LMS

https://files.eric.ed.gov/fulltext/EJ1286531.pdf 

Introduction:

     Learning Management Systems (LMS) provide teachers and students with an online classroom that reinforceslearning processes. In online classroom environments, Learning Management Systems (LMS) reinforce teachersand students in the learning process. A standard LMS supports an inclusive learning environment for academicprogress with interceding structures that promote online collaborative-groupings, professional training,discussions, and communication among other LMS users (Dias & Dinis, 2014; Jung & Huh, 2019; Oakes, 2002).Nasser, Cherif, and Romanowski (2011) state that LMS usage provides online learners with consistentinformation regarding their performance. LMS usage allows online learners to become independent (Blau &Hameiri, 2010; Nasser et al., 2011; Strayhorn, 2010; Wood et al., 2011). Learner engagement is sustainable asonline users use an LMS to monitor their progress (Al-Fraihat, Joy, Masa’deh, & Sinclair, 2020; Selwyn,Hadjithoma-Garstka S, & Clark, 2011).Computer designers dating back to the 1950s believed in applying an LMS for educational purposes asconceivable and necessary (Watson & Watson, 2012). There were different strategies for using an LMS as aneducational resource with multiple vocabulary words that relate to computer use (Kehrwald & Parker, 2019).Through time, the technology and tools which support online learning structures were progressing since theadvent of online learning in the mid to late 1990s (Kehrwald & Parker, 2019). LMS compositions include aInternational Journal of Technology in Education (IJTE)69variety of media and communications tools and promote learner choice (Kehrwald & Parker, 2019).

 History and Definition:

          of LMS Watson and Watson (2012) list computer-based instruction (CBI), computer-assisted instruction (CAI), and computer-assisted learning (CAL), as general terms, to describe computer adoption throughout history. These terms apply to computer application programs, teaching, and design preparation. The terms also refer to monitoring, giving approval, and disseminating materials (see Appendix for the key terms and definitions). An LMS has multiple online operations and behaves as a framework to capture numerous layers of progressive learning (Jung & Huh, 2019; Kuosa et al., 2016; Oakes, 2002; Watson & Watson, 2012). An LMS behaves as a platform to distribute and oversee pedagogical material (Watson & Watson, 2012). LMS functions include promoting specially designed information for capturing learner progress in meeting expectations (Oakes, 2002; Watson & Watson, 2012). An LMS platform cultivates an environment for engagement and learner achievement, allowing learners to register for classes, track their grades, and check updates and course announcements (Al-Fraihat et al., 2020; Oakes, 2002; Watson & Watson, 2012). Watson and Watson (2012) recommend that as school districts integrate the use of an LMS, they should make LMS use a functional requirement. They discuss LMS administrative management techniques, including enabling profile features, guidelines for following the curriculum, guidelines for managing assignments, discussion boards, resources for writing, and updates from the instructor. LMS users gain access to material and information disseminated by the instructor in synchronous or asynchronous settings (Jung & Huh, 2019; Kuosa et al., 2016; Watson & Watson, 2012). An LMS provides users with a productive learning environment to assimilate multiple components of systematic applications (Jung & Huh, 2019; Watson & Watson, 2012). In an educational setting, computer users have access to operations with non-traditional terms, and many computer users in education could have access to applications with non-traditional terms and confusing acronyms to understand (Kuosa et al. 2016; Watson & Watson, 2012). Thus, users may not understand which interpretations are suitable to use; it is fundamental to differentiate an LMS from similar technologies (Watson & Watson, 2012