SherbyNet - /page/wikibook/entry.mu

Micron Document

<!DOCTYPE html>

<title>Learning management system</title>

</head>

Learning management system

</h1>

</header>

A learning management system (LMS) is a <a href="Software_application" class="mw-redirect" title="Software application">software application</a> for the administration, documentation, tracking, reporting, automation, and delivery of <a href="Educational" class="mw-redirect" title="Educational">educational</a> courses, training programs, materials or learning and development programs.<a href="#cite_note-ellis-1">[1]</a> The learning management system concept emerged directly from <a href="E-learning_(theory)" title="E-learning (theory)">e-Learning</a>. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s.<a href="#cite_note-:0-2">[2]</a> LMSs have been adopted by almost all higher education institutions in the English-speaking world.<a href="#cite_note-3">[3]</a> Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.<a href="#cite_note-4">[4]</a>

Learning management systems were designed to identify training and learning gaps, using analytical data and reporting. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for online content, including courses, both asynchronous based and synchronous based. In the higher education space, an LMS may offer classroom management for instructor-led training or a flipped <a href="Classroom" title="Classroom">classroom</a>.<a href="#cite_note-5">[5]</a> Modern LMSs include intelligent algorithms to make automated recommendations for courses based on a user's skill profile as well as extract <a href="Metadata" title="Metadata">metadata</a> from learning materials to make such recommendations even more accurate.<a href="#cite_note-6">[6]</a>

<div class="mw-heading mw-heading2"><h2 id="Characteristics">Characteristics</h2></div>

<div class="mw-heading mw-heading3"><h3 id="Purpose">Purpose</h3></div>

An LMS delivers and manages all types of content, including videos, courses, workshops, and documents. In the education and higher education markets, an LMS will include a variety of functionality that is similar to corporate but will have features such as rubrics, teacher and instructor-facilitated learning, a discussion board, and often the use of a syllabus. A syllabus is rarely a feature in the corporate LMS, although courses may start with a heading-level index to give learners an overview of topics covered.

<div class="mw-heading mw-heading3"><h3 id="History">History</h3></div>

There are several historical phases of distance education that preceded the development of the LMS.

<div class="mw-heading mw-heading4"><h4 id="Correspondence_teaching">Correspondence teaching</h4></div>

The first known document of correspondence teaching dates back to 1723, through the advertisement in the Boston Gazette of Caleb Phillips, professor of <a href="Shorthand" title="Shorthand">shorthand</a>, offering teaching materials and tutorials.<a href="#cite_note-7">[7]</a> The first testimony of a bi-directional communication organized correspondence course comes from England, in 1840, when <a href="Isaac_Pitman" title="Isaac Pitman">Isaac Pitman</a> initiated a shorthand course, wherein he sent a passage of the Bible to students, who would send it back in full transcription. The success of the course resulted in the foundation of the phonographic correspondence society in 1843. The pioneering milestone in distance language teaching was in 1856 by Charles Toussaint and <a href="Gustav_Langenscheidt" title="Gustav Langenscheidt">Gustav Langenscheidt</a>, who began the first European institution of distance learning. This is the first known instance of the use of materials for independent language study.<a href="#cite_note-8">[8]</a>

<div class="mw-heading mw-heading4"><h4 id="Multimedia_teaching:_The_emergence_and_development_of_the_distance_learning_idea">Multimedia teaching: The emergence and development of the distance learning idea</h4></div>

The concept of <a href="E-learning_(theory)" title="E-learning (theory)">e-learning</a> began developing in the early 20th century, marked by the appearance of audio-video communication systems used for remote teaching.<a href="#cite_note-9">[9]</a> In 1909, <a href="E.M._Forster" class="mw-redirect" title="E.M. Forster">E.M. Forster</a> published his story 'The Machine Stops' and explained the benefits of using audio communication to deliver lectures to remote audiences.<a href="#cite_note-10">[10]</a>

In 1924, <a href="Sidney_L._Pressey" title="Sidney L. Pressey">Sidney L. Pressey</a> developed the first teaching machine which offered multiple types of practical exercises and question formats. Nine years later, <a href="University_of_Alberta" title="University of Alberta">University of Alberta</a>'s Professor M.E. Zerte transformed this machine into a problem cylinder able to compare problems and solutions.<a href="#cite_note-11">[11]</a>

This, in a sense, was "multimedia", because it made use of several media formats to reach students and provide instruction. Later, printed materials would be joined by telephone, radio broadcasts, TV broadcasts, audio, and videotapes.<a href="#cite_note-12">[12]</a>

The earliest networked learning system was the <a href="PLATO_system" class="mw-redirect" title="PLATO system">Plato</a> Learning Management system (PLM) developed in the 1970s by Control Data Corporation.

<div class="mw-heading mw-heading4"><h4 id="Telematic_teaching">Telematic teaching</h4></div>

In the 1980s, modern telecommunications started to be used in education. Computers became prominent in the daily use of higher education institutions, as well as instruments to student learning. Computer-aided teaching aimed to integrate technical and educational means. The trend then shifted to video communication, as a result of which <a href="University_of_Houston" title="University of Houston">University of Houston</a> decided to hold telecast classes to their students for approximately 13–15 hours a week. The classes took place in 1953, while in 1956, Robin McKinnon Wood and Gordon Pask released the first adaptive teaching system for corporate environments SAKI.<a href="#cite_note-auto-13">[13]</a> The idea of automating teaching operations also inspired the University of Illinois experts to develop their <a href="PLATO_(computer_system)" title="PLATO (computer system)">Programmed Logic for Automated Teaching Operations</a> (PLATO) which enabled users to exchange content regardless of their location.<a href="#cite_note-auto-13">[13]</a> In the period between 1970 and 1980, educational venues were rapidly considering the idea of computerizing courses, including the Western Behavioral Sciences Institute from California which introduced the first accredited online-taught degree.

<div class="mw-heading mw-heading4"><h4 id="Teaching_through_the_internet:_The_appearance_of_the_first_LMS">Teaching through the internet: The appearance of the first LMS</h4></div>

The history of the application of computers to education is filled with broadly descriptive terms such as <a href="Computer-managed_instruction" class="mw-redirect" title="Computer-managed instruction">computer-managed instruction</a> (CMI), and <a href="Integrated_learning_systems" title="Integrated learning systems">integrated learning systems</a> (ILS), computer-based instruction (CBI), <a href="Computer-assisted_instruction" class="mw-redirect" title="Computer-assisted instruction">computer-assisted instruction</a> (CAI), and <a href="Computer-assisted_learning" class="mw-redirect" title="Computer-assisted learning">computer-assisted learning</a> (CAL). These terms describe drill-and-practice programs, more sophisticated tutorials, and more individualized instruction, respectively.<a href="#cite_note-14">[14]</a> The term is currently used to describe a number of different educational <a href="Computer_applications" class="mw-redirect" title="Computer applications">computer applications</a>.<a href="#cite_note-Watson_2007_28–34-15">[15]</a> <a href="FirstClass" title="FirstClass">FirstClass</a> by SoftArc, used by the United Kingdom's <a href="Open_University" title="Open University">Open University</a> in the 1990s and 2000s to deliver online learning across Europe, was one of the earliest internet-based LMSs.<a href="#cite_note-16">[16]</a><a href="#cite_note-17">[17]</a>

The first fully-featured Learning Management System (LMS) was called EKKO, developed and released by Norway's NKI Distance Education Network in 1991.<a href="#cite_note-18">[18]</a> Three years later, <a href="New_Brunswick" title="New Brunswick">New Brunswick</a>'s NB Learning Network presented a similar system designed for DOS-based teaching, and devoted exclusively to business learners.

