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NURSING STUDENTS UTILIZATION OF LEARNING MANAGEMENTSYSTEMS (LMSs) TOWARDS AN EFFECTIVE LMS UTILIZATION MODEL

*Emy D. DelgadoPaper Received: 07.04.2021 / Paper Accepted: 28.04.2021 / Paper Published: 01.05.2021Corresponding Author: Emy D. Delgado; Email: edelgado@feu.edu.ph; doi:10.46360/cosmos.ahe.520211003

In troduc tionAlthough LMS is not a completely new concept inthe world, it received quick acceptance and hasgone through rapid evolution. This evolutionstarted with the introduction of the computer andthe internet in the late 20th Century (Oxagile, 2016)[4]. An LMS has different components which arewell-integrated to provide the structure that handlesall aspects of the learning process (Watson &Watson, 2007 in Oxagile, 2016) [4]. LMS is theset-up that enables the delivery and management ofinstructional content, identifying and assessingindividual and organizational learning or traininggoals to track progress towards the meeting of suchgoals, and also collecting and presenting data forsupervising the learning process of an organizationas a whole.

The utilization of LMS has become an epidemic. Itspreads continuously throughout the nursingprofession, especially in the undergraduate nursingprograms. Comparing to a communicable disease,it has spread its viruses across the nursing academe.But, unlike a communicable disease where thoseaffected are not happy in contracting it, the spreadof LMS is highly welcomed by the academe.Internationally, several schools of nursing havebeen adopting LMS for years since the time itstarted in early 2000s. Locally, there were quite alot of schools which have been utilizing it also, butnot extensively. Since its adoption, few researcheswere also made and most of these are contained tothe usability, teacher satisfaction and LMSexperience.

LMS is one of the most rapidly pedagogical areasof teaching in education where the onlinecurriculum is delivered in digital pedagogicalmethod different from the traditional approach butwhose major factor of success depends upon thelecturer’s technical competency. Moreover, theapplication of e-learning has significant impacts onhigher education. In this era, learners can flexiblychoose the most appropriate learning mode inaccordance with their preferences or commitments,or both. A research conducted within the sub-Saharan Africa has also documented these LMSadoption patterns. For some countries like in theMiddle East region there was an obvious delay ine-learning adoption within most educationalsystems. Online learning has become a prevalentmedium for collaboration between people andsocial networks. Indeed, it provides study activitieswhich use social networks and relate these concreteexperiences amongst faculty and students whichcontribute to improving teaching and learningwithin a university environment.

A study by Hunker et al. (2018) [1] focused on theteachers’ utilization of an LMS to createa nursing leadership site for future nurse leaders.The study was made to keep track with schooloffering a Bachelor of Science in Nursing (BSN) toDoctor of Nursing Practice (DNP) track, to meetthe demands of complex health systems bypreparing nurses to lead change. Curriculumsdeveloped for the adult learner benefitted fromadding supplemental resources to prepare nurseswith limited leadership experience for their future

*Assistant Professor, Institute of Nursing, Far Eastern University, Manila, Philippines.

Cosmos An International Journal of Art & Higher EducationA Refereed Research Journal

Vol 10 / No 1 / Jan-Jun 2021 ISSN: 2319-8966

AbstractBackground and objective: Although LMS is not a completely new concept in the world, it received quickacceptance and has gone through rapid evolution. LMS is the set-up that enables the delivery andmanagement of instructional content, identifying and assessing individual and organizational learning ortraining goals to track progress towards the meeting of such goals, and also collecting and presenting data forsupervising the learning process of an organization as a whole.Methods and Findings: This study through purposive sampling included the undergraduate nursing studentsin three selected nursing schools who were enrolled between second semester and summer from 2018 to2019 and were taking up nursing management courses. This study presents the conceptualized LMSUtilization Model that will cater to the learning needs of both the faculty and nursing students as end-usersof LMS, especially CANVAS and MOODLE. This Model includes the areas, gaps, and challenges that needto be addressed.Conclusion: A structured learning scaffold offers essential support and development to participants at eachstage as they build up expertise in learning online and eventually creating higher levels of acceptance andsatisfaction on the utilization of learning management systems.Key Words: LMS Utilization Model, Online Socialization, Ems Five Point Model.

