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The purpose of this paper is to introduce a new kind of learning management system: proactive LMS, designed to improve the users' online (inter)actions by providing programmable, automatic and continuous intelligent analyses of the users' behaviours, augmented with appropriate actions initiated by the LMS itself.

Proactive systems adhere to two premises: working on behalf of, or pro, the user, and acting on their own initiative, without the user's explicit command. The proactive part of the LMS is implemented as a dynamic rules‐based system, and is added next to the initial LMS. They both use the same database as their source of information on the users, their activities, the available resources and the current state of the whole system.

How the proactive part of the LMS was implemented on the basis of a dynamic expert system is shown. Also how it looks like from a user's point of view is sketched. Finally, examples of intelligent analysis of users' behaviours coded into proactive rules are given.

Future work should include the design and the implementation of sets of rules (packages) dedicated to common users' needs, enabling useful proactivity on the basis of elaborated intelligent analysis.

Current learning management systems (virtual educational and/or training online environments) are fundamentally limited tools. Indeed, they are only reactive software: these tools wait for an instruction and then react to the user's request. Students using these online systems could imagine and hope for more help and assistance tools: LMS should tend to offer some personal, immediate and appropriate support as teachers offer in classrooms. The proactive LMS can, for example, automatically and continuously help and take care of e‐learners with respect to previously defined procedures rules, and even flag other users, like e‐tutors, if something wrong is detected in their behaviour.

The purpose of this paper is to provide a holistic view on e-learning-related concepts as a basis for an e-learning strategy. Furthermore, it aims to shed light on the level of application of existing open-source learning management systems (LMS) by the public and private universities of Cyprus. Due to a currently existing information gap in the field, the study should rather be seen as an exploratory descriptive snapshot to create initial awareness based on which further hypotheses can be derived for future studies.

Quantitative research has been conducted in this study with an online questionnaire distributed to all the public and private universities in Cyprus.

The conducted research analysis results clearly illustrate the comparisons among different features and services of an e-learning platform. Additionally, the analysis results highlighted the tendency of the participants toward a social learning environment which was considerably high in using social networks and other collaboration platforms, as students were more attracted to those e-learning platforms that integrate social learning elements such as various social media tools.

The only data collection method used was the online questionnaire. Even though it provided the researchers with sound and useful outcomes in a considerably short time, the validity of the results was not properly justified. The findings cannot claim to be representative. The main reason of selecting only one type of data collection method, i.e. questionnaire was the limited time of completing the research. Another significant limitation was the very low co-operation level of some of the universities under study which resulted in having less reliable results, as the response rates of some universities were merely 1 per cent.

This research study provides a comprehensive body of knowledge about LMS and e-learning, in general, within the public and private universities in Cyprus. In other terms, the results of this study enhance the existing knowledge about the e-learning features as well as demonstrating the tendency of the students toward social learning within an LMS.

There is a growing demand worldwide for the adoption of Learning management systems (LMS) by academic institutions to support e-Learning platform. Yet limited research has been conducted to investigate the factors affecting its usage, particularly by university instructors. To fill this research void, the expectation-confirmation model (ECM) was used as the core framework for analysis, while additional critical independent factors related to organizational, technological and individual characteristics were added to find a better model to understand university instructors’ continuance intention to use Blackboard system as a popular LMS.

Sample data were gathered from 158 university instructors at a university in the United Arab Emirates (UAE) who volunteered to participate in this study. Structural equation modeling technique was used to verify the causal relationships between the constructs.

Perceived usefulness (PU) affected satisfaction of Blackboard system. Both PU and satisfaction affected instructors’ continuance intentions to use Blackboard system. User-interface design affected both PU and satisfaction. Technical support influenced perceived usefulness. Training influenced perceived usefulness, but it had no influence on satisfaction. Computer self-efficacy had no influence on perceived usefulness.

Based on the ECM, this study contributes significantly to the limited body of research on capturing the influence of organizational, technological and individual motivators to explain university instructors’ continuance intention to use LMS.