<div class="mw-heading mw-heading2"><h2 id="Technical_aspects">Technical aspects</h2></div>

An LMS can be either hosted locally or by a vendor. A vendor-hosted <a href="Cloud_computing" title="Cloud computing">cloud</a> system tends to follow a <a href="Software_as_a_service" title="Software as a service">SaaS</a> (software as a service) model. All data in a vendor-hosted system is housed by the supplier and accessed by users through the internet, on a computer or mobile device. Vendor-hosted systems are typically easier to use and require less technical expertise. An LMS that is locally hosted sees all data pertaining to the LMS hosted internally on the users′ internal servers. Locally hosted LMS software will often be open-source, meaning users will acquire (either through payment or free of charge) the LMS software and its code. With this, the user is able to modify and maintain the software through an internal team. Individuals and smaller organizations tend to stick with cloud-based systems due to the cost of internal hosting and maintenance.<a href="#cite_note-19">[19]</a>

There are a variety of integration strategies for embedding content into LMSs, including AICC, xAPI (also called 'Tin Can'), <a href="Sharable_Content_Object_Reference_Model" title="Sharable Content Object Reference Model">SCORM</a> (Sharable Content Object Reference Model) and LTI (<a href="Learning_Tools_Interoperability" title="Learning Tools Interoperability">Learning Tools Interoperability</a>).<a href="#cite_note-20">[20]</a><a href="#cite_note-21">[21]</a>

Through an LMS, teachers may create and integrate course materials, articulate learning goals, align content and assessments, track studying progress, and create customized tests for students. An LMS allows the communication of learning objectives, and organize learning timelines. An LMS perk is that it delivers learning content and tools straight to learners, and assessment can be automated. It can also reach marginalized groups through special settings. Such systems have built-in customizable features including assessment and tracking. Thus, learners can see in real time their progress and instructors can monitor and communicate the effectiveness of learning.<a href="#cite_note-:1-22">[22]</a><a href="#cite_note-23">[23]</a> One of the most important features of LMS is trying to create a streamline communication between learners and instructors. Such systems, besides facilitating online learning, tracking learning progress, providing digital learning tools, managing communication, and maybe selling content, may be used to provide different communication features.<a href="#cite_note-24">[24]</a>

<div class="mw-heading mw-heading2"><h2 id="Features">Features</h2></div>

<div class="mw-heading mw-heading3"><h3 id="Managing_courses,_users_and_roles">Managing courses, users and roles</h3></div>

Learning management systems may be used to create professionally structured course content. The teacher can add text, images, videos, pdfs, tables, links and text formatting, interactive tests, slideshows, etc. Moreover, they can create different types of users, such as teachers, students, parents, visitors and editors (hierarchies). It helps control which content students can access, track studying progress and engage students with contact tools. Teachers can manage courses and modules, enroll students or set up self-enrollment.<a href="#cite_note-:2-25">[25]</a>

<div class="mw-heading mw-heading3"><h3 id="Online_assessment">Online assessment</h3></div>

An LMS can enable instructors to create automated assessments and assignments for learners, which are accessible and submitted online. Most platforms allow a variety of different question types such as: one/multi-line answer; multiple choice answer; ordering; free text; matching; essay; true or false/yes or no; fill in the gaps; agreement scale and offline tasks.<a href="#cite_note-:1-22">[22]</a>

<div class="mw-heading mw-heading3"><h3 id="User_feedback">User feedback</h3></div>

Students' exchange of feedback both with teachers and their peers is possible through LMS. Teachers may create discussion groups to allow students feedback, share their knowledge on topics and increase the interaction in course. Students' feedback is an instrument which help teachers to improve their work, helps identify what to add or remove from a course, and ensures students feel comfortable and included.<a href="#cite_note-:0-2">[2]</a>

<div class="mw-heading mw-heading3"><h3 id="Synchronous_and_asynchronous_learning">Synchronous and asynchronous learning</h3></div>

Students can either learn <a href="Asynchronous_learning" title="Asynchronous learning">asynchronously</a> (on demand, self-paced) through course content such as pre-recorded videos, PDF, <a href="Sharable_Content_Object_Reference_Model" title="Sharable Content Object Reference Model">SCORM</a> (Sharable Content Object Reference Model), discussion forums or they can undertake <a href="Synchronous_learning" title="Synchronous learning">synchronous learning</a> utilizing video conference communication, live discussions and chats.<a href="#cite_note-26">[26]</a>

<div class="mw-heading mw-heading3"><h3 id="Learning_analytics">Learning analytics</h3></div>

Learning management systems will often incorporate dashboards to track student or user progress. They can then report on key items such as completion rates, attendance data and success likelihood. Utilising these metrics can help facilitators better understand gaps in user knowledge.<a href="#cite_note-27">[27]</a>

<div class="mw-heading mw-heading2"><h2 id="Learning_management_industry">Learning management industry</h2></div>

/* start https://en.wikipedia.org/ */

.mw-parser-output .ambox{border:1px solid #a2a9b1;border-left:10px solid #36c;background-color:#fbfbfb;box-sizing:border-box}.mw-parser-output .ambox+link+.ambox,.mw-parser-output .ambox+link+style+.ambox,.mw-parser-output .ambox+link+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+style+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+link+.ambox{margin-top:-1px}html body.mediawiki .mw-parser-output .ambox.mbox-small-left{margin:4px 1em 4px 0;overflow:hidden;width:238px;border-collapse:collapse;font-size:88%;line-height:1.25em}.mw-parser-output .ambox-speedy{border-left:10px solid #b32424;background-color:#fee7e6}.mw-parser-output .ambox-delete{border-left:10px solid #b32424}.mw-parser-output .ambox-content{border-left:10px solid #f28500}.mw-parser-output .ambox-style{border-left:10px solid #fc3}.mw-parser-output .ambox-move{border-left:10px solid #9932cc}.mw-parser-output .ambox-protection{border-left:10px solid #a2a9b1}.mw-parser-output .ambox .mbox-text{border:none;padding:0.25em 0.5em;width:100%}.mw-parser-output .ambox .mbox-image{border:none;padding:2px 0 2px 0.5em;text-align:center}.mw-parser-output .ambox .mbox-imageright{border:none;padding:2px 0.5em 2px 0;text-align:center}.mw-parser-output .ambox .mbox-empty-cell{border:none;padding:0;width:1px}.mw-parser-output .ambox .mbox-image-div{width:52px}@media(min-width:720px){.mw-parser-output .ambox{margin:0 10%}}@media print{body.ns-0 .mw-parser-output .ambox{display:none!important}}

/* end https://en.wikipedia.org/ */

</style>

In the relatively new LMS market, commercial providers for corporate applications and education range from new entrants to those that entered the market in 1990. In addition to commercial packages, many open-source solutions are available.