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roles. Practice competencies described byprofessional organizations were used as theframework for identifying best practice resources.Results revealed that a supplemental site serving asa repository of information for students wassuccessfully developed and nursing students wereencouraged to access the site to augment theirlearning on professional competencies. It furtheredthat faculty teaching in streamlined academicprograms can provide additional content based onprofessional standards to students using innovativeand interactive methods (Hunker et al., 2018) [1].The difference in achievement between thedistance students and a comparable cohort ofhybrid students were examined. Participants of thestudy included all undergraduate nursingstudents who were enrolled in a distance and ahybrid section of a communication skills courseoffered at a school of nursing. The distance coursewas created using Blackboard and Tegrity learningmanagement systems. The design and deliveryprocesses of the distance course incorporated threepedagogical principles that enhance: (a) courseaccess and navigation; (b) communication andinteraction; and (c) active and collaborativelearning experiences. Results revealed significantassociations between total satisfaction score andachievement in the distance course, grade expectedin the course, and frequency of accessing thecourse materials. All distance students,including students with limited technologicalresources available at home, managed tosuccessfully complete the course. Major concernsreported by distance students were related to lackof time management skills and negative attitudestoward group assignments. The use of effectiveinstructional strategies resulted in deliveringsuccessful distance learning, even for students withlimited resources. This study gives an avenue to theuniversities to examine, assess, and evaluate theimplementation of the program as a teaching-learning pedagogy and to be able to provide qualityand effective programs for efficient and effectivedelivery of academic service.

Resea rch M e thodo lo gy1. Research DesignThe researchers employed descriptive-correlational research design in gathering thenecessary information in the study. Thisis utilized to identify the relationship between twovariables namely acceptance of students and theirlevel of satisfaction in the utilization of LearningManagement Systems.

2. Respondents of the StudyThe sample in this study included theundergraduate nursing students in three selectednursing schools who were enrolled between secondsemester and summer from 2018 to 2019 and were

taking up nursing management courses. Theparticipating schools were those who have beenconsistently utilizing learning management systemsfor at least three consecutive years.

3. Research InstrumentThis study utilized a survey questionnaire adaptedfrom the study of Eom (2015) and were modified toa higher extent to tailor-fit the learning variables aspracticed in undergraduate nursing schools. Anoriginal plan was to provide both face-to-facesurvey questionnaire and online survey. It shouldbe noted that the researcher had difficultycommunicating with the students because of theirabsence (and lack thereof) of google accounts anddifficulty in meeting up with their academicschedules. Hence, this study contented to using asurvey questionnaire instead.

4. Statistical Treatment of DataMean and Frequency Distribution were utilizedin getting the number of participants as respondentsand according to their demographic profiles. Togauge respondents’ percentage distributionaccording to socio-demographic profiles percentagewas utilized. Rate and Ranking tools were utilizedto determine the most common issues, concerns,and challenges that the student face alongside LMSutilization. Analysis of Variance was employed togauge the significant differences of the learningvariables when grouped according to demographicprofile. T-Test was the inferential statistics used todetermine the significant difference between twovariables. In this study, t-test was used to determinesignificant difference between Learning Variable:Specific Platforms used. Pearson R Correlation wasemployed to test the relationship of participants’level of acceptance and level of satisfaction on theutilization of LMS.

5. Ethical ConsiderationEthical guidelines were followed for the wholeresearch period. The researcher submitted the studyfor review and approval of the Ethics ReviewBoard of the university. It followed the NationalEthical Guidelines for Health and Health-RelatedResearch 2017 prepared by the Philippine HealthResearch Ethics Board.