Although multiple studies examine institutional transitions of learning management systems (LMS) or compare their merits, studies examining students' free choice of access on parallel LMSs for the same course are absent from the literature. In order to investigate usage in a free‐choice situation, identical content was posted at the same time to two different LMSs in a large enrollment class with a diversity of majors.

Two prevalent LMSs were utilized in the study: WebCT, which was in existence at a university‐wide level previously, and Moodle, which will become the new university‐wide system in the 2012‐13 academic year onwards. Both student self‐reports and LMS log usage data were analyzed. LMS preferences and usage groups were categorized.

Although this inquiry revealed that most students chose to use the WebCT system (85 per cent WebCT users, 15 per cent Moodle users; both self‐reported and log‐verified), the reasons given for WebCT preference pertained largely to habit and that most other courses are using the WebCT LMS. In contrast, the reasons given for using Moodle spoke directly to the attributes of the LMS itself, namely the interface quality and the way it is organized.

This study indicates that institutions should look beyond student usage patterns in making LMS choices, and that LMS quality is sometimes, and perhaps unfortunately, overshadowed by student habit and familiarity.

This paper aims to investigate the relationship between the students’ digital activities and their academic performance through two stages. In the first stage, students’ digital activities were studied and clustered based on the attributes of their activity log of learning management system (LMS) data set. In the second stage, the significance of the relationship between these profiles and the associated academic performance was tested statistically.

The LMS delivers E-learning courses and keeps track of the students’ activities. Investigating these students’ digital activities became a real challenge. The diversity of students’ involvement in the learning process was proven through the LMS which characterize students’ specific profiles. The Educational Data Mining (EDM) approach was used to discover students’ learning profiles and associated academic performances, where the activity log file exemplified their activities hosted in the LMS. The sample study data is from an undergraduate e-course hosted on the platform of Blackboard LMS offered at a Saudi University during the first semester of the 2019–2020 academic year. The chosen undergraduate course had 25 sections, and the students attending came from science, technology, engineering and math background.

Results show three clusters based on the digital activities of the students. The correlation test shows the statistical significance and proves the effect of the student’s profile on his academic performance. The data analysis shows that students with different profiles can still get similar academic performance using LMS.

This empirical study emphasizes the importance of the EDM approach using clustering techniques which can help the instructor understand how students use the provided LMS content to learn and then can deliver them the best educational experience.

The use of learning management systems (LMSs) such as Google Classroom has increased significantly in higher education institutes during the COVID-19 pandemic. However, only a few studies have investigated instructors’ continued intention to reuse LMS. The purpose of this study is to investigate the factors that influence instructors’ intention to reuse an LMS in higher education institutes.

This study adopted a mixed-method research design. In the quantitative section, an integrated model of technology acceptance model and information system success model is proposed to explore the effects of system quality, service quality, information quality, perceived ease of use and perceived usefulness on instructors’ satisfaction and how their satisfaction will influence their intention to reuse Google Classroom in the future. In the qualitative section, to gain more understanding, instructors were asked to identify the challenges that inhibit the adoption of e-Learning technologies in public universities in Iraq and what are their recommendations to rectify them.

The findings revealed that service quality had no positive influences on the satisfaction of instructors, while other factors had varying levels of influence, the findings further showed that inadequate internet service and students lack of interest are the biggest challenges instructors faced during their experience with Google Classroom.

To improve the generalizability of the results, future studies are recommended to include larger samples, in addition, further studies are also advised to take individual traits such as age and gender into consideration.

The outcomes of this study are expected to benefit researchers, policymakers and LMS developers who are interested in factors that affect instructors’ intention to reuse LMS in higher education institutes in developing countries.

An exploration of the corporate market for learning management systems (LMSs), looking at key issues in the buying process, LMS features and characteristics. It illustrates this with two case studies of global organisations’ LMS usage. The paper aims to discuss these issues.

Discussion paper making use of analyst and buyer interviews.

Having taken time and trouble to find the right LMS for your organisation can bring tangible benefits – for the organisation (via improving efficiency and achieving business goals), learning and development professionals (in charge of the whole process) and individual workers/ learners. From the case studies, this is true for companies in two widely diverse industries.

The value of understanding the differences between the 800 or so LMSs currently on the market – and going through a thorough and professional system to acquire the appropriate one for the organisation.

