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IJCSI International Journal of Computer Science Issues, Vol. 9, Issue 2, No 2, March 2012ISSN (Online): 1694-0814www.IJCSI.org379A Study on the Impact of Learning Management Systems onStudents of a University College in Sultanate of OmanSarachandran Nair. C1 and Dr. Rajendra Patil21Department of Computing, Muscat College, OmanResearch Scholar, JJT University, Rajasthan, India2Director, Don Bosco Institute of Technology – MMS, Mumbai, IndiaAbstractSultanate of Oman is one of the great countries in the MiddleEast with rapid progress in education with advanced teaching andlearning technologies. The University colleges in Oman haveintroduced the latest e-Learning Management Systems in order tokeep the pace of the technological revolution in the field ofhigher education. However, it is very important and essential tofind out the impact of e-Learning Management Systems in theUniversity colleges. Since the researcher is associated withMuscat College, the study has been conducted at Muscat Collegeto evaluate the impact of e-learning technology. This paperexamines what impact LMS has made on students and howeffectively LMS has influenced students on their academicactivities. A questionnaire was prepared in the academic year2008-09 and circulated to the students enrolled for variousBachelor (Honours) degree courses of affiliated partner,University of Stirling, UK. The result of the survey was a matterof concern. Hence, the researcher has decided to continue theresearch in the academic years 2009-10 and 2010-11 in order tofind out the real impact of the LMS on the students in the college.Keywords: e-learning, LMS, impact, effectiveness, Internet,technology.1. IntroductionA learning management system (LMS) is a set of softwaretools for delivering, tracking and managing online trainingand education. LMS options range from systems formanaging training records to more flexible software fordistributing courses over the Internet and offering featuresfor online authoring. In some instances, corporate trainingdepartments purchase an LMS to automate their recordkeeping as well as to allow registration of employees forclassroom and online interactive courses.Key features may include student self-service, selfregistration, instructor-ledtraining,skillgroupsmanagement, user notifications and deadlines, managerhierarchies, wait-list management, and of course actualserving if the training material.Also common in an LMS is an automated testing facilitywhich records answers, grades tests, and keeps all data forlater reporting and analysis. Optional LMS features mayinclude a built-in authoring tool, chat boards, anddiscussion boards. [1]A learning management system (LMS) is a softwareapplication for the administration, documentation, tracking,and reporting of training programs, classroom and onlineevents, e-learning programs, and training content.LMSs range from systems for managing training andeducational records, to software for distributing coursesover the Internet with features for online collaboration.Corporate training use LMSs to automate record-keepingand employee registration, Student self-service (e.g., selfregistration on instructor-led training), training workflow(e.g., user notification, manager approval, wait-listmanagement), the provision of on-line learning (e.g.,computer-based training, read & understand), on-lineassessment, management of continuous professionaleducation (CPE), collaborative learning (e.g., applicationsharing, discussion threads), and training resourcemanagement (e.g., instructors, facilities, equipment), aredimensions to Learning Management Systems. [2]A learning management system (LMS) is a softwareapplication or Web-based technology used to plan,implement, and assess a specific learning process.Typically, a learning management system provides aninstructor with a way to create and deliver content,monitor student participation, and assess studentperformance. A learning management system may alsoprovide students with the ability to use interactive featuressuch as threaded discussions, video conferencing, anddiscussion forums. The Advanced Distance Learninggroup, sponsored by the United States Department ofCopyright (c) 2012 International Journal of Computer Science Issues. All Rights Reserved.