In the U.S. higher education market as of year end 2023, the top LMSs by a number of institutions were Instructure's <a href="Instructure" title="Instructure">Canvas</a> (47%), D2L's <a href="D2L" title="D2L">Brightspace</a> (19%), Anthology's <a href="Blackboard_Learning_System" class="mw-redirect" title="Blackboard Learning System">Blackboard</a> Learn (18%), and <a href="Moodle" title="Moodle">Moodle</a> (11%).<a href="#cite_note-28">[28]</a> Worldwide, the picture was different, with <a href="Moodle" title="Moodle">Moodle</a> having over 50% of the market share in Europe, Latin America, and Oceania.<a href="#cite_note-29">[29]</a>

Many users of LMSs use an <a href="Authoring_system" title="Authoring system">authoring tool</a> to create content, which is then hosted on an LMS. In some cases, LMSs that do use a standard include a primitive authoring tool for basic content manipulation. More modern systems, in particular <a href="Software_as_a_service" title="Software as a service">SaaS</a> solutions have decided not to adopt a standard and have rich course authoring tools. There are several standards for creating and integrating complex content into an LMS, including <a href="Aviation_Industry_Computer-Based_Training_Committee" title="Aviation Industry Computer-Based Training Committee">AICC</a>, <a href="SCORM" class="mw-redirect" title="SCORM">SCORM</a>, <a href="XAPI_(e-learning)" class="mw-redirect" title="XAPI (e-learning)">xAPI</a>, and Learning Tools Interoperability. However, using SCORM or an alternative standardized course protocol is not always required and can be restrictive when used unnecessarily.<a href="#cite_note-30">[30]</a>

Evaluation of LMSs is a complex task and significant research supports different forms of evaluation, including iterative processes where students' experiences and approaches to learning are evaluated.<a href="#cite_note-31">[31]</a>

<div class="mw-heading mw-heading2"><h2 id="Advantages_and_disadvantages">Advantages and disadvantages</h2></div>

Both supporters and critics of LMSs recognize the importance of developing <a href="21st_century_skills" title="21st century skills">21st century skills</a>; however, the controversy lies in whether or not they are practical for both teachers and students.<a href="#cite_note-32">[32]</a>

In one study, an LMS led to a reported higher computer <a href="Self-efficacy" title="Self-efficacy">self-efficacy</a>, while participants reported being less satisfied with the learning process that is achieved in the LMS.<a href="#cite_note-33">[33]</a> A study among Indian students has suggested that a negative experience with an LMS can leave "the learner with a passive, un-engaging experience, leading to incomplete learning and low performance".<a href="#cite_note-34">[34]</a>

<div class="mw-heading mw-heading3"><h3 id="Advantages">Advantages</h3></div>

There are six major advantages of LMS which in themselves constitute the concept of LMS.<a href="#cite_note-:1-22">[22]</a>

<ul><li>Interoperability: Data standards on LMS allow information to be exchanged from one system to another</li>

<li>Accessibility: The consistent layout using on LMS provides students with disabilities better opportunity to access web content.<a href="#cite_note-35">[35]</a></li>

<li>Reusability: Reusability refers to the LMS system's ability to be reused for educational content. A critical aspect in lowering the high expenses of developing educational experiences in e-learning settings.<a href="#cite_note-36">[36]</a></li>

<li>Durability: Due to the rising adoption of technology into academics, the growth of LMS market is expected to reach a <a href="Compound_annual_growth_rate" title="Compound annual growth rate">CAGR</a> of 17.1% by 2028.<a href="#cite_note-37">[37]</a></li>

<li>Maintenance ability: LMS allows developers to continually enhance their software and better adapt them to their user base.<a href="#cite_note-38">[38]</a></li>

<li>Adaptability: LMS is always improving, updating, and learning new behaviours quickly. LMS has been active since 1990s and keeps adjusting to the changing society today.<a href="#cite_note-39">[39]</a></li></ul>

<div class="mw-heading mw-heading3"><h3 id="Disadvantages">Disadvantages</h3></div>

<ul><li>Teachers have to be willing to adapt their curricula from face-to-face lectures to online lectures.<a href="#cite_note-:2-25">[25]</a></li>

<li>There is the potential for instructors to try to directly translate existing support materials into courses which can result in very low interactivity and engagement for learners if not done well.</li></ul>

<div class="mw-heading mw-heading2"><h2 id="COVID-19_and_learning_management_systems">COVID-19 and learning management systems</h2></div>

The suspension of in-school learning caused by the <a href="COVID-19_pandemic" title="COVID-19 pandemic">COVID-19 pandemic</a> started a dramatic shift in the way teachers and students at all levels interact with each other and learning materials. <a href="UNESCO" title="UNESCO">UNESCO</a> estimated that as of May 25, 2020, approximately 990,324,537 learners, or  56.6% of the total enrolled students have been affected by COVID-19 related school closures.<a href="#cite_note-40">[40]</a> In many countries, <a href="Online_education" class="mw-redirect" title="Online education">online education</a> through the use of Learning Management Systems became the focal point of teaching and learning. For example, statistics taken from a university’s LMS during the initial school closure period (March to June 2020) indicate that student submissions and activity nearly doubled from pre-pandemic usage levels.<a href="#cite_note-41">[41]</a>

Student satisfaction with LMS usage during this period is closely tied to the information quality contained within LMS modules and maintaining student <a href="Self-efficacy" title="Self-efficacy">self-efficacy</a>.<a href="#cite_note-42">[42]</a> From the teacher perspective, a study of <a href="K%E2%80%9312" title="K–12">K-12</a> teachers in <a href="Finland" title="Finland">Finland</a> reported high levels of acceptance for LMS technology, however, training support and developing methods for maintaining student engagement are key to long-term success.<a href="#cite_note-43">[43]</a> In developing nations, the transition to LMS usage faced many challenges, which included a lower number of colleges and universities using LMSs before the pandemic, technological infrastructure limitations, and negative attitudes toward technology amongst users.<a href="#cite_note-44">[44]</a>

<ul><li><a href="8_learning_management_questions" title="8 learning management questions">8 learning management questions</a> – Set of questions for teachers</li>

<li><a href="Competency_management_system" title="Competency management system">Competency management system</a></li>

<li><a href="Educational_technology" title="Educational technology">Educational technology</a> – Use of technology in education to improve learning and teaching (e-learning)</li>

<li><a href="Intelligent_tutoring_system" title="Intelligent tutoring system">Intelligent tutoring system</a> – Computer system to provide instruction to learners</li>

<li><a href="LAMS" title="LAMS">LAMS</a> – Learning Activity Management System</li>

<li><a href="Learning_object" title="Learning object">Learning objects</a></li>

<li><a href="Learning_Record_Store" title="Learning Record Store">Learning Record Store (LRS)</a></li>

<li><a href="List_of_learning_management_systems" title="List of learning management systems">List of learning management systems</a></li>

<li><a href="Massive_open_online_course" title="Massive open online course">Massive open online course</a></li>

<li><a href="Student_information_system" title="Student information system">Student information system</a> – Software for educational institutions to manage student and school data</li>

<li><a href="Virtual_learning_environment" class="mw-redirect" title="Virtual learning environment">Virtual learning environment</a></li></ul>