Resu ltsThis study presents the conceptualized LMSUtilization Model that will cater to the learningneeds of both the faculty and nursing students asend-users of LMS, especially CANVAS andMOODLE. This Model includes the areas, gaps,and challenges that need to be addressed. The studyrevealed that poor internet access continued to poseas a challenge as it ranked first among the problemsencountered by nursing students. This wasfollowed by poor management of courses and poor

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time management by instructors. Consequently,poor IT infrastructure remained as another concernwhich needed another intervention by universitymanagement. Likewise, problems on instructor’sfeedback mechanism will be addressed in theModel.

The Model is patterned after two models, namelyMerril’s First Principles Model and Salmon’s E-moderating model, integrating important aspects toaddress the results of this study, especially onbehavioral aspects, thus incorporating theassociative perspective.

The Model is called “EM’s Five-point Model,which means Educating Users and Managing LMStowards an Extensive, Quality and SatisfyingFaculty-Student Learning Experience.

“EM’s Five-point Model Educating Users andManaging LMS towards an Extensive, Quality andSatisfying Faculty-Student Learning Experience.”

The utilization of Learning Management Systemsas adjunct to teaching and learning is ubiquitous.Not only does it create an environment oftechnological innovation among higher educationinstitutions, it also promotes professional growthand development among educators. Thetechnological advancement on learningmanagement systems software will further improvethe learning process among students of today’smillennial generation.

Pedagogical models are cognitive models ortheoretical constructs derived from learning theorythat enable the implementation of specificinstructional and learning strategies (Mitchell, et, al,2017). There are various pedagogical models onlearning management systems by severalproponents to explore. Merril’s 5-First principlesand Salmon’s 5-Stage E-Moderating Model aredeemed to fit as constructs to address the keypoints of the study.

Merrill (2002, in Jalilehvand, 2016) [2] in an articleentitled ‘First principles of instruction ‘articulatedprinciples that underpin effective learning. He hasstudied varied models and experiences in order toextract these principles. Merrill’s first principles ofinstruction is one of the theories that Merrillbelieves it can be used in instructional designmodel to design educational environments (Merrill,2013).

First-principles of instruction includes 5 importanteducational principles that by using them,meaningful learning can occur, and learnersbecome more active in the learning process (Merrill,2006). These 5 First principles of instruction are as

follows: 1) The demonstration principle: Learningis promoted when learners observe a demonstration.2) The application principle: Learning is promotedwhen learners apply the new knowledge. 3) Theproblem-centered principle: Learning is promotedwhen learners engage in a task-centeredinstructional strategy. 4) The activation principle:Learning is promoted when learners activaterelevant prior knowledge or experience. 5) Theintegration principle: Learning is promoted whenlearners integrate their new knowledge into theireveryday world. Merril’s 5-first principles modelsuggests that the most effective learningenvironment are those which are problem-based,where the students are involved in four distinctstages: activation of prior knowledge,demonstration of skills, application of skills andintegration into real-world activities. Furthermore,there are six contextual criteria relating to effectiveimplementation in specific educational technologyenvironment: supervisor support, technologysupport, reuse, differentiation, collaboration, andlearning from others (interaction). Likewise, thismodel addresses the associative perspective ofcreating learning as an activity. The associativeperspective focuses on behavior modification via astimulator-response pairs, trial and error learning,learning through association and reinforcement andobservable outcomes. According to Merril, the fiveprinciples are:1. Demonstration Principle, wherein learning is

promoted when learners observe ademonstration

2. Application principle, wherein learning ispromoted when learners apply the newknowledge

3. Task-centered principle, wherein learning ispromoted when learners engage in a task-centered instructional strategy

4. Activation principle, wherein learning ispromoted when learners activate relevant priorknowledge or experience, and

5. Integration principle, wherein learning ispromoted when learners integrate their newknowledge into their everyday world.

