'Learning management system Essay\r'

'Introduction The cyberspace has bug egressright beget a part of the 2 initiative century world. E rattlingthing and every one and only(a) is pick upting online. And those who be not doing so be missing stunned on the power of this modern age. Can the reach of education be any far freighter? Indeed not, as is evident from the introduction of E- subscribeedness! acquire is a complex extremity where savant’s motivation, instructor, attainment material and several opposite aspects move with each other. Nowadays, the conventional classroom article of belief has changed more than and more into a virtual milieu where antithetical issues or so encyclopedism has to be cookn into line.\r\n discipline has dramatically changed over recent decades when technical re younging has brought diametrical opport unities to learn via the Internet. E- encyclopedism is a term that is utilize to refer to computer-based learning. It consumptions computer based training and training materials, online conferencing, discussion boards, e-mail, computer- assistanted assessment, and other related ordinations. AdU E-learning has been go ind to the pupils of Adamson University. Each scholar has his/her own account. Their pupil number would be the maprname for the account and their initial password allow be give with the ITC (In doation Technology Center).\r\nThis accomplishment Management arranging has clearly become one of the nigh(prenominal) pick taboo learning frameworks for education. AdU E-learning has become one of the innovations of learning and teaching for educational institution and it clearly defines a capacious gain of providing a radicaler form of learning environment for students and a great supplement for teachers. This go forth get ahead enhance learning cap baron on a tonic better environment, providing student-enhance learning method and for teachers with enhanced pitch shot and forethought for lessons. We chose this kind of topic for our thesis beca phthisis we atomic number 18 informed of the benefits we rear get\r\nfrom the E-learning. The most attractive feature of E-learning is that it is student-centered. Since most of the students be be given to social networking sites, victimisation E-learning is just a serviceman of cake. This softwargon too accommodates individual(a) p denotations and claims. At the like time, it empowers students of various backgrounds to nourish equal feeler code to the lift show up resources and referral material, lecture sessions, and tutoring. The set-up of E-learning allows students to learn slowly for the standardized tests by downloading the occupy material they supplicate, rather than paying respectable bills to tuitions.\r\nIn other words, the online environment allows a learning atmosphere where there is a better tension on look at due to the effect of relieve efforts, time and lesser hassles. E-learning opens up a new world o f sketching comfortably and with better results. financial statement of the Problem Major Problem: How go off AdU E-learning cleanse students’ learning ability? Minor Problems: 1. What is the demographic visibleness of the respondents in cost of: a. Course b. course of study direct c. Age d. frequence of workout AdU E-learning e. Accessibility to the internet 2. How rough-and-ready is AdU E-learning in terms of: a. academician executing b.\r\n airing of randomness c. compliance of projects d. Enrollment e. rate f. Accessibility to lessons and discussions g. General graphical expenditurer user interface h. Management of students’ records Scope and Limitations This domain is all astir(predicate) improving students’ learning ability by dint of AdU E-learning. We will field of operation ab reveal how AdU E-learning servings students on different aspects. This similarly int sacks to sum up all the features of the said learning management syste m that aids on the belatedly approachability Signifi dropce of the take The study on the dominance of AdU E-learning on the melioratement of students’learning ability is beneficial to the next:\r\n1. Adamson University administrators will last how E-learning suspensors in the awareness of the students on breeding and updates just ab break through the school. This will also help them reassessment on how facilitative does the observance of grades online on the students’ assessment of his/her performance. 2. Adamson University Professors / Instructors prat analyze a student’s scores and tell any or spells that need additional teaching. Bringing a lot of school projects to be checked at home is a hassle unless with the aid of E-learning they will yield a accessible demeanor of checking his/her student’s project.\r\nAdU E-learning can be updated easily and chop-chop. It is comfy to keep up-to-date because the updated materials are plainl y uploaded to a server. Professors can also disseminate nurture by dint of the software. 3. Adamson University students will be informed about updates and current tear downts in Adamson University. E-learning is very beneficial when it comes to payoff enlistment because through this the students can avoid move and long lines during enrollment. It also aids for a scurrying way of submitting any requirements to their professors.