IJCSI International Journal of Computer Science Issues, Vol. 9, Issue 2, No 2, March 2012ISSN (Online): 1694-0814www.IJCSI.orgDefense, has created a set of specifications calledShareable Content Object Reference Model (SCORM) toencourage the standardization of learning managementsystems. [3]3802. LMS in Higher EducationLearning Management Systems are used all over HigherEducation Institutions (HEI) in the world and the need toknow and understand its adoption and usage arises. On theone hand, there are different institutional cultures andcharacteristics and, on the other hand, there are severaldistinct LMS tools. Considering this it is expected to findout distinct experiences in the adoption and usage of LMS.The richness of each of the experiences can help theworldwide community to better understand how LMS arebeing used. [4]The most used LMS according to a survey conducted in2009 answered by 51 universities from 19 differentcountries in 5 continents, were Moodle, Blackboard /WebCT, and Sakay. In that study several other LMS werereferred such as ItsLearning, Desire2Learn, Claroline,METU Online, Chisimba, High Learn, Formare, LearningSpace, First Class, Dokeos, eCollege, Class Fronter,KEWL. [4]The results can be seen as an evolution. In the past years,the proprietary platforms were the most used but currentlythere is an increase of open source free platforms usage.Consequently, there are not many studies regarding theusage level of such tools, concerning students, teachers,tools functionalities, usability, and the entire technologicalenvironment. Generally, both proprietary and open sourcefree LMS provide several functionalities, such as,electronic distribution of course syllabi, grades andteachers feedback to students, ability to post hyperlinks towebsites, forum for the exchange of ideas, wikis whichallows students to swap ideas and information on projects,chat rooms for real time discussion, facilitating emailingand messaging among the participants (teacher/students,students/students), facilities for students to submit workassignments electronically, the means to administerquizzes and texts online. It is frequent to observe thatdespite LMS on HEI is offered and usage stimulated, onlya few of those functionalities are adopted, either byteachers, or by students. [4]3. LMS in Sultanate of OmanSultanate of Oman, being a developing country, has gonethrough many social changes that have, in turn, altered theOmani society needs. Technology, on the other hand hasexerted a tremendous impact on the Omani societal settingand contributed to even more needs.The social demand to increase the higher education intakeis obvious. Taking in consideration that these graduatesCopyright (c) 2012 International Journal of Computer Science Issues. All Rights Reserved.
IJCSI International Journal of Computer Science Issues, Vol. 9, Issue 2, No 2, March 2012ISSN (Online): 1694-0814www.IJCSI.orgare well tuned to recent technological development, maycontribute to alleviate this problem through instituting aquality technology enriched distance and electroniclearning system where the higher education institutionscould admit certain number of students using this deliverymethod.The Internet and other forms of e-Learning platforms arebeing introduced and diffused into the Omani educationalsystem for teachers and faculty members go online.Versions of learning management systems such asWebCT, Moodle, and e-portals have been implemented atmany educational institutions. [5]Overall, e-Learning is rapidly becoming an essentialcomponent of Oman’s educational process and brings withit the most significant changes since the introduction ofthe printing press. With its rapidly growing workforce ofadaptable and well educated graduates, Oman could have aunique role to play with e-Learning in the region. In asimilar manner to its success in capturing a regional leadin call centers, Oman may be able to position itself as aleader in developing and providing high quality eLearning material with a true flavor of Arabic culture. [6]As per ‘Oman Observer” dated on 7th June 2011, thesuccess in introducing the system of e-learning throughambitious systems like Blackboard Learning andBlackboard Community, the Colleges of Applied Sciences(CAS) has decided to upgrade and introduce the newversion of Blackboard Learning in all the six colleges inOman. The e-learning system is an ambitious project ofthe Ministry of Higher Education aimed at providing thestudents and staff of the colleges the best possible elearning solutions. This was stated by Mohammed Rashidal Maamari, Assistant General of Colleges at CAS, in aninterview with the Observer. “We successfully introducedBlackboard Learning and Blackboard Community systemsabout two years back and now coming up with the newversion of the Blackboard Learning known as BlackboardLearn, Release 9.1,” said Al Maamari.“The objective isaimed at providing a centralized learning ground for allthe students and staff of the colleges with upgradedfacilities. Under the system all the students can log on tothe e-learning system from the college, from the cybercafes as also from their home,” he said. Blackboard’s mostpopular solution is course management systems called theBlackboard Learn System. It is used successfully bythousands of schools for supplementing face-to-facelearning and for providing complete distance learning.Giving students the flexibility of new forms ofcollaborations, easier and private self-assessment, and theability to do group projects with less face-to-face time is381empowering to faculty and students – driving studentsuccess.Blackboard Learn, Release 9.1 provides the users with anexciting step into next generation teaching and learningplatform. Release 9.1 focuses on fostering studentengagement and supporting educator efficiency.