Meanwhile, Salmon’s e-moderating model wasdeveloped from experiences of facilitating onlinenetworking and group working. Its principlepurpose is to provide a model for e-moderators tosupport student engagement and learning online,employing constructivist pedagogic theory(Salmon, 2003, in Moule, 2016) [3]. E-tivities aredefined as "frameworks for enabling active andparticipative online learning by individuals andgroups” (Salmon, 2013) and are utilized in onlinelearning to create a clear structured opportunity forlearners to participate and interact collaborativelywith the content, peers and the e-moderator.Utilized as a means of seeking and acquiring a

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deeper understanding and connection to the contentof the learning. The foundations of e-tivitiesinclude constructivism, situated learning and sociallearning theories (Salmon, 2002, 2013), which areintegral components in "well-rehearsed, principlesand pedagogies for learning" (Salmon, 2013, inWright, 2015) [5].

Salmon developed this model of structured e-learning activities which have the purpose ofcreating greater interaction and participationbetween participants in e-learning courses.Salmon’s Five-stage Model suggests that for onlinelearning to be successful and happy, participantsneed to be supported through a structured

developmental process. The five-stage model alsoprovides a scaffold for structured and pacedprogram of e-activities. The five-stage modeloffers essential support and development toparticipants at each stage as they build up expertisein learning online.

Figure 1 below illustrates the scaffolding of thelearning structure as presented in a ladder-likediagram. Based on the model, the E-moderator,here represented by the nursing faculty who willengage students in LMS utilization, has animportant role to play in the successfulimplementation of the five-stage model of learning:

F ig u re 1 : E ffec tive Lea rn ing M anagem en t U tiliza tion M ode l

1. Stage 1- Access and Motivation - The E-moderator’s role is to welcome and encourageparticipants to interact. The nursing students asparticipants should be equipped with a priorknowledge on LMS utilization. This mayinclude intensive orientation on LMS Programof the university, hence, the nursingdepartment to be conducted by qualifiedexperts in information technology. The ITdepartment ensures that all enrolled studentsare properly oriented and trained on theusability of the LMS features, its interface andmanagement of the LMs platform. Likewise,nursing faculty, who were already trained withthe LMS should consistently update thisknowledge to fully maximize the utilization of

LMS, especially on LMS features that they arenot familiar with. Having this information andskills on knowing the variety of features oftheir specific platforms will address the gapsthat this study revealed. Note that the featureson video conferencing and audio presentationwere not utilized fully as evidently presentedin the results of this study. In this stage, thoseproblems may be addressed through intensivetraining. Therefore, the activation of priorknowledge is maximized, which willeventually make the experience welcomingand encouraging.

2. Stage 2 - Online Socialization - This isfamiliarizing and providing bridges betweencultural, social and learning environments.

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3. Stage 3 - Information Exchange - This isfacilitating tasks and supporting the use oflearning materials.

4. Stage 4 - Knowledge Instruction - This isfacilitating process

5. Stage 5 - Development - This is supportingand responding.

Integrating both models into one pedagogicalmodel means creating a holistic, comprehensive,collaborative, technology-secured and learner-centered approach.

The figure shows the interrelationship between twomodels representing the constructivist design andassociative perspective, respectively as they expandthe holistic approach to learner-centered model. Instage one of Salmon’s Five Stage Model, Accessand Motivation, the learning environment shouldbe welcoming and encouraging wherein learnersfeel they are going to embark on a new journey ofexploring online social media. However, prior tothis online activity, student learners should undergoorientation and training as part of the curriculumprogram to ensure that they are equipped with priorknowledge on the usability of learningmanagement systems. Nordhoff (2002, inJalilehvand, 2016) suggested that the activation ofstudents’ prior knowledge is the most importantfactor in the success of Merrill’s theory and usingthis theory has precious outcomes (Fardanesh,2011). Activation can be explained by differentmethods such as, using preorganization, talking anddiscussion on the topic, schemas, conceptual ormental map. On the other hand, motivationbecomes a positive behavior when student learnersgain a positive experience during orientation andtraining process. Accessibility to online activity, aspart of a positive experience should also be dealtwith utmost technical support.