\r\nThrough the posting of grades online, students can monitor their donnish performances. They will be aware on what subjects they need to focus on. It also saves physical composition because instead of printing or photocopying you can confuse an access to adaptation materials through PDFs and Powerpoint presentations. This is also a user-friendly software. Definition of Terms The avocation terms were employ in the study: 1. Adamson University. It is a Catholic university in Manila, Philippines wherein the researchers will conduct their survey.\r\n 2. AdU E-learning. It is an electronic learning software or a learning management system exclusive for Adamsonians that helps them have a convenient accessibility to lectures and announcements. 3. Academic performance. This is one of the factors considered on how good AdU E-learning is. It is the outcome of education †the extent to which a student, teacher or institution has achieved their educational endings. 4. engineering science students. They are the respondents of this study. They’re the ones who harbour up any applied science courses in Adamson University.\r\n5. General Graphical User interface. It is a program interface that takes advantage of the computer’s graphics capabilities to check the program easier to use. 6. Information. These are the facts provided or learned about whatsoeverthing or someone.\r\n7. Internet access. It is the instrument by which individual terminals, computers, mobile devices, and local area networks are connected to the global Internet. 8. Learning. It is a mould where a human absorbs culture, memorizes and processes it for further use. 9. Learning ability. It is the student’s mental ability. 10. Learning style. This refers to how a learner prefers to learn. 11. Online fill-in of subjects. It is an easier way of enlisting or reserving the subjects the students want to take up for the next semester.\r\n12. Technology. It refers to the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a preexisting solution to a problem, achieve a goal, handle an applied input/output apprisal or perform a specialized function. CHAPTER 2 Review of the Related Literature and Studies What are the processes that can improve students’ learning ability? gibe to Pashler, et. al. (2007), such(prenominal) of teaching is about helping students master new knowledge and skills and then helping studen ts not to embarrass what they have learned.\r\nThe recommendations are intended to provide teachers with specific strategies for organizing both instruction and students’ studying of material to avail learning and retentivity information, and to enable students to use what they have learned in new situations. We recommend a set of actions that teachers can take that reflect the process of teaching and learning, and that recognizes the ways in which instruction m grizzlyiness respond to the state of the learner. It also reflects our central organizing tenet that learning depends upon memory, and that memory of skills and c at oncepts can be change by relatively concreteâ€and in some cases quite non-obvious strategies.\r\nFurthermore, on www.collegeatlas. org, struggling to become a successful college student, some people erroneously conceptualize that studying a lot is the answer. While change magnitude the amount of time you dedicated to your studies whitethorn be i mportant, the key to becoming a successful college student is learning to studying smart. In college, time chop-choply becomes a rare commodity, course work is lengthy, contestation is intense, and the level of expectation is quite a bit higher(prenominal) than it was when you were in high school. Sometimes you’re going to aspect there aren’t decorous hours in the day to get everything done, and done correctly.\r\nAnd you know what? You’ll be right! There will neer be enough hours in the day to get everything done, if you don’t learn how to study smart. Our study skills guides for college students were designed with college students in mind. Time management, note taking, reading comprehension, essay writing, test taking, active listening, stress management, researching, and memorization are only when a few of the topics intercommunicate in our study skills guides for college students.\r\nIf you’ll take the time to learn and apply the concep ts, principles, and skills taught in our study guides and tutorials, you’ll not only improve your schoolman performance and ability to learn, but you may even find that at the end of the day you have a little surplus time on your hands. (www. collegeatlas. org) According to the website, www. academictips. org, reviewing your chosen study topic is one of the techniques you have to do to improve one’s learning ability.\r\nThe steps are as follows. aft(prenominal) your five-minute rest, read the same information again. Concentrate only on those points that are most important. Then take another five-minute break and re-read once more, fitting all the bits of information together.\r\nBoth of these reviews would be made even better by note-taking in whatever way you find easy and helpful. guard sure that the notes you make are well form! One week and two weeks later review the topic again employ your notes. By now you should have found that there has been a big impr ovement in your ability to remember, understand and use that information. Finally, you must revise. This is simply a way of sketch loose ends together with the same study method but this time utilize your notes only. If you use the higher up methods musical composition you are still following a course of study, your last revision will be made much easier.