“Blackboard Learn Release 9.1 has exciting new sociallearning and teaching tools that foster more logical,visually impactful, and active learning opportunities forstudents, helping them stay connected to their educationalexperience 24 hours a day,” Maamari said. Its key featuresinclude, Blogs, Wikis and Journals that help promoteactive collaboration; Mashups, which has integratevisually engaging content; Groups that has ability forenhanced group collaboration and Blackboard LearnToolbar that aids in powerful and relevant searches.Besides, Blackboard Scholar is an academic bookmarkingtool; Accessibility gives better accessibility; BlackboardConnect keeps students connected and Blackboard Mobileis a mobile learning concept. The MoHE has entered intoan agreement with the Edutech Middle East to providetechnology-enabled information and learning solutions tothe colleges located in Sur, Ibri, Sohar, Rustaq, Nizwa andSalalah. [7]4. LMS in Muscat CollegeMuscat College is one among the top private universitycolleges in the Sultanate of Oman. Muscat College wasestablished in 1996 as a private academic Omaniinstitution of higher education. Muscat College isaccredited and operates under the supervision of theMinistry of High Education in Oman. Muscat College isaffiliated with both the University of Stirling and TheScottish Qualification Authority (SQA) UK. [8]Muscat College offers the following programmes inaffiliation with University of Stirling.1. B Sc (Hons) in Business Computing2. B A (Hons) in Business Studies3. B A (Hons) in Accountancy and Business Studies4. B A (Hons) in Accountancy and ComputingScienceThe duration of each programme is of 4 years. The firstbatch had enrolled in 2007-08 and they have successfullycompleted in 2010-11.Muscat College uses the e-Learning Management System,Blackboard-WebCT, of University of Stirling. Thestudents from Oman are enrolled to University of Stirlingthrough Muscat College. They attend classes and appearfor examination at Muscat College. However, the syllabus,Copyright (c) 2012 International Journal of Computer Science Issues. All Rights Reserved.
IJCSI International Journal of Computer Science Issues, Vol. 9, Issue 2, No 2, March 2012ISSN (Online): 1694-0814www.IJCSI.orgschedule, materials and examination papers are preparedby University of Stirling. The final examinations areconducted at Muscat College using the same questionpaper(s) set and used by University of Stirling at the sametime of UK (even if the day scheduled for the examinationis a holiday in Oman). The answer papers are evaluated atMuscat College and sent to University of Stirling forverification and approval from the examination board atthe University of Stirling. The results are published andthe Degree is awarded by University of Stirling. MuscatCollege students can even attend classes at University ofStirling. There are modules in the course where testsand/or examinations are conducted online using WebCT atthe same time at Muscat College and University ofStirling, UK. The University of Stirling has provided username to all Muscat College students and academic stafffor accessing WebCT and e-mail system. The academicstaff needs prior approval from University of Stirling todeliver the modules of honours programme. All theapproved academic staff would get administrative rights inthe WebCT to upload files, if necessary, of the modulesbeing delivered.The researcher is associated with Muscat College for thepast eleven years and delivering courses usingBlackboard-WebCT. The researcher felt the necessity ofstudying the impact of LMS on students’ performance.The first survey study was conducted in the academic year2008-09 and continued the study on the students ofacademic years 2009-10 and 2010-11.5. Survey Study FindingsThe survey asked 25 questions to evaluate the impact ofLearning Management System among the first, second,third and fourth year of bachelor (honours) degreestudents.Table 1 below shows the total number of students in thecollege and number of students responded to the survey ineach academic -1120517283.90Muscat college has a majority of female students and themajority of the students responded to survey was alsofemale. Hence gender wise result analysis is not done.Gender Analysis18 02008-092009-1016 0153 1542010-1114 013013312312 0e10 0gtanecre 80P90857662605356514539403325200M a le -To talM a le -R es po nd edMa le Pe rc en tageFe m ale-Tota lFe m ale-R es pon de d Fe m ale Percenta geFig. 1 Gender analysis of responded students.The important findings from this survey study are givenbelow in this section.5.1 Internet AccessInternet Access902008-0980792009-10752010-11737060Table 1: Number of students responded in the survey8673eg50tanecre40P3027252120100Only at College/UniversityAt College/University and HomeFig. 2 Availability of Internet to students.Copyright (c) 2012 International Journal of Computer Science Issues. All Rights Reserved.