On the other hand, the second stage- onlinesocialization in millennial learners is anunderstatement. They know what this means, asthey are exposed to it daily. In fact, it consumes 80percent of their daily activities; at least, informally.However, in a formal setting like a teaching-learning environment using LMS, this second stagemeans familiarizing the features and characteristicsof the learning management system that theirschool is adapting to be able to utilize it to thefullest. In the second step, instructor representsinformation, giving information does notsummarize in just verbal expression. According toMerrill’s theory, information should be indicatedalong with proper media and learners should beguided very well. Online interaction with theirfacilitators, and fellow learners may be enhanced toits fullest usability. Interacting actively with thefacilitator and fellow learners bridges the gap

between cultural, social and learning environments.In the same manner, learners begin to demonstratetheir soft skills they learned from training byengaging into online socialization.

In the third stage information Exchange, the onlinemoderator, or the instructor, does the tutoring andsupporting the use of learning materials. This is thestage wherein instructors demonstrate and applytheir skills in utilization of key features of learningmanagement systems to be able to elicit aharmonious exchange of ideas between and amongthe student learners. In this stage, the application ofknowledge or skills, is taken into account. First,teachers help learners to apply their learning andthen they gradually reduce the amount of their helptill to reach to the point learners could apply theirlearning independently and without any help. Itshould work alongside Knowledge constructionwherein the accurate facilitating process is activelyengaged. Student learners need to be givenfeedback on their learning outputs, using the LMSfeatures.

D iscu ss ionAs learners begin to work with ease and fastinternet speed and access, they will enjoy theexperience and will always forward to having thesame experience every time. Educators, orfacilitators, should have the same experience asthose of students to be able to ensure a regularusability of learning management systems.Instructors undergo advance training on all featuresof the LMS to be able to fully utilize them forpedagogical teaching and learning.

At the end, learners should be able to use theknowledge in the real situations (integration stage)that causes the contents to be considered as thepractical issues in the real world and thus, students’creativity will increase. It can be said that studentswill show more curiosity, creativity, andInnovation when they face with problems in orderto deal with the issue effectively and efficiently(Lee, 2005, in Moule 2016) [3]. Moreover, byusing these principles, challenging and problem-based environments are constituted which enforcelearners to be more critical, creative and alsoencourage them to think more and in different waysthat all help to raise the creativity.

Conc lu s io nThe model is a “scaffolding” model. Scaffoldingmeans gradually building on participant’s previousexperience. A structured learning scaffold offersessential support and development to participants ateach stage as they build up expertise in learningonline and eventually creating higher levels ofacceptance and satisfaction on the utilization oflearning management systems.

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Con flic t o f In te res tThe author declares there are no significantcompeting financial, professional, or personalinterests that might have influenced theperformance or presentation of the work describedin this manuscript.

Acknow ledg em en tThe author would like to extend their sinceregratitude and deepest appreciation to theiraffiliations and to the participants that led to thepossible accomplishment of this research work.

Re fe rences1. Hunker, D.F., Robb, M., Spadaro, K.C., &

Wasco, J.J., (2018). Developing executivenurse leaders: exemplar for using informationtechnology to bolster professional roledevelopment of BSN-DNP students. Journalof Doctoral Nursing Practice, 11(2); 160-164.

2. Jalilehvand, Merhdad, (2017). “A study on theimpact of Merril’s first principles ofinstruction on students’ creativity”.Mediterranean Journal of Social Sciences,7(2); 313, ISSN 201372117, MCSER,Publishing, Rome-Italy, DOI: 10.5901/mjss2016.

3. Moule, P., (2016). “Challenging the five-stagemodel for E-Learning: A new approach”,http://doi.org/10.1080/0960601129588.Retrieved July 27, 2019.

4. Oxagile, L., (2016). History and trends oflearning management system. Retrieved fromcontact@oxagile.com.

5. Wright, P., (2015). “Comparing E-tivities, E-moderation, and the first stage model to thecommunity of inquiry model for onlinelearning design”. The Online Journal ofDistance Education and E-Learning, 3(2);18-19.