Abstract
Open universities have provided quality higher education through open and distance education to serve learners who could not attend traditional in-person universities. While open universities vary in terms of providing their services to learners at a distance, many have shifted to e-learning using cost-effective platforms. A common platform that is essential for online teaching and learning is the learning management system (LMS). While there are common processes observed among open universities in the way they use their LMS, there are also subtle differences caused by each institution’s unique and special context. Their contextual challenges often drive them to develop technologies or techniques that may easily be adopted by others. Thus, benchmarking activities are often recommended for mutual improvement. In this regard, a comparative study of open universities in Indonesia, the Philippines, and Pakistan was conducted for decision-makers to understand how they could improve in providing quality education to their learners through Moodle, which is their primary LMS. The Delone and Mclean Model was used to systematically compare system, information, and service quality in e-learning delivered through their LMS. The authors hope that the results and recommendations from this study may help other educational institutions overcome similar challenges in their learning platforms.
References
- Armstrong, B., Fogarty, G. J., Dingsdag, D., & Dimbleby, J. (2005). Validation of computer user satisfaction questionnaire to measure IS success in small business. Journal of Research and Practice in Information Technology, 37(1), 27-42.
- Bower, M., & Wittmann, M. (2011). A comparison of LAMS and MOODLE as learning design technologies–teacher education students’ perspective. Teaching English with Technology, 11(1), 62-80.
- Carvalho, A., Areal, N., & Silva, J. (2011). Students' perceptions of Blackboard and Moodle in a Portuguese university. British Journal of Educational Technology, 42(5), 824-841.
- Conboy, K., Golden, W., Acton, T., & Halonen, R. (2009, April). DeLone & McLean success model as a descriptive tool in evaluating the use of a virtual learning environment. International Conference on Organizational Learning, Knowledge and Capabilities (OLKC). Conference conducted in Amsterdam, the Netherlands.
- Conijn, R., Snijders, C., Kleingeld, A., & Matzat, U. (2016). Predicting student performance from LMS data: A comparison of 17 blended courses using Moodle LMS. IEEE Transactions on Learning Technologies, 10(1), 17-29.
Abstract
References
- Armstrong, B., Fogarty, G. J., Dingsdag, D., & Dimbleby, J. (2005). Validation of computer user satisfaction questionnaire to measure IS success in small business. Journal of Research and Practice in Information Technology, 37(1), 27-42.
- Bower, M., & Wittmann, M. (2011). A comparison of LAMS and MOODLE as learning design technologies–teacher education students’ perspective. Teaching English with Technology, 11(1), 62-80.
- Carvalho, A., Areal, N., & Silva, J. (2011). Students' perceptions of Blackboard and Moodle in a Portuguese university. British Journal of Educational Technology, 42(5), 824-841.
- Conboy, K., Golden, W., Acton, T., & Halonen, R. (2009, April). DeLone & McLean success model as a descriptive tool in evaluating the use of a virtual learning environment. International Conference on Organizational Learning, Knowledge and Capabilities (OLKC). Conference conducted in Amsterdam, the Netherlands.
- Conijn, R., Snijders, C., Kleingeld, A., & Matzat, U. (2016). Predicting student performance from LMS data: A comparison of 17 blended courses using Moodle LMS. IEEE Transactions on Learning Technologies, 10(1), 17-29.
Details
| Primary Language | English |
|---|---|
| Subjects | Lifelong learning |
| Journal Section | Articles |
| Authors | |
| Publication Date | January 1, 2024 |
| Submission Date | December 15, 2022 |
| Published in Issue | Year 2024 Volume: 25 Issue: 1 |