IJCSI International Journal of Computer Science Issues, Vol. 9, Issue 2, No 2, March 2012ISSN (Online): 1694-0814www.IJCSI.orgThe study clearly shows that majority of the students haveaccess to Internet at home as well. Fig 2 clearly shows thesteady growth in the availability of Internet at home sothat students can use LMS whenever they wish to do.383the good outcome of using LMS at Muscat College (seeFig. 4).LMS makes course activities more convenient50472008-095.2 Frequency of Using LMS4747452009-1045422010-1140The study revealed that students of academic year 2008-09were not using LMS quite frequently. However, thestudents’ usage frequency has been improved in theacademic years 2009-10 & 2010-11 (see Fig. 3).3530egatn25erceP2025171510Frequency of using LMS975633170210Strongly Disagree2008-09DisagreeNeutralAgreeStrongly Agree622009-10602010-1156Fig. 4 Course activities more convenient with LMS.505.4 ICT Servicese 40gtanecreP 3025212020232017131075200 0Never0 0Once a year15652 2Once a semesterMonthlyWeeklySeveral times perweekDailyFig. 3 LMS usage.The study conducted on 2008-09 has identified that thestudents were not very much aware about the advantagesof using LMS. Therefore, Muscat College staff has givenbasic training to all the students for using LMS on themodules taught by them in the first semester of 2009-10.This was well attended by the students. Therefore, MuscatCollege has arranged two days’ work shop on BlackboardWebCT for both students and staff. Mr. Simon Booth, ITAdministrator of University of Stirling, UK has conductedthe work shop on 25th & 26th of October 2010 at MuscatCollege. The work shop was very useful and effective forboth students and staff.5.3 Convenience of Course ActivitiesThe maximum number of students has felt that courseactivities are more convenient while using LMS. 72% ofthe students have either agreed or strongly agreed to this inthe academic year 2008-09. 89% of the students haveeither agreed or strongly agreed in 2009-10 and anoverwhelming 92% of the students have either agreed orstrongly agreed in 2010-11. This is the clear indication ofMuscat College has got latest state-of-the-art ITinfrastructure with eight servers (Domain controller, Mail,Database, ISA-Proxy, Backup, Antivirus administrationand two File servers), 14 laboratories with 400 computers.All the labs are equipped with projectors and few of themwith smart boards too. The computer student ratio is 1:3.There are labs exclusively for honours degree projectstudents and foundation IT students.The students have responded very positively about ITservices of Muscat College. 59% of the students haveeither agreed or strongly agreed to this in the academicyear 2008-09. 91% of the students have either agreed orstrongly agreed in 2009-10 and an overwhelming 93% ofthe students have either agreed or strongly agreed in 201011 (see Fig. 5).College ICT services are always ne30rceP2220171410107620010Strongly DisagreeDisagreeNeutralAgreeFig. 5 Availability of ICT services.Copyright (c) 2012 International Journal of Computer Science Issues. All Rights Reserved.Strongly Agree
IJCSI International Journal of Computer Science Issues, Vol. 9, Issue 2, No 2, March 2012ISSN (Online): 1694-0814www.IJCSI.org5.5 Learning SkillsThere is a clear indication of the improvement in thelearning skills of the students after they have started usingLMS properly. In the academic year 2008-09 there wereonly 66% of the students have either agreed or stronglyagreed to this. However, after the training given to thestudents by the staff in 2009-10, 86% of the students haveeither agreed or strongly agreed in 2009-10. After theLMS workshop, given by Mr. Simon Booth in October2010, 91% of the students have either agreed or stronglyagreed having improved their learning skills in theacademic year 2001-11 (see Fig. 6). This result clearlyshows the positive impact of LMS on students.384the academic years 2009-10 & 2010-11. There must bespecial attention paid to those 3% of the students whohave rated as negative to find out the reasons andovercome their difficulties.Overall experience of using ne25rceP201715Using LMS improved learning -11040Very negativeNegativeNeutralPositiveVery positive35Fig. 7 LMS experience.30egtan25ecreP2022175.7 Students Retention151510752254220Strongly DisagreeDisagreeNeutralAgreeStrongly AgreeFig. 6 LMS and learning skills.5.6 Experience of Using LMSThe overall experience of using Blackboard-WebCT israted as very good by the majority of the students. Theresponses from the students are in similar pattern of theabove characteristics for the academic years 2008-09,2009-10 & 2010-11. It clearly shows very goodimprovement from 2008-09 to 2009-10 and it continued in2010-11.Muscat College enjoys an excellent retention rate of thestudents at present. New students are admitted in themonth of September each year as academic year startsfrom 1st week of September. Students are admitted toUniversity of Stirling progarmme after the successfulcompletion of the foundation progarmme with IELTSscore of 6.0 from Muscat College. Students those whohave completed foundation programme from othercolleges are admitted after passing the admission test of IT,Maths and IELTS score of 6.Students Retention -12858481807474In 2008-09, only 48% of the students were either positiveor very positive to the experience and 31% of the studentswere neutral. In 2009-10, 86% of the students were eitherpositive or very positive. In 2010-11, 88% of the studentswere either positive or very positive (see Fig. 7).60401920It should also be noted that there were 20% of the studentsrated as either negative or very negative to the overallexperience of using LMS in 2008-09. This negative ratinghas been successfully overcome and just 3% of thestudents have rated as either negative or very negative in2015160New EnrollmentNo. of Students WithdrawnRetention PercentageFig. 8 Retention rate of students.Copyright (c) 2012 International Journal of Computer Science Issues. All Rights Reserved.