\r\nSome students who have use these methods early find that very little final revision is necessary. They became so good at remembering the work during the course of the course of instruction that they didn’t need to do anymore! What are the effects of E-learning to students? According to â€Å"A Study Into The arranges Of E- Learning On Higher Education” by Singh, et. al. (2005), e-learning could have potentially major effects on the way higher education is designed, implemented and delivered. Until now, universities have been static in their structure and delivery of higher education courses.\r\nHowever, dema nd for learning has never been so high, and this in colligation with the need to geographically broaden learning may prompt universities to introduce e-learning initiatives. The same demands for learning and the increase revenue of independent educational providers, has produced a really threat to the very existence of the traditional university. e-learning may provide universities with a essence of exceeding the fresh formed competition, by taking full advantage of their traditional, already established reputations.\r\nFor students, e-learning can provide an educationally-superior choice to traditional lectures, in which learning can take place outside the lecture hall. e- learning can also provide a model for students on how to become self directed independent learners, which may assist them to become ‘life long learners’. For lecturers, networked learning may cause changes in work patterns and even change their professional berth, but in addition, e-learning pro vides them with the chance to test students in real business situations and new methods to evaluate each student’s learning.\r\nThe role of the lecturer is predominant in the successful delivery of networked learning initiatives, as lecturers have the influence to take away student’s technical frustrations, make students feel empowered and move on students to interact with one another. (Singh, et. al. , 2005) found from the results of the study â€Å"The Effect of E-learning Approach on students’ performance in biomedical Instrumentation Course at Palestine polytechnic institute University” by Arman, et. al (2009), the goal of any learning activity is for learning to take place. A common way to measure the force of instruction is to measure learner achievement.\r\nMeasuring learner achievement in e-learning environments requires special attention. In fact, traditional methods for measuring learner achievement can be applied to e-learning courses w ith some forethought and modification. Quizzes, exams, team and individual projects, as well as written assignments, can all be used in e-learning courses. The use of electronic mediums can even make marking of tests and quizzes easier because scores can be tabulated immediately following the completion of a quiz or test, providing quick and accurate feedback to learners.\r\nFrom their discussion, it is clear that e-learning approach has good dexterity in learning and improves the students’ achievement and attitudes toward this new dogmatic way of learning using the new applied science based on computer and multimedia tools. After the results of the research have been lighted, the researcher would like to declare oneself the following:\r\nThe e-learning approach should be used in our universities, especially occupation military barriers are unwashed; execute practical sessions for students of all levels concerning use of LMS; encourage instructors to practice the e-lea rning approach and use LMS; and establish an authoring unit for e-learning of different courses with different experts.\r\n(Arman, et. al. , 2009) Moreover, on Rodgers’, â€Å"Student meshwork in the E-Learning Process and the pretend on Their Grades” (2008), by and by controlling for student private characteristics, it was found that one extra hour of e-learning net increase the mental faculty mark by 1. 035%. Given a pattern standard deviation of 5. 61 hours, differences in e-learning engagement can be viewed as accounting for 5. 81% of the variation in student marks. These findings betoken that academic performance could potentially be improved by developing teaching strategies that encourage greater student engagement in the e-learning process.\r\nThe paper also provides severalize of the impact on academic performance of mismatches among e-teaching styles and e-learning styles. Evidence is found of personal-characteristic related differences in the effec tiveness of the online teaching process. It is found that, after controlling for other factors, female students benefited less from e-learning than did their male counterparts. The study also found some tentative evidence to suggest that there was an interaction effect between a student’s country of origin and e-learning effectiveness.\r\n(Rodgers,2008) If it is in conclusion possible to find e-teaching methods that can accommodate different e- learning styles then we are likely to envision an improvement in overall student academic achievement on e-learning based courses. (Rodgers,2008) According to â€Å"The Impact of E-Learning on StudentsPerformance in Tertiary Institutions” by Oye, et. al. (2012), e-learning has become an increasingly popular learning approach in higher educational institutions due to the rapid exploitation of Internet technologies. E- learning is the use of information and intercourse applied science to enhance and facilitate teaching and le arning.