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An analysis of utilizing Learning Management System in a university of science and technology

An analysis of utilizing Learning Management System in a university of science and technology. Hironori Egi* and Takahiko Tsujisawa ** * Information Science and Technology Center , Kobe University, Japan

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An analysis of utilizing Learning Management System in a university of science and technology

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  1. An analysis of utilizingLearning Management System in a university of science and technology Hironori Egi* and Takahiko Tsujisawa** * Information Science and Technology Center,Kobe University, Japan ** Information Media Center,Tokyo University of Agriculture and Technology, Japan *egi@pegasus.kobe-u.ac.jp pnc2013

  2. Outline • LMS(Learning Management Systems) have been widely introduced • Specific purposes/projects(remedial courses, common/basic courses) • Educational infrastructure(all the courses in universities) • Promoting practical use of LMS in a university of science and technology • Analysis of the use • Survey of users (teachers/staff) • Results and plans for further promotion pnc2013

  3. Background(1/2) LMS in higher education • Introduction and targets of LMS • Remedial education • Self-study materialsand tests • Raising scores, reducing the number of failing grades • Common/basic education • Required courses taught by plural teachers • Automatic marking, individual exercises • Reports of development and operations are mainly with specific purposes pnc2013

  4. Background(2/2)LMS as a platform • As educational infrastructure of the whole university • Not just a certain purpose, covering all lectures • Necessity of analyses and promotion • Effectiveness of the system considering operating costs • Encourage utilization of their own accord • Investigate purpose and obstruction of use • Trick of promoting, system improvement for automation pnc2013

  5. Detail of introduced LMS(moodle)(1/2) • Tokyo University of Agriculture and Technology • A national university,consists of two faculties • 6000 students and 400 teachers • Moodleas educational infrastructure of the whole university • AY2007- • Distributing course materials, collecting papers, online tests, etc. • Organized use in departments • Freshman guidance of information ethics • Professional degree program pnc2013

  6. Moodle at TUAT pnc2013

  7. Detail of introduced LMS(moodle)(2/2) • Improvement toward easy to use • Unified authentication (teachers and students) • Cooperative with syllabus and course registration • No need to register to use • Promotions to teachers • Seminars, documents and advertisements • Web sites and pamphlets for teacher(part-time incl.) and students • Help desk pnc2013

  8. Number of lectures used moodle AY2007 AY2008 AY2009 AY2010 AY2011 AY2012 (until Nov.) AY2006 (Fall semester) pnc2013

  9. Rates of lectures used moodle(AY2012, overall rate: 10.5%) Faculty A Faculty B Grad School C-I Grad School E-I Grad School E-III Grad School E-II Grad School D-II Grad School C-II Grad School F Grad School D-I pnc2013

  10. Rates of teachers accessed moodle(full-time teachers) Total (Centers incl.) Grad School F Grad School E Grad School D Grad School C Faculty B Faculty A AY2011 AY2010

  11. Survey of moodleusers • Surveyed thinking on moodle for further promotion • Period: 2012/09/20-10/18 • Subject: 180 teachers logged on moodle in 2012 • Sent via e-mail and 66 responded (collection rate: 36.7%) • Items • Purpose and use • Weak points • Functions interested in pnc2013

  12. Purpose of using moodle(MA, N=66) • About 70% use uploading course slides Slide material Other material BBS Assignment Quiz Grading Marking papers Assistance Other Not used E-learning Survey Possibilities of advancement pnc2013

  13. Weak point of using moodle(MA, N=66) • Complicated operation and sparing long time Complicated operation Other Spare long time Nothing Poor support Poor document System stability Student PC env. Mobile support Student cheat Teacher PC env. pnc2013

  14. Interesting function of moodle(MA, N=66) • Survey, assignment, quiz, attendance etc. Survey Assignment Quiz Attendance Nothing Grading Marking papers BBS Slide material Other material Extracurricular E-learning Other Prospective use pnc2013

  15. Findings from the survey • Mainly used for distributing slide materials • Complicated operation and sparing long time • Demands for survey, assignmentand quiz • How to encourageutilization of their own accord • Indicating recent conditions of use pnc2013

  16. Number of lectures with resource (uploaded file) • Same growth as number of lectures used moodle pnc2013

  17. Number of lectures with assignment / quiz / survey • Slower growth than number of lectures used moodle Assign-ment Quiz Survey pnc2013

  18. Number of teachers used resource (upload file) • Most of teachers continued to use Suspend Continue New user pnc2013

  19. Number of teachers used assignment • Grew slightly, but some teachers suspended Suspend Continue New user pnc2013

  20. Number of teachers used quiz • some teachers suspended every year Suspend Continue New user pnc2013

  21. Number of teachers used survey • Small but same suspension as quiz Suspend Continue New user pnc2013

  22. Promoting LMS in university of science and technology • Different from human/medical science • Little interest in discussion-based study? • Little interest in utilizing video contents? • areas required qualification/license • Further analysis and comparison with other types of universities pnc2013

  23. Hironori Egi egi@pegasus.kobe-u.ac.jp pnc2013

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