EXPLORING THE FREQUENT USE OF THE LEARNING MANAGEMENT SYSTEMS (LMS) FEATURES AND LEARNERS’ INTERACTIONS IN HIGHER EDUCATION / EXPLORER L'UTILISATION FRÉQUENTE DES FONCTIONNALITÉS DES SYSTÈMES DE GESTION DE L'APPRENTISSAGE (LMS) ET DES INTERACTIONS AVEC LES APPRENANTS DANS L'ENSEIGNEMENT SUPÉRIEUR

Shaibou Abdoulai Haji

Abstract


The purpose of this study is to explore how the frequent use of Learning Management Systems (LMS) features improve learners’ interactions. In this structural equation, modelling was applied to examine how the regular use of LMS features improve learners’ interactions. The study was a survey that made use of the questionnaire for data collection. A total of 362 students responded to the questionnaires used in the study. The results indicated that the frequent use of LMS features help learners to interact with content as well as the instructor but not with their peers during the learning process. It is hoped that the outcomes of this study can be used in shaping Innovative practices in Higher Education and beyond.

Le but de cette étude est d’explorer comment l’utilisation fréquente des systèmes de gestion de l’apprentissage (SGA) améliore les interactions des apprenants. Dans cette équation structurelle, une modélisation a été appliquée pour examiner comment l’utilisation régulière des SGA améliore les interactions des apprenants. L'étude a porté une enquête à l’aide du questionnaire pour la collecte de données. Au total, 362 étudiants ont répondu été interrogés. Les résultats indiquent que l'utilisation régulière des SGA aide les apprenants à interagir avec le contenu ainsi qu'avec l'enseignant, mais pas avec leurs pairs pendant le processus d'apprentissage. L’on espère que les résultats de cette recherche pourront être utilisés pour améliorer des pratiques innovantes d’enseignement dans l'enseignement supérieur et au-delà.

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Keywords


learning management systems, learner-instructor interaction, learner-content interaction, learner-learner interaction, higher education / systèmes de gestion de l'apprentissage, interaction apprenant-enseignant, interaction apprenant-contenu, interaction

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v5i2.3477

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