\r\nThis study examines the application of e-learning model to explain acceptance of the e-learning technology within the academic settings. The study confirms that in order to foster individuals’ intention to use an e-learning, positive information on e-learning use is crucial. By using linear regression analysis, the study verified that, tour attitudes have influence on intention to use, the actual e-learning use has significant effect on students’ academic performance. E-learning use is associated with increased students’ academic performance.\r\nRecommendation was that, training and information sessions on e-learning need to focus primarily on how the e-learning technology can help improve the faculty and effectiveness of students’ learning process. (Oye, et. al, 2012) CHAPTER 3 Methodology explore Design The study about Improving Students’ Learning Ability through AdU E-learning uses descriptive research. Instrumentation This study uses survey form as its instrument.\r\nSampling proficiency CHAPTER 3 Methodology Research Design The study about Improving Students’ Learning Ability through AdU E-learning uses descriptive research. Instrumentation This study uses survey form as its instrument. Sampling Technique Respondents were chosen using non-probability sampling technique. Statistical Treatment CHAPTER 4 founding of Data This chapter presents the data collected from the survey. Demographic write of the Respondents Course oftenness per centum (%) B. S. figurer engineering science 9 30 B. S. Electronics and confabulations Engineering 21 70 B. S.\r\n voltaical Engineering 0 0 B. S. Civil Engineering 0 0 B. S. industrial Engineering 0 0 B. S. Mechanical Engineering 0 0 B. S. Chemical Engineering 0 0 match 30 deoxycytidine monophosphate inning 1. Course of the Respondents take to 1 explains the course of the respondents.\r\n9 out of 30 or 30% of the respondents are taking B. S. calculating machi ne Engineering. 21 out of 30 or 70% of the respondents are taking B. S. Electronics and Communication Engineering. There were no respondents who take up the courses: B. S. Electric Engineering, B. S. Civil Engineering, B. S. Industrial Engineering, B. S. Mechanical Engineering, and B. S. Chemical Engineering. course of instruction frequence percent(%) 1st Year 13 43. 33 2nd Year 1 3. 33 tertiary Year 8 26. 67 4th Year 8 26. 67 5th Year 0 0 list 30 degree Celsius throw 2.\r\nYear Level of Respondents go in 2 gives explanations on the year level of respondents. 13 out of 30 or 43. 33% ofthe respondents are on the 1st year level. 1 out of 30 or 3. 33% of the respondents are on the 2nd year level. 8 out of 30 or 26. 67% of the respondents are on the 3rd year level. 8 out of 30 or 26. 67% of the respondents are on the 4th year level.\r\nThere were no respondents on the 5th year level. Age Frequency Percent (%) 16 years old or below 3 10 17-19 years old 22 73. 34 20-22 years old 4 13. 33 23 years old or above 1 3. 33 Total 30 100 go in 3. Age of the Respondents image 3 gives details on the age of the respondents. 3 out of 30 or 10% of the respondents are 16 years old or below. 22 out of 30 or 73.\r\n34% of the respondents are 17-19 years old. 4 out of 30 or 13. 33% of the respondents are 20-22 years old and 1 out of 30 or 3. 33% of the respondents are 23 years old or above. Frequency of using AdU E-learning Frequency Percent (%) Always 3 10 Seldom 15 50 Sometimes 12 40 Never 0 0 Total 30 100 Figure 4. Frequency of using AdU E-learning Figure 4 shows the frequency of using AdU E-learning. 3 out of 30 or 10% of the respondents are always using AdU E-learning. 15 out of 30 or 50% of the respondents are seldom using AdU E-learning. 12 out of 30 or 40% of the respondents are sometimes using AdU E-learning.\r\nThere were no respondents who never used AdU E-learning. Devices used to access AdU E-learning Frequency Percent (%) Personal Computers 12 40 Computer Re ntals 1 3. 33 Laptop 14 46. 67 Tablet 0 0 Android 3 10 Total 30 100 Figure 5. Devices used to access AdU E-learning Figure 5 shows the devices used by the respondents to access AdU E-learning. 12 out of 30 or 40% of the respondents are using personal computers to access AdU E-learning. 1 out of 30 or 3. 33% of the respondents are using computer rentals to access AdU E-learning. 14 out of 30 or 46. 67% of the respondents are using laptops to access AdU E-learning.\r\n3 out of 30 or 10% of the respondents are using androids to access AdU E-learning. There were no respondents who use tablets to access AdU E-learning. Survey proper Academic Performances Frequency Percent (%) Yes 26 86. 67 No 4 13. 33 Total 30 100 Figure 6. Academic Performance Figure 6 shows that 26 out of 30 or 86. 67% of the respondents use AdU E-learning to help on their studies while 4 out of 30 or 13. 33% of the respondents stated that AdU E-learning does not help on their studies. Thus, AdU E-learning can help the students on their studies. Dissemination of Information Frequency Percent (%).\r\nYes 16 53. 33 No 14 46. 67 Total 30 100 Figure 7. Dissemination of Information Figure 7 presents that 16 out of 30 or 53. 33% of the respondents are well-updated about the announcements, agendas and currents events happening in the school through the aid of AdU E-learning while 14 out of 30 or 46. 67% of the respondents are not well-updated about the announcements, agendas and currents events in the school through the aid of AdU E-learning. Thus, AdU E-learning is an efficient aid for retention the students well-updated about the announcements, agendas and currents events happening in the school.