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POSSIBILITIES OF USING E-LEARNING SYSTEM AT UNIVERSITIES
Abstract
The paper deals with the possibilities of using e-learning systems in the educational process at universities. It presents current state of this problematic in the world which includes the use of particular types of systems and tools within e-learning system. Through the survey we found out the frequency of using of each tool. According to analyses is presented a design which includes some improvements and recommendations for using of e-learning systems to become a full-fledged part of educational process at universities.
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It is obvious that in the Internet era the higher education institutions (HEIs) must innovate the services they offer by integrating ICT (Information and Communication Technology) in the learning process. According to the theoreticians and practitioners insights in the matter, the e-learning systems offer many advantages and compensate the weaknesses of the traditional learning methods. In consequence, it emerged the need for developing a model that measures the success of the e-learning systems. This paper presents results of the research conducted in order to develop a comprehensive model for measuring e-learning system success in universi-ties.
Learning analytics offers higher education valuable insights that can inform strategic decision-making regarding resource allocation for educational excellence. Research demonstrates that learning management systems (LMSs) can increase student sense of community, support learning communities and enhance student engagement and success, and LMSs have therefore become core enterprise component in many universities. We were invited to undertake a current state analysis of enterprise LMS use in a large research-intensive university, to provide data to inform and guide an LMS review and strategic planning process. Using a new e-learning analytics platform, combined with data visualization and participant observation, we prepared a detailed snapshot of current LMS use patterns and trends and their relationship to student learning outcomes. This paper presents selected data from this "current state analysis" and comments on what it reveals about the comparative effectiveness of this institution's LMS integration in the service of learning and teaching. More critically, it discusses the reality that the institutional planning process was nonetheless dominated by technical concerns, and made little use of the intelligence revealed by the analytics process. To explain this phenomenon we consider theories of change management and resistance to innovation, and argue that to have meaningful impact, learning analytics proponents must also delve into the socio-technical sphere to ensure that learning analytics data are presented to those involved in strategic institutional planning in ways that have the power to motivate organizational adoption and cultural change.
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