<div class="mw-heading mw-heading2"><h2 id="References">References</h2></div>

/* start https://en.wikipedia.org/ */

.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}

/* end https://en.wikipedia.org/ */

</style><div class="reflist reflist-columns references-column-width" style="column-width: 30em;">

/* start https://en.wikipedia.org/ */

.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("./mw/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("./mw/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("./mw/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("./mw/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}

/* end https://en.wikipedia.org/ */

</style><cite id="CITEREFEllis2024" class="citation cs2">Ellis, Ryann K. (2024), <a rel="nofollow" class="external text" href="https://web.archive.org/web/20140824102458/http://www.astd.org/~/media/Files/Publications/LMS_fieldguide_20091">Field Guide to Learning Management</a>, Quora, archived from <a rel="nofollow" class="external text" href="http://www.astd.org/~/media/Files/Publications/LMS_fieldguide_20091">the original</a> on 24 August 2014, retrieved 5 July 2012</cite>

</li>

<li id="cite_note-:0-2">^ <a href="#cite_ref-:0_2-0">a</a> <a href="#cite_ref-:0_2-1">b</a> <cite id="CITEREFDavis,_B.,_Carmean,_C.,_&_Wagner,_E.2009" class="citation journal cs1">Davis, B., Carmean, C., & Wagner, E. (2009). "The Evolution of the LMS : From Management to Learning". The ELearning Guild Research. 24.</cite><code class="cs1-code">{{cite journal}}</code>: CS1 maint: multiple names: authors list (link)

</li>

<li id="cite_note-3"><a href="#cite_ref-3">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://edutechnica.com/2014/09/23/lms-data-the-first-year-update/">"LMS Data – The First Year Update"</a>. Edutechnica. 23 September 2014. Retrieved 1 February 2015.</cite>

</li>

<li id="cite_note-4"><a href="#cite_ref-4">^</a> <cite id="CITEREFRazaQaziKhanSalam2021" class="citation journal cs1">Raza SA, Qazi W, Khan KA, Salam J (April 2021). <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7509242">"Social Isolation and Acceptance of the Learning Management System (LMS) in the time of COVID-19 Pandemic: An Expansion of the UTAUT Model"</a>. Journal of Educational Computing Research. 59 (2): 183–208. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F0735633120960421">10.1177/0735633120960421</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0735-6331">0735-6331</a>. <a href="PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7509242">7509242</a>.</cite>

</li>

<li id="cite_note-5"><a href="#cite_ref-5">^</a> <cite id="CITEREFPhillipo2018" class="citation news cs1">Phillipo, John (27 June 2018). <a rel="nofollow" class="external text" href="https://nanopdf.com/download/lms-the-missing-link-and-great-enabler_pdf">"LMS: The Missing Link and Great Enabler"</a>. NanoPDF. Retrieved 10 May 2022.</cite>

</li>

<li id="cite_note-6"><a href="#cite_ref-6">^</a> <cite id="CITEREFAldahwanAlsaeed2020" class="citation journal cs1">Aldahwan, Nouf; Alsaeed, Nourah I. (August 2020). <a rel="nofollow" class="external text" href="https://www.researchgate.net/publication/346970541">"Use of Artificial Intelligent in Learning Management System (LMS): A Systematic Literature Review"</a>. International Journal of Computer Applications. 175 (August 2020): 16–26. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.5120%2Fijca2020920611">10.5120/ijca2020920611</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:225363292">225363292</a> – via researchgate.net.</cite>

</li>

<li id="cite_note-7"><a href="#cite_ref-7">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20190213224631/http://bear.warrington.ufl.edu/tutorials/going-the-distance/">"A Brief History of Online Education"</a>. bear.warrington.ufl.edu. Archived from <a rel="nofollow" class="external text" href="http://bear.warrington.ufl.edu/tutorials/going-the-distance/">the original</a> on 13 February 2019. Retrieved 26 April 2018.</cite>

</li>

<li id="cite_note-8"><a href="#cite_ref-8">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20190216222852/http://www.godistancelearning.com/history-of-distance-learning.html">"History of Distance Learning"</a>. www.godistancelearning.com. Archived from <a rel="nofollow" class="external text" href="http://www.godistancelearning.com/history-of-distance-learning.html">the original</a> on 16 February 2019. Retrieved 26 April 2018.</cite>

</li>

<li id="cite_note-9"><a href="#cite_ref-9">^</a> <cite id="CITEREFHubackova2015" class="citation journal cs1">Hubackova, Sarka (June 2015). <a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fj.sbspro.2015.04.594">"History and Perspectives of Elearning"</a>. Procedia - Social and Behavioral Sciences. 191: 1187–1190. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fj.sbspro.2015.04.594">10.1016/j.sbspro.2015.04.594</a>.</cite>

</li>

<li id="cite_note-10"><a href="#cite_ref-10">^</a> E.M. Forster, <a rel="nofollow" class="external text" href="http://archive.ncsa.illinois.edu/prajlich/forster.html">"THE MACHINE STOPS"</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20140515194710/http://archive.ncsa.illinois.edu/prajlich/forster.html">Archived</a> 15 May 2014 at the <a href="Wayback_Machine" title="Wayback Machine">Wayback Machine</a>, archive.ncsa.illinois.edu.

</li>

<li id="cite_note-11"><a href="#cite_ref-11">^</a> Solomon Arulraj DAVID, <a rel="nofollow" class="external text" href="https://www.academia.edu/3681177/A_Critical_Understanding_of_Learning_Management_System">"A Critical Understanding of Learning Management System"</a>, academia.edu.

</li>

<li id="cite_note-12"><a href="#cite_ref-12">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://web.worldbank.org/archive/website00236B/WEB/INT_02.HTM">"Interactions: Selection and Use of Media for Open and Distance Learning"</a>.</cite>

</li>

<li id="cite_note-auto-13">^ <a href="#cite_ref-auto_13-0">a</a> <a href="#cite_ref-auto_13-1">b</a> Solomon Arulraj DAVID, <a rel="nofollow" class="external text" href="http://teachingmachin.es/">" Teaching Machines"</a>, teachingmachin.es.

</li>

<li id="cite_note-14"><a href="#cite_ref-14">^</a> <cite id="CITEREFParrFung2006" class="citation web cs1">Parr, Judy M.; Fung, Irene (3 October 2006). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20070309042941/http://www.minedu.govt.nz/index.cfm?layout=document&documentid=5499&indexid=6920&indexparentid=1024">"A Review of the Literature on Computer-Assisted Learning, particularly Integrated Learning Systems, and Outcomes with Respect to Literacy and Numeracy"</a>. New Zealand Ministry of Education. Archived from <a rel="nofollow" class="external text" href="http://www.minedu.govt.nz/index.cfm?layout=document&documentid=5499&indexid=6920&indexparentid=1024">the original</a> on 9 March 2007. Retrieved 13 February 2013.</cite>

</li>

<li id="cite_note-Watson_2007_28–34-15"><a href="#cite_ref-Watson_2007_28–34_15-0">^</a> <cite id="CITEREFWatson2007" class="citation journal cs1">Watson, William R. (2007). <a rel="nofollow" class="external text" href="http://hal.archives-ouvertes.fr/docs/00/69/20/67/PDF/Watson-2007.pdf">"An Argument for Clarity: What are Learning Management Systems, What are They Not, and What Should They Become?"</a> (PDF). TechTrends. 51 (2): 28–34. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1007%2Fs11528-007-0023-y">10.1007/s11528-007-0023-y</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:17043075">17043075</a>. Retrieved 13 February 2013.</cite>