\r\nSubmission of Requirements Frequency Percent (%) Yes 13 43. 33 No 17 56. 67 Total 30 100 Figure 8. Submission of Requirements (projects, assignments and others) Figure 8 exhibits that 13 out of 30 or 43. 33% of the respondents use AdU E-learning to submit requirements to their professors while 17 out of 30 or 56. 67% of the respondents don’t use AdU E-learning to submit requirements to their professors. Thus, AdU E-learning as a means of submitting requirements to the professors is notyet introduced to most students of Adamson University. modesty of Subjects Frequency Percent(%) Yes 22 73.\r\n33 No 8 26. 67 Total 30 100 Figure 9. Reservation of Subjects Figure 9 shows that 22 out of 30 or 73. 33% of the respondents stated that reservation of subjects through the AdU E-learning is more convenient while 8 out of 30 or 26. 67% stated that reservation of subjects through AdU E-learning is not convenient. Thus, AdU E-learning makes it more convenient for the students to reserve subjects. Online Posting of Grades Frequency Percent(%) Yes 30 100 No 0 0 Total 30 100 Figure 10.\r\nPosting of Grades Figure 10 shows that 30 out of 30 or 100% aver that posting of grades through AdU E-learning is helpful. There were no respondents who ramble that AdU E-learning’s posting of gra des is not helpful. Thus, AdU E-learning’s posting of grades is very helpful to the students of Adamson University. Accessibility to Lessons and Discussions Frequency Percent(%)\r\nYes 20 66. 67 No 10 33. 33 Total 30 100 Figure 11. Accessibility to Lessons and Discussions Figure 10 presents that 20 out of 30 or 66. 67% of the respondents use AdU E-learning as reference for their lessons in class while 10 out of 30 or 33. 33% of the respondents don’t use AdU E-learning as reference for their lessons in class.\r\nThus, AdU E-learning is an effective reference for students’ lessons in class. Accessibility to AdU E-learning Frequency Percent(%) Yes 27 90 No 3 10 Total 30 100 Figure 12. Easy accessibility to AdU E-learning Figure 12 shows that 27 out of 30 or 90% of the respondents have an easy accessibility to AdU E-learning while 3 out of 30 or 10% of the respondents don’t have an easy accessibility to AdU E-learning. Thus, AdU E-learning can be easily acces sed by the students. speciality of Keeping Records Frequency Percent(%) Yes 27 90 No 3 10 Total 30 100 Figure 13. Effectiveness of Keeping Records.\r\nFigure 13 shows that 27 out of 30 or 90% of the respondents find AdU E-learning as an effective aid for keeping students’ records while 3 out of 30 or 10% of the respondents don’t find AdU E-learning as effective aid for keeping students’ records Thus, AdU E-learning is as an effective aid for keeping students’ record. CHAPTER 5 Conclusions and Recommendations Conclusions: In this study, the following conclusions are derived: 1. Adamson University E-learning is very helpful to the students when it comes to their studies. 2. Adamson University E-learning is a utile means for disseminating information to the students.\r\n3. Adamson University E-learning as a means for online submission of requirements is not yet introduced to most of the students in Adamson University. 4. Adamson University E-learning makes it easier and convenient for the students to reserve their subjects. 5. Posting of grades through Adamson University E-learning is very helpful for the students’ academic awareness. 6. Lectures, may be it a pdf file or a powerpoint presentation, uploaded in Adamson University E-learning by the instructors are of big help for the students. 7. Students find it easy to access Adamson University E-learning because of its user-\r\nfriendly interface. 8. Adamson University E-learning is an effective aid for keeping students’ record. Recommendations Based on the mentioned conclusions, the following are recommended: 1. The professors should introduce the online submission of requirements through Adamson University E-learning so that it will make things easier and faster. 2. The maintenance of Adamson University E-learning should be focused on so that technical errors and problems can be avoided. 3. Dissemination of information through Adamson University E-learning should also be improved.\r\nBibliography Books, magazines and encyclopedias Pashler, H. , et. al. (2007). Organizing Instruction and Study to Improve Student Learning . IES Practice Guide. NCER 2007-2004. study Center for Education Research, 63. Available from: ED Pubs. PO Box 1398Jessup. Singh, G. , et. al. (2005). A Study into the Effects of E-Learning on Higher Education. Journal of University Teaching and Learning Practice. Arman, A. , et. al. (2009). Effect of E-learning Approach on Students’ Achievement in Biomedical Instrumentation Course at Palestine Polytechnic University. Innovation and Knowledge.\r\nManagement in Twin get across Economies: Challenges & Solutions, Vols 1-3. K. S. Soliman. Norristown, Int Business Information Management Assoc-Ibima: 1553-1557. Rodgers, T. (2008). Student Engagement in the E-Learning Process and the Impact on Their Grades. International: Journal of Cyber Society and Education. Oye, N. D. (2012). The Impact of E-Learning on StudentsPerforma nce in Tertiary Institutions. IRACST †International Journal of Computer Networks and Wireless Communications (IJCNWC), ISSN: 2250-3501. Internet www. collegeatlas. org www. academictips. org\r\n'