style and to set goals for themselves for studying.
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    Understanding gender differences in Online Learning
    (IEEE, 2014) Little-Wiles, Julie; Fernandez, Eugenia; Fox, Patricia; Department of Engineering Technology, School of Engineering and Technology
    As virtual learning has become increasingly more popular and even more common within both two and four-year institutions, the question of student engagement within these courses remains a critical factor for both administrators and faculty. Determining how students respond and participate in online courses has been studied to some degree, but what has not specifically been addressed is the factor of gender. So simply asked: Does gender play a significant role in how students engage with online courses? This question directed a two year study that sought to determine if gender does play a role in the engagement and student success in one online sophomore-level ethical decision-making course taught at the School of Engineering and Technology at Indiana University-Purdue University Indianapolis. This paper will outline the various phases of the project including initial set-up and planning, the pilot study, and then the full launch to all sections each semester. The data examined includes students' gender, total site activity and usage, total site visits, chat room activity, message activity, course letter grade, and course letter grade percentage earned. Basic demographics will be determined and statistical analysis will be performed at each stage of the study with a final conclusion drawn at the end of the two years. This two-year study is organized into four phases. Currently, phases one and two are complete with phase two, the pilot study, garnering some interesting results for the research team. Phase three, the full launch to all sections in two semesters, is now underway and the researchers hope the full launch will determine if the pilot results were correct or if a larger sample provides a clearer determination in regards to gender.