IJCSI International Journal of Computer Science Issues, Vol. 9, Issue 2, No 2, March 2012ISSN (Online): 1694-0814www.IJCSI.orgMuscat College admits about 100 new students forUniversity of Stirling programme in each academic year inaddition to SQA progarmme and Foundation programme.There may be few students withdrawing from theUniversity of Stirling programme and join the SQAprogarmme. Similarly, few students may withdraw andjoin other colleges also.The researcher has made an attempt to find the retentionrate and established a link between LMS and retention rate.In 2008-09, the retention rate was 74%. In 2009-10, theretention rate was 81%. In 2010-11, the retention rate was85%. In 2011-12 (after semester 1), the retention rate was84%. The study has shown that students have started usingLMS efficiently from 2009-10 onwards and retention rateis also high since 2009-10.6. ConclusionsThe study clearly shows the positive impact LMS onstudents. Although the response from the students ofacademic year 2008-09 was not that encouraging due tolack of awareness of the advantages of using LMS. Thetraining given to the students on LMS has been verysuccessful and majority of the students have respondedvery positively in the academic years 2009-10 & 2010-11.The frequency of using LMS has been good. The studentshave felt that course activities have become moreconvenient. Students learning skills have been improved.Muscat College ICT services are found to be efficient.Overall the majority of the students have had very goodexperience in using LMS.The impact of LMS is also visible in the student’sretention rate. Past three academic years, the retention rateaverage is 83%. It is consistent since 2009-10. Theretention rate was 74% in 2008-09.385and Standardization”, Portugal, 2011, Available institutions-learning-management/50529.[5] Ugur Demiray, Cases on Challenges facing e-Learning andNational development: Institutional Studies and Practices,Vol II, Anadolu University, Turkey, p603.[6] Bret Hall, e-Learning – Applying Technology to /www.digitaloman.com/indexead5.html?issue 3&lang en&id 14 1.[7] Report available at:http://main.omanobserver.om/node/53947 (News on OmanObserver, 7th June 2011).[8] Muscat College – University College details are available athttp://www.muscatcollege.edu.om/.Sarachandran Nair. C is pursuing PhDfrom JJT University in India. He hasreceived MPhil degree from AlagappaUniversity. He is working as SeniorLecturer in the department of computing,Muscat College, Sultanate of Oman for thepast 12 yearsSarachandran Nair. C is also a recognized teacher ofUniversity of Stirling, UK. He has presented andpublished four papers in international conferences. He is amember of many professional associations. His researchareas are e-Learning and Cloud computing.Dr. Rajendra Patil received PhD from SRTM University,India in 2005. At present, he is the Director of Don Boscoinstitute of technology in India. He has served as Director/ Principal in various Computing Science / Managementcolleges in India. He has more than 30 years of experiencein the field of teaching, training and development ineducation sector. He has published more than 50 papers ininternational and national journals. He is a member ofmany professional associations. He has been guiding PhDstudents for the past six years.The research study concludes by stating that LearningManagement Systems has been very beneficial to thestudents at Muscat College.References[1] LMS Definition available nition.html.[2] Ellis, Ryann K, Field Guide to Learning ManagementSystems, ASTD Learning Circuits, B91-403E9B15-7E597444645D/23395/LMS fieldguide 20091.pdf.[3] LMS Definition available ningmanagement-system (2002).[4] Rosalina Babo, and Ana Azevedo, “Higher EducationInstitutions and Learning Management Systems: AdoptionCopyright (c) 2012 International Journal of Computer Science Issues. All Rights Reserved.
teachers feedback to students, ability to post hyperlinks to websites, forum for the exchange of ideas, wikis which allows students to swap ideas and information on projects, chat rooms for real time discussion, facilitating emailing and messaging among the participants (teacher/students, students/students), facilities for students to submit work