</li>

<li id="cite_note-16"><a href="#cite_ref-16">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.oxagile.com/company/blog/history-and-trends-of-learning-management-system-infographics">"History and Trends of Learning Management System (Infographic)"</a>. Oxagile. 12 April 2016.</cite>

</li>

<li id="cite_note-17"><a href="#cite_ref-17">^</a> <cite id="CITEREFAshok_Sharma2015" class="citation web cs1">Ashok Sharma (4 May 2015). <a rel="nofollow" class="external text" href="http://www.elearnhub.org/the-history-of-distance-learning-and-the-lms/">"The History of Distance Learning and the LMS"</a>. ELH Online Learning Made Simple.</cite>

</li>

<li id="cite_note-18"><a href="#cite_ref-18">^</a> <a rel="nofollow" class="external text" href="http://www.irrodl.org/index.php/irrodl/article/view/17/354">"The NKI Internet College: A review of 15 years delivery of 10,000 online courses"</a>, irrodl.org,.

</li>

<li id="cite_note-19"><a href="#cite_ref-19">^</a> <cite id="CITEREFPeter2016" class="citation web cs1">Peter, Berking (2016). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210709181251/https://qrisnetwork.org/sites/default/files/conference-session/resources/210ChoosingAnLMS.PDF">"Choosing an LMS"</a> (PDF). Archived from <a rel="nofollow" class="external text" href="https://qrisnetwork.org/sites/default/files/conference-session/resources/210ChoosingAnLMS.PDF">the original</a> (PDF) on 9 July 2021. Retrieved 30 June 2021.</cite>

</li>

<li id="cite_note-20"><a href="#cite_ref-20">^</a> <cite id="CITEREFLin2015" class="citation news cs1">Lin, Sandi (16 November 2015). <a rel="nofollow" class="external text" href="https://elearningindustry.com/saas-learning-management-system-lms-truly-saas">"SaaS Learning Management System: Is your LMS Truly SaaS? - eLearning Industry"</a>. eLearning Industry. Retrieved 4 February 2017.</cite>

</li>

<li id="cite_note-21"><a href="#cite_ref-21">^</a> <cite class="citation news cs1"><a rel="nofollow" class="external text" href="https://aristeksystems.com/blog/custom-lms-vs-ready-made/#common-features">"Standard support LMS"</a>. Retrieved 4 February 2022.</cite>

</li>

<li id="cite_note-:1-22">^ <a href="#cite_ref-:1_22-0">a</a> <a href="#cite_ref-:1_22-1">b</a> <a href="#cite_ref-:1_22-2">c</a> <cite id="CITEREFLong2004" class="citation book cs1">Long, Phillip D. (2004). <a rel="nofollow" class="external text" href="http://sk.sagepub.com/reference/distributedlearning/n99.xml">"Learning Management Systems (LMS)"</a>. Encyclopedia of Distributed Learning. Thousand Oaks: SAGE Publications, Inc. pp. 291–293. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.4135%2F9781412950596.n99">10.4135/9781412950596.n99</a>. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>9780761924517</bdi>.</cite>

</li>

<li id="cite_note-23"><a href="#cite_ref-23">^</a> <cite id="CITEREFWangWooQuekYang2011" class="citation journal cs1">Wang, Qiyun; Woo, Huay Lit; Quek, Choon Lang; Yang, Yuqin; Liu, Mei (9 June 2011). "Using the Facebook group as a learning management system: An exploratory study". British Journal of Educational Technology. 43 (3): 428–438. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1111%2Fj.1467-8535.2011.01195.x">10.1111/j.1467-8535.2011.01195.x</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0007-1013">0007-1013</a>.</cite>

</li>

<li id="cite_note-24"><a href="#cite_ref-24">^</a> <cite id="CITEREFChaiprasurtEsichaikul2013" class="citation journal cs1">Chaiprasurt, Chantorn; Esichaikul, Vatcharaporn (5 July 2013). <a rel="nofollow" class="external text" href="https://doi.org/10.19173%2Firrodl.v14i3.1416">"Enhancing motivation in online courses with mobile communication tool support: A comparative study"</a>. The International Review of Research in Open and Distance Learning. 14 (3): 377–401. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.19173%2Firrodl.v14i3.1416">10.19173/irrodl.v14i3.1416</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1492-3831">1492-3831</a>.</cite>

</li>

<li id="cite_note-:2-25">^ <a href="#cite_ref-:2_25-0">a</a> <a href="#cite_ref-:2_25-1">b</a> <cite id="CITEREFSchoonenboom2014" class="citation journal cs1">Schoonenboom, Judith (February 2014). "Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others". Computers & Education. 71: 247–256. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fj.compedu.2013.09.016">10.1016/j.compedu.2013.09.016</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0360-1315">0360-1315</a>.</cite>

</li>

<li id="cite_note-26"><a href="#cite_ref-26">^</a> <cite id="CITEREFBradley2021" class="citation journal cs1">Bradley, Vaughn Malcolm (2021). <a rel="nofollow" class="external text" href="https://www.ijte.net/index.php/ijte/article/view/36">"Learning Management System (LMS) Use with Online Instruction"</a>. International Journal of Technology in Education. 4 (1): 68–92. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.46328%2Fijte.36">10.46328/ijte.36</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/2689-2758">2689-2758</a>.</cite>

</li>

<li id="cite_note-27"><a href="#cite_ref-27">^</a> <cite id="CITEREFJones2019" class="citation journal cs1">Jones, Kyle M. L. (2 July 2019). <a rel="nofollow" class="external text" href="https://doi.org/10.1186%2Fs41239-019-0155-0">"Learning analytics and higher education: a proposed model for establishing informed consent mechanisms to promote student privacy and autonomy"</a>. International Journal of Educational Technology in Higher Education. 16 (1): 24. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1186%2Fs41239-019-0155-0">10.1186/s41239-019-0155-0</a>. <a href="Hdl_(identifier)" class="mw-redirect" title="Hdl (identifier)">hdl</a>:<a rel="nofollow" class="external text" href="https://hdl.handle.net/1805%2F21571">1805/21571</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/2365-9440">2365-9440</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:195766461">195766461</a>.</cite>

</li>

<li id="cite_note-28"><a href="#cite_ref-28">^</a> <cite id="CITEREFPH&A" class="citation web cs1">PH&A, On EdTech by. <a rel="nofollow" class="external text" href="https://onedtech.philhillaa.com/p/state-of-lms-market-us-canada-year-end-2023">"LMS Market Share"</a>. On EdTech Newsletter. Retrieved 27 November 2024.</cite>

</li>

<li id="cite_note-29"><a href="#cite_ref-29">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://eliterate.us/academic-lms-market-share-view-across-four-global-regions/">"Academic LMS Market Share: A view across four global regions"</a>. e-Literate. 29 June 2017. Retrieved 30 May 2019.</cite>

