Question #1
The report summary provided by the LMS is a brief overview of course activities as broken down per specific students and hours they spend on the course. The first item shows the total average number of hours spent by all the students daily from Monday to Sunday. The chat shows that users spend most time online on Sundays, followed by Saturday and, eventually, Tuesday. However, Friday records the list number of hours as most of the users begin approaching their weekends. Sunday appears to be the rush hour for most users as everyone has to log in and finish their assignments, hence, the highest number of hours spent by students on that day.
Most students are indoors on Sundays and are usually preparing for work the following day. They, therefore, spend their free time on Sunday logging into the LMS and finish up their assignments. Most of them spend time working on their assignment from the student overviews compared to other regions, such as content folders and discussion boards.
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The individual student overviews show that Student X spent most of his time online on Sunday, which was an average of 5.15 hours. The student spent most of his or her time in the assignment section at the student section. The other student is X, who spends most of his time online on Tuesdays and Wednesdays. It is indicated that student Y spends most of the time handing assignments 1 and 2 while using the eBook. In total, the student spends a total of 8.81 hours in the discussion and assignment sections while they are online. Finally, student Z spends the highest duration online with 29 completed discussions and assignments.
Students are highly engaged in the content folders, which had many high times of access every week. Considering all the student's overview, weekly folders were visited more often as they complete their assignments. However, discussions have the fewest number of times spent online.
Question #2
LMS is crucial to schools and students for online courses as it enables assigning virtual work to students and further assessment by teachers. Generally, there is always a need for improvements in the LMS to enhance its efficiency. According to the student overview results for single courses, the current LMS is not interactive, and given the opportunity, I will make the learning more interactive (Narimawati, 2020). For instance, student X only takes 0.02 hours in viewing the career insights that he only visited once. The student only took the highest number of hours (3.04) during the Week 5 assignments, which was mandatory. Short duration and even zero-hours are taken to view content folders for all the week's discussion.
The second change would be introducing a satisfaction rating per course. While using LMS, it is important to survey students and see how much they enjoyed the course and their interaction with their teachers as trainers in the specific tasks to undertake. Learners and other users should be happy with the experience they get while using the system, and if not, a step should be taken to ensure that challenge is held head-on ( Torres-Madroñero, 2020 ). While the provided summaries from the case study attached must have statistics on the student's overall performance on the platform, it does not have a feedback tool broken down in each course and student to enable the management to see quickly and easily the overall user satisfaction rate for all courses and students. Therefore, incorporating a good tool helps pinpoint any courses that require improvements as it will be possible to see courses with low ratings or specific issues as raised by users.
Question #3
Given an opportunity to recommend changes in the LMS that can enhance efficient student learning, I would create an application that uses LMS and enable a chatbox. My argument on recommending the two options is to reduce the backlog on questions and consultations students make from their professors. The system will cut down and reduce the daily questions that the professors receive.
The first case has an enabled app that will allow students to complete their discussions and assignments on their phones and other mobile devices. In my view, the app will be an opportunity for students who would wish to view will allow the students to have a view of their account information, access reading materials and courses at large. The app is viable for those students who, in most cases, are busy during the week and may have no opportunity to access any computers except at night. Similarly, when the breakdown of computers, individuals may stop their works and not be in a position to finish their urgent tasks. The app will allow them to finish such works without missing anything.
The second idea is on a chat icon enabled on the homepage. The provision of a chat tool on the homepage will be an advantage to the professor, who will have a one-on-one conversation chat with the learners. He will be in a position to respond to questions and complaints on a real-time basis. Normally, students' use of the LMS is always down due to confusion that most learners undergo with their assignments (Larkin, 2019). The chat system will provide an opportunity to communicate with anyone online and inside the course at that moment and seek clarifications needed. Since these classes can be happening worldwide, it means students will be on at different times. Therefore, the chat will reduce the cases of confused students and may not be able to speak and seek clarifications.
Question #4
The most probable targeted report that I wish LMS could provide is to allow the students to view how they are progressing throughout the course (Kats, 2013). The current report only allows the professors to see students' progress in terms of the number of hours that students spend on a course and how frequent they access different sections of the course. However, the students should also view their progress and see their performance on courses through the tool. There should be a provision in the tool that allows students to scroll through the class and let the relevant students have a view and capture the bigger picture of the course before they begin using the system. for instance, a feature that alerts the students on the duration they are expected to take in the course should be enabled. They should know the time that they will spend handling the assignments. Similarly, students should also view the number of assignments they are expected to turn in one time concerning attendance.
The next targeted report that I would recommend is about what professors can see and how they help their students. It implies that the professor should see only little things that can enhance their help to students during their online courses. Furthermore, the tool should show its users, especially the professors, the appropriate devices in accessing LMS during the course to enable any changes of the course content. The professors should be able to see the actual time students take incomplete discussions and assignments. With the ability to see the actual time on assignments, professors should be able to adjust the task turnaround time that students take to complete assigned discussions and assignments.
Finally, an automatic survey in the LMS seeks information from adult student users. With the tool embedded in the system, it will be possible to ask learners about the experience and their life always from education to compare their scores. For my case, I would strictly prefer a system that is efficient and has a successful connection to information that is presented to the professor and even students.
References
Kats, Y. (Ed.). (2013). Learning management systems and instructional design: best practices in online education . IGI Global.
Larkin, P. B. (2019). An evaluation of student perceptions of learning environments across fully on-line versus blended course delivery formats.
Narimawati, U., Soegoto, E. S., & Munandar, D. (2020). LEVERAGING UNIVERSITY BRANDING: STUDENT’S SATISFACTION AND PERFORMANCE THROUGH LEARNING MANAGEMENT SYSTEM. PalArch's Journal of Archaeology of Egypt/Egyptology , 17 (6), 7043-7061.
Torres-Madroñero, E. M., Torres-Madroñero, M. C., & Ruiz Botero, L. D. (2020). Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes. Future Internet , 12 (12), 232.
