Students' Perceptions About Learning Management Systems in Education: Case of Zimbabwe.
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| Title: | Students' Perceptions About Learning Management Systems in Education: Case of Zimbabwe. |
|---|---|
| Authors: | Dube, Sibusisiwe1 sibusisiwenkonkoni@gmail.com, Scott, Elsje1 Elsje.Scott@uct.ac.za |
| Source: | Proceedings of the European Conference on e-Learning (ECEL). 2016, p174-182. 9p. |
| Subject Terms: | *Learning management system, *Computer managed instruction, *Higher education, Information & communication technologies |
| Geographic Terms: | Zimbabwe |
| Abstract: | This paper investigated the postgraduate students' perceptions about Learning Management Systems (LMS) tools in elevating pedagogical practices. This was after observing that despite the wider embrace of Information and communication technologies (ICT) in higher education, the uptake of such ICTs as the LMS tools was still at its infancy in the developing African contexts such as Zimbabwe. Furthermore, the students' LMS perceptions are limited in literature where much relates to the technical issues of the LMS and less on the role played by the institutional structure in influencing students' perceptions about the ICT resources. Both quantitative and qualitative data were collected from a single university case's postgraduate students who were selected using the purposive sampling technique. Of the thirty administered, twentyseven paper based questionnaires were successfully completed and returned. Additional data were also collected from the same cohort of students grouped into nine focus groups with at least three students in each group. Although there were indications of satisfaction with ICT enabled learning, the students also revealed many concerns, which require to be addressed by the institutions prior to selecting and implementing future ICT based learning technologies. Emerging from the findings are concerns relating to the issues of LMS tools availability, accessibility, usability and compatibility, themes which were neither individual nor technological but institutional. The findings have an implication on the higher learning institutions that are challenged to be more cognisant of the institution's environment and structures if added value is to be realised from the implementation of ICT resources in education. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 118808329 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Students' Perceptions About Learning Management Systems in Education: Case of Zimbabwe. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dube%2C+Sibusisiwe%22">Dube, Sibusisiwe</searchLink><relatesTo>1</relatesTo><i> sibusisiwenkonkoni@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Scott%2C+Elsje%22">Scott, Elsje</searchLink><relatesTo>1</relatesTo><i> Elsje.Scott@uct.ac.za</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+e-Learning+%28ECEL%29%22">Proceedings of the European Conference on e-Learning (ECEL)</searchLink>. 2016, p174-182. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+management+system%22">Learning management system</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+managed+instruction%22">Computer managed instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Information+%26+communication+technologies%22">Information & communication technologies</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Zimbabwe%22">Zimbabwe</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper investigated the postgraduate students' perceptions about Learning Management Systems (LMS) tools in elevating pedagogical practices. This was after observing that despite the wider embrace of Information and communication technologies (ICT) in higher education, the uptake of such ICTs as the LMS tools was still at its infancy in the developing African contexts such as Zimbabwe. Furthermore, the students' LMS perceptions are limited in literature where much relates to the technical issues of the LMS and less on the role played by the institutional structure in influencing students' perceptions about the ICT resources. Both quantitative and qualitative data were collected from a single university case's postgraduate students who were selected using the purposive sampling technique. Of the thirty administered, twentyseven paper based questionnaires were successfully completed and returned. Additional data were also collected from the same cohort of students grouped into nine focus groups with at least three students in each group. Although there were indications of satisfaction with ICT enabled learning, the students also revealed many concerns, which require to be addressed by the institutions prior to selecting and implementing future ICT based learning technologies. Emerging from the findings are concerns relating to the issues of LMS tools availability, accessibility, usability and compatibility, themes which were neither individual nor technological but institutional. The findings have an implication on the higher learning institutions that are challenged to be more cognisant of the institution's environment and structures if added value is to be realised from the implementation of ICT resources in education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 174 Subjects: – SubjectFull: Learning management system Type: general – SubjectFull: Computer managed instruction Type: general – SubjectFull: Higher education Type: general – SubjectFull: Information & communication technologies Type: general – SubjectFull: Zimbabwe Type: general Titles: – TitleFull: Students' Perceptions About Learning Management Systems in Education: Case of Zimbabwe. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dube, Sibusisiwe – PersonEntity: Name: NameFull: Scott, Elsje IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 20488637 Titles: – TitleFull: Proceedings of the European Conference on e-Learning (ECEL) Type: main |
| ResultId | 1 |