</li>

<li id="cite_note-30"><a href="#cite_ref-30">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20190331152026/https://plume.co.uk/scorm-is-stagnant-heres-what-to-use-instead/">"SCORM is dead – what are the alternatives to SCORM?"</a>. Plume. 22 August 2018. Archived from <a rel="nofollow" class="external text" href="https://plume.co.uk/scorm-is-stagnant-heres-what-to-use-instead/">the original</a> on 31 March 2019. Retrieved 21 February 2019.</cite>

</li>

<li id="cite_note-31"><a href="#cite_ref-31">^</a> <cite id="CITEREFEllisCalvo2007" class="citation cs2">Ellis, R.; Calvo, R.A. (2007), <a rel="nofollow" class="external text" href="http://sydney.edu.au/engineering/latte/docs/07-ETS-EllisCalvo.pdf">"Minimum indicators to quality assure blended learning supported by learning management systems"</a> (PDF), Journal of Educational Technology and Society</cite>

</li>

<li id="cite_note-32"><a href="#cite_ref-32">^</a> <cite id="CITEREFReese2015" class="citation journal cs1">Reese, Sasha (September 2015). "Online learning environments in higher education: Connectivism vs. dissociation". Education Information Technology. 20 (3): 579–588. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1007%2Fs10639-013-9303-7">10.1007/s10639-013-9303-7</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:18160992">18160992</a>.</cite>

</li>

<li id="cite_note-33"><a href="#cite_ref-33">^</a> <cite id="CITEREFPiccoliAhmadIves2001" class="citation journal cs1">Piccoli, Gabriele; Ahmad, Rami; Ives, Blake (December 2001). "Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skills Training". MIS Quarterly. 25 (4): 401–426. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.2307%2F3250989">10.2307/3250989</a>. <a href="JSTOR_(identifier)" class="mw-redirect" title="JSTOR (identifier)">JSTOR</a> <a rel="nofollow" class="external text" href="https://www.jstor.org/stable/3250989">3250989</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:6977479">6977479</a>.</cite>

</li>

<li id="cite_note-34"><a href="#cite_ref-34">^</a> <cite id="CITEREFJena2016" class="citation journal cs1">Jena, R.K. (2016). <a rel="nofollow" class="external text" href="https://www.tandfonline.com/doi/full/10.1080/0144929X.2016.1212930">"Investigating the interrelation between attitudes, learning readiness, and learning styles under virtual learning environment: a study among Indian students"</a>. Behaviour & Information Technology. 35 (11): 946–957. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F0144929X.2016.1212930">10.1080/0144929X.2016.1212930</a>. Retrieved 12 March 2025.</cite>

</li>

<li id="cite_note-35"><a href="#cite_ref-35">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.washington.edu/accesscomputing/how-do-learning-management-systems-differ-accessibility#:~:text=One%20accessibility%20benefit%20of%20using,presented%20using%20a%20consistent%20layout.">"How do learning management systems differ on accessibility? | AccessComputing"</a>. www.washington.edu. Retrieved 25 August 2022.</cite>

</li>

<li id="cite_note-36"><a href="#cite_ref-36">^</a> <cite id="CITEREFGonzálezRodríguezLlamas2009" class="citation book cs1">González, Jorge Fontenla; Rodríguez, Manuel Caeiro; Llamas, Martín (October 2009). <a rel="nofollow" class="external text" href="https://ieeexplore.ieee.org/document/5350672">"Enhancing Reusability in learning management systems through the integration of third-party tools"</a>. 2009 39th IEEE Frontiers in Education Conference. pp. 1–6. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1109%2FFIE.2009.5350672">10.1109/FIE.2009.5350672</a>. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-4244-4715-2</bdi>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:5467495">5467495</a>.</cite>

</li>

<li id="cite_note-37"><a href="#cite_ref-37">^</a> <cite id="CITEREFReports" class="citation pressrelease cs1">Reports, Valuates. <a rel="nofollow" class="external text" href="https://www.prnewswire.com/news-releases/learning-management-system-lms-market-to-grow-usd-40360-million-by-2028-at-a-cagr-of-17-1--valuates-reports-301588142.html">"Learning Management System (LMS) Market to Grow USD 40360 Million by 2028 at a CAGR of 17.1% | Valuates Reports"</a>. www.prnewswire.com (Press release). Retrieved 25 August 2022.</cite>

</li>

<li id="cite_note-38"><a href="#cite_ref-38">^</a> <cite id="CITEREFMalavoltaVerdecchiaFilipovicBruntink2018" class="citation book cs1">Malavolta, Ivano; Verdecchia, Roberto; Filipovic, Bojan; Bruntink, Magiel; Lago, Patricia (September 2018). <a rel="nofollow" class="external text" href="https://ieeexplore.ieee.org/document/8530041">"How Maintainability Issues of Android Apps Evolve"</a>. <a rel="nofollow" class="external text" href="https://research.vu.nl/en/publications/8e9af5ea-dcce-4511-97a5-15a22adab7b1">2018 IEEE International Conference on Software Maintenance and Evolution (ICSME)</a>. pp. 334–344. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1109%2FICSME.2018.00042">10.1109/ICSME.2018.00042</a>. <a href="Hdl_(identifier)" class="mw-redirect" title="Hdl (identifier)">hdl</a>:<a rel="nofollow" class="external text" href="https://hdl.handle.net/1871.1%2F8e9af5ea-dcce-4511-97a5-15a22adab7b1">1871.1/8e9af5ea-dcce-4511-97a5-15a22adab7b1</a>. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-5386-7870-1</bdi>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:53285935">53285935</a>.</cite>

</li>

<li id="cite_note-39"><a href="#cite_ref-39">^</a> <cite id="CITEREFSantos2008" class="citation thesis cs1">Santos, Lara Cristina de Paiva Lourenço dos Santos (2008). <a rel="nofollow" class="external text" href="https://repositorio.ul.pt/handle/10451/14037">Adaptability support in a learning management system</a> (masterThesis).</cite>

</li>

<li id="cite_note-40"><a href="#cite_ref-40">^</a> <cite id="CITEREFToquero2020" class="citation journal cs1">Toquero, Cathy Mae (16 April 2020). <a rel="nofollow" class="external text" href="https://www.pedagogicalresearch.com/article/challenges-and-opportunities-for-higher-education-amid-the-covid-19-pandemic-the-philippine-context-7947">"Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context"</a>. Pedagogical Research. 5 (4): em0063. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.29333%2Fpr%2F7947">10.29333/pr/7947</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/2468-4929">2468-4929</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:218823128">218823128</a>.</cite>

</li>

<li id="cite_note-41"><a href="#cite_ref-41">^</a> <cite id="CITEREFPratLlorensSalvadorAlier2021" class="citation journal cs1">Prat, Joana; Llorens, Ariadna; Salvador, Francesc; Alier, Marc; Amo, Daniel (6 May 2021). <a rel="nofollow" class="external text" href="https://doi.org/10.3390%2Fsu13095177">"A Methodology to Study the University's Online Teaching Activity from Virtual Platform Indicators: The Effect of the Covid-19 Pandemic at Universitat Politècnica de Catalunya"</a>. Sustainability. 13 (9): 5177. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.3390%2Fsu13095177">10.3390/su13095177</a>.</cite>