Implemented successfully, an LMS enhances the user’s knowledge and skills; enables the learning and development professional to be more efficient and effective while reducing time pressures, and enables the organisation to achieve its business targets band goals.

Individual workers find learning – and performance support – simpler and easier to achieve as and when they require it.

An attempt to discern some current trends and explore them through two recent cases.

This paper aims to study how a library can be best integrated into eLearning platform, thereby making it easier for both the instructors and students to search the library resources with ease. Further, it explores the perceived usefulness of library integration in the eLearning platform and ease of access of library resources and services through the integrated system by students.

The study has adopted quantitative research design to garner the perceptions of students towards library integration system in eLearning and its perceived usefulness of integration. In total, 156 responses were collected from both first-year and second-year students of the institute. Collected data were analysed using descriptive statistics and ANOVA.

The author argues that by integrating library in Moodle LMS, the library plays a more significant role in the eLearning environment, especially in facilitating access to electronic resources to the students. Research findings suggest that respondents had positive perceptions towards the library integration in eLearning.

This paper offers technical strategies for integrating library in learning management system (LMS), thereby strengthening relation with faculties, increasing relevance with students and improving visibility of library.

In the eLearning environment, this paper will be of immense value for the librarians who are looking for establishing their presence in LMS.

The purpose of this paper is to reveals how a 3,000-employee general hospital in The Netherlands has replaced a complicated and cumbersome system for the administration of learning and compliance with learning and development that is efficient, flexible and easy to use.

Deals with the causes of the problems, the solutions and the results achieved.

Charts how a the learning-management system (LMS) helped to simplify administration, support the strategic goal of developing e-learning, dynamically collate results of e-learning and practical examinations on one platform and facilitate on-the-go learning for employees with unpredictable schedules.

Explains how the hospital implemented SumTotal’s LMS to support the administration of learning. Details how the medical center worked with SumTotal partner Atrivision to implement the LMS, which formed the basis for the VieCuri learning portal for learning and compliance tracking.

Highlights how compliance – critical in health care – can be ensured using the LMS.

Provides a rare case study of the introduction of an LMS at a large hospital in The Netherlands.

This paper aims to address research gaps around third party data flows in education by investigating governance practices in higher education with respect to learning management system (LMS) ecosystems. The authors answer the following research questions: how are LMS and plugins/learning tools interoperability (LTI) governed at higher education institutions? Who is responsible for data governance activities around LMS? What is the current state of governance over LMS? What is the current state of governance over LMS plugins, LTI, etc.? What governance issues are unresolved in this domain? How are issues of privacy and governance regarding LMS and plugins/LTIs documented or communicated to the public and/or community members?

This study involved three components: (1) An online questionnaire about LMS, plugin and LTI governance practices from information technology professionals at seven universities in the USA (n = 4) and Canada (n = 3). The responses from these individuals helped us frame and design the interview schedule. (2) A review of public data from 112 universities about LMS plugin and LTI governance. Eighteen of these universities provide additional documentation, which we analyze in further depth. (3) A series of extensive interviews with 25 university data governance officers with responsibilities for LMS, plugin and/or LTI governance, representing 14 different universities.

The results indicate a portrait of fragmented and unobtrusive, unnoticed student information flows to third parties. From coordination problems on individual college campuses to disparate distributions of authority across campuses, as well as from significant data collection via individual LTIs to a shared problem of scope across many LTIs, the authors see that increased and intentional governance is needed to improve the state of student privacy and provide transparency in the complex environment around LMSs. Yet, the authors also see that there are logical paths forward based on successful governance and leveraging existing collaborative networks among data governance professionals in higher education.

Substantial prior work has examined issues of privacy in the education context, although little research has directly examined higher education institutions’ governance practices of LMS, plugin and LTI ecosystems. The tight integration of first and third-party tools in this ecosystem raises concerns that student data may be accessed and shared without sufficient transparency or oversight and in violation of established education privacy norms. However, these technologies and the university governance practices that could check inappropriate data handling remain under-scrutinized. This paper addresses this gap by investigating the governance practices of higher education institutions with respect to LMS ecosystems.