</li>

<li id="cite_note-42"><a href="#cite_ref-42">^</a> <cite id="CITEREFAlzahraniSeth2021" class="citation journal cs1">Alzahrani, Latifa; Seth, Kavita Panwar (1 November 2021). <a rel="nofollow" class="external text" href="https://doi.org/10.1007/s10639-021-10492-5">"Factors influencing students' satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study"</a>. Education and Information Technologies. 26 (6): 6787–6805. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1007%2Fs10639-021-10492-5">10.1007/s10639-021-10492-5</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1573-7608">1573-7608</a>. <a href="PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8023780">8023780</a>. <a href="PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/33841029">33841029</a>.</cite>

</li>

<li id="cite_note-43"><a href="#cite_ref-43">^</a> <cite id="CITEREFDindarSuorsaHermesKarppinen2021" class="citation journal cs1">Dindar, Muhterem; Suorsa, Anna; Hermes, Jan; Karppinen, Pasi; Näykki, Piia (2021). <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8447015">"Comparing technology acceptance of K-12 teachers with and without prior experience of learning management systems: A Covid-19 pandemic study"</a>. Journal of Computer Assisted Learning. 37 (6): 1553–1565. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1111%2Fjcal.12552">10.1111/jcal.12552</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1365-2729">1365-2729</a>. <a href="PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8447015">8447015</a>. <a href="PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/34548732">34548732</a>.</cite>

</li>

<li id="cite_note-44"><a href="#cite_ref-44">^</a> <cite id="CITEREFCavusMohammedYakubu2021" class="citation journal cs1">Cavus, Nadire; Mohammed, Yakubu; Yakubu, Mohammed Nasiru (6 May 2021). <a rel="nofollow" class="external text" href="https://doi.org/10.3390%2Fsu13095189">"Determinants of Learning Management Systems during COVID-19 Pandemic for Sustainable Education"</a>. Sustainability. 13 (9): 5189. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.3390%2Fsu13095189">10.3390/su13095189</a>.</cite>

</li>

</ol></div>

<div class="mw-heading mw-heading2"><h2 id="Bibliography">Bibliography</h2></div>

<ul><li><cite id="CITEREFLevensalerLaurano2009" class="citation cs2">Levensaler, Leighann; Laurano, Madeline (2009), <a rel="nofollow" class="external text" href="https://web.archive.org/web/20091011230116/http://www.bersin.com/Lib/Rs/Details.aspx?Docid=10331159">Talent Management Systems 2010</a>, Bersin & Associates, archived from <a rel="nofollow" class="external text" href="http://www.bersin.com/Lib/Rs/Details.aspx?Docid=103311599">the original</a> on 11 October 2009, retrieved 25 October 2009</cite></li></ul>

<div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2></div>

<ul><li>Connolly, P. J. (2001). A standard for success. InfoWorld, 23(42), 57-58. EDUCAUSE Evolving Technologies Committee (2003). Course Management Systems (CMS). Retrieved 25 April 2005, from <a rel="nofollow" class="external free" href="http://www.educause.edu/ir/library/pdf/DEC0302.pdf">http://www.educause.edu/ir/library/pdf/DEC0302.pdf</a></li>

<li><cite id="CITEREFCook2007" class="citation journal cs1">Cook, David (2007). <a rel="nofollow" class="external text" href="https://www.tau.ac.il/medicine/cme/pituach/240210/4.pdf">"Web-based learning: pros, cons and controversies"</a> (PDF). Clinical Medicine. 7 (1): 37–42. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.7861%2Fclinmedicine.7-1-37">10.7861/clinmedicine.7-1-37</a>. <a href="PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4953546">4953546</a>. <a href="PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/17348573">17348573</a>. Retrieved 24 September 2018.</cite></li>

<li><cite class="citation journal cs1">Demian, Peter; Morrice, James (15 December 2015). <a rel="nofollow" class="external text" href="https://figshare.com/articles/journal_contribution/The_use_of_virtual_learning_environments_and_their_impact_on_academic_performance/9444965/1/files/17066882.pdf">"The Use of Virtual Learning Environments and Their Impact on Academic Performance"</a> (PDF). Engineering Education. 7: 11–19. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.11120%2Fened.2012.07010011">10.11120/ened.2012.07010011</a>.</cite></li>

<li>Ellis, Ryann K. (2009) <a rel="nofollow" class="external text" href="https://assets.td.org/m/788c366c54cfed87/original/Microsoft-Word-LMS_fieldguide_2009.pdf">A field guide to learning management systems</a>. American Society for Training & Development (ASTD)</li>

<li>Gibbons, A. S., Nelson, J. M., & Richards, R. (2002). The nature and origin of instructional objects. In D. A. Wiley (Ed.), The instructional use of learning objects: Online version. Retrieved 5 April 2005, from <a rel="nofollow" class="external free" href="http://reusability.org/read/chapters/gibbons.doc">http://reusability.org/read/chapters/gibbons.doc</a></li>

<li>Gilhooly, K. (2001). Making e-learning effective. Computerworld, 35(29), 52-53.</li>

<li>Hodgins, H. W. (2002). The future of learning objects. In D. A. Wiley (Ed.), The instructional use of learning objects: Online version. Retrieved 13 March 2005, from <a rel="nofollow" class="external free" href="http://reusability.org/read/chapters/hodgins.doc">http://reusability.org/read/chapters/hodgins.doc</a></li>

<li><cite class="citation book cs1">Popat, Kris (2007). Virtually There: Learning Platforms. Scunthorpe: Yorkshire and Humber Grid for Learning. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>9780955600609</bdi>.</cite></li>

<li><cite class="citation book cs1">Weller, M. (2007). Virtual Learning Environments: Using, choosing and developing your VLE. London: Routledge. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>9780415414319</bdi>.</cite></li>

<li>Wiley, D. (2002). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The instructional use of learning objects: Online version. Retrieved 13 March 2005, from <a rel="nofollow" class="external free" href="http://reusability.org/read/chapters/wiley.doc">http://reusability.org/read/chapters/wiley.doc</a></li></ul>

/* start https://en.wikipedia.org/ */

.mw-parser-output .hlist dl,.mw-parser-output .hlist ol,.mw-parser-output .hlist ul{margin:0;padding:0}.mw-parser-output .hlist dd,.mw-parser-output .hlist dt,.mw-parser-output .hlist li{margin:0;display:inline}.mw-parser-output .hlist.inline,.mw-parser-output .hlist.inline dl,.mw-parser-output .hlist.inline ol,.mw-parser-output .hlist.inline ul,.mw-parser-output .hlist dl dl,.mw-parser-output .hlist dl ol,.mw-parser-output .hlist dl ul,.mw-parser-output .hlist ol dl,.mw-parser-output .hlist ol ol,.mw-parser-output .hlist ol ul,.mw-parser-output .hlist ul dl,.mw-parser-output .hlist ul ol,.mw-parser-output .hlist ul ul{display:inline}.mw-parser-output .hlist .mw-empty-li{display:none}.mw-parser-output .hlist dt::after{content:": "}.mw-parser-output .hlist dd::after,.mw-parser-output .hlist li::after{content:" · ";font-weight:bold}.mw-parser-output .hlist dd:last-child::after,.mw-parser-output .hlist dt:last-child::after,.mw-parser-output .hlist li:last-child::after{content:none}.mw-parser-output .hlist dd dd:first-child::before,.mw-parser-output .hlist dd dt:first-child::before,.mw-parser-output .hlist dd li:first-child::before,.mw-parser-output .hlist dt dd:first-child::before,.mw-parser-output .hlist dt dt:first-child::before,.mw-parser-output .hlist dt li:first-child::before,.mw-parser-output .hlist li dd:first-child::before,.mw-parser-output .hlist li dt:first-child::before,.mw-parser-output .hlist li li:first-child::before{content:" (";font-weight:normal}.mw-parser-output .hlist dd dd:last-child::after,.mw-parser-output .hlist dd dt:last-child::after,.mw-parser-output .hlist dd li:last-child::after,.mw-parser-output .hlist dt dd:last-child::after,.mw-parser-output .hlist dt dt:last-child::after,.mw-parser-output .hlist dt li:last-child::after,.mw-parser-output .hlist li dd:last-child::after,.mw-parser-output .hlist li dt:last-child::after,.mw-parser-output .hlist li li:last-child::after{content:")";font-weight:normal}.mw-parser-output .hlist ol{counter-reset:listitem}.mw-parser-output .hlist ol>li{counter-increment:listitem}.mw-parser-output .hlist ol>li::before{content:" "counter(listitem)"\a0 "}.mw-parser-output .hlist dd ol>li:first-child::before,.mw-parser-output .hlist dt ol>li:first-child::before,.mw-parser-output .hlist li ol>li:first-child::before{content:" ("counter(listitem)"\a0 "}

/* end https://en.wikipedia.org/ */

</style><style data-mw-deduplicate="TemplateStyles:r1236075235">

/* start https://en.wikipedia.org/ */

.mw-parser-output .navbox{box-sizing:border-box;border:1px solid #a2a9b1;width:100%;clear:both;font-size:88%;text-align:center;padding:1px;margin:1em auto 0}.mw-parser-output .navbox .navbox{margin-top:0}.mw-parser-output .navbox+.navbox,.mw-parser-output .navbox+.navbox-styles+.navbox{margin-top:-1px}.mw-parser-output .navbox-inner,.mw-parser-output .navbox-subgroup{width:100%}.mw-parser-output .navbox-group,.mw-parser-output .navbox-title,.mw-parser-output .navbox-abovebelow{padding:0.25em 1em;line-height:1.5em;text-align:center}.mw-parser-output .navbox-group{white-space:nowrap;text-align:right}.mw-parser-output .navbox,.mw-parser-output .navbox-subgroup{background-color:#fdfdfd}.mw-parser-output .navbox-list{line-height:1.5em;border-color:#fdfdfd}.mw-parser-output .navbox-list-with-group{text-align:left;border-left-width:2px;border-left-style:solid}.mw-parser-output tr+tr>.navbox-abovebelow,.mw-parser-output tr+tr>.navbox-group,.mw-parser-output tr+tr>.navbox-image,.mw-parser-output tr+tr>.navbox-list{border-top:2px solid #fdfdfd}.mw-parser-output .navbox-title{background-color:#ccf}.mw-parser-output .navbox-abovebelow,.mw-parser-output .navbox-group,.mw-parser-output .navbox-subgroup .navbox-title{background-color:#ddf}.mw-parser-output .navbox-subgroup .navbox-group,.mw-parser-output .navbox-subgroup .navbox-abovebelow{background-color:#e6e6ff}.mw-parser-output .navbox-even{background-color:#f7f7f7}.mw-parser-output .navbox-odd{background-color:transparent}.mw-parser-output .navbox .hlist td dl,.mw-parser-output .navbox .hlist td ol,.mw-parser-output .navbox .hlist td ul,.mw-parser-output .navbox td.hlist dl,.mw-parser-output .navbox td.hlist ol,.mw-parser-output .navbox td.hlist ul{padding:0.125em 0}.mw-parser-output .navbox .navbar{display:block;font-size:100%}.mw-parser-output .navbox-title .navbar{float:left;text-align:left;margin-right:0.5em}body.skin--responsive .mw-parser-output .navbox-image img{max-width:none!important}@media print{body.ns-0 .mw-parser-output .navbox{display:none!important}}

/* end https://en.wikipedia.org/ */

</style><style data-mw-deduplicate="TemplateStyles:r1038841319">

/* start https://en.wikipedia.org/ */

.mw-parser-output .tooltip-dotted{border-bottom:1px dotted;cursor:help}

/* end https://en.wikipedia.org/ */

</style></div><div role="navigation" class="navbox authority-control" aria-labelledby="Authority_control_databases_frameless&#124;text-top&#124;10px&#124;alt=Edit_this_at_Wikidata&#124;link=https&#58;//www.wikidata.org/wiki/Q694007#identifiers&#124;class=noprint&#124;Edit_this_at_Wikidata1462" style="padding:3px"><table class="nowraplinks hlist mw-collapsible autocollapse navbox-inner" style="border-spacing:0;background:transparent;color:inherit"><tbody><tr><th scope="col" class="navbox-title" colspan="2"><div id="Authority_control_databases_frameless&#124;text-top&#124;10px&#124;alt=Edit_this_at_Wikidata&#124;link=https&#58;//www.wikidata.org/wiki/Q694007#identifiers&#124;class=noprint&#124;Edit_this_at_Wikidata1462" style="font-size:114%;margin:0 4em">Authority control databases </div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">National</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"><ul><li><a rel="nofollow" class="external text" href="https://d-nb.info/gnd/4126464-2">Germany</a></li><li><a rel="nofollow" class="external text" href="https://id.loc.gov/authorities/sh2009101912">United States</a></li><li><a rel="nofollow" class="external text" href="https://catalogue.bnf.fr/ark:/12148/cb16567887w">France</a></li><li><a rel="nofollow" class="external text" href="https://data.bnf.fr/ark:/12148/cb16567887w">BnF data</a></li><li><a rel="nofollow" class="external text" href="https://aleph.nkp.cz/F/?func=find-c&local_base=aut&ccl_term=ica=ph493922&CON_LNG=ENG">Czech Republic</a></li><li><a rel="nofollow" class="external text" href="https://kopkatalogs.lv/F?func=direct&local_base=lnc10&doc_number=000338448&P_CON_LNG=ENG">Latvia</a></li><li><a rel="nofollow" class="external text" href="https://www.nli.org.il/en/authorities/987007549900505171">Israel</a></li></ul></div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Other</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"><ul><li><a rel="nofollow" class="external text" href="https://lux.collections.yale.edu/view/concept/407cb776-babf-4ed7-ae6c-d39bc8f29c3c">Yale LUX</a></li></ul></div></td></tr></tbody></table></div></div><div><div class="zim-footer">

This article is issued from <a class="external text" title="Last edited on 2025-07-20" href="https://en.wikipedia.org/wiki/?title=Learning_management_system&oldid=1301527689">Wikipedia</a>. The text is available under <a class="external text" href="https://creativecommons.org/licenses/by-sa/4.0/deed.en">Creative Commons Attribution-Share Alike 4.0</a> unless otherwise noted. Additional terms may apply for the media files.

</div>

</div></div>

</div>

</main>

</div>

</body></html>