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Please do not remove this page Utilization of Learning Management Systems (LMSs) in higher education system: A case review for Saudi Arabia Aldiab, Abdulaziz; Chowdhury, Md Abdullah Al Harun; Kootsookos, Alexandra https://researchrepository.rmit.edu.au/discovery/delivery/61RMIT_INST:ResearchRepository/12248088120001341?l#13248352290001341 Aldiab, A., Chowdhury, M. A. A. H., Kootsookos, A., Alam, F., & Allhibi, H. S. H. (2018). Utilization of Learning Management Systems (LMSs) in higher education system: A case review for Saudi Arabia. 2nd International Conference on Energy and Power, 13-15 December 2018, Sydney, Australia, 731–737. https://doi.org/10.1016/j.egypro.2019.02.186 Published Version: https://dx.doi.org/10.1016/j.egypro.2019.02.186 Document Version: Published Version Repository homepage: https://researchrepository.rmit.edu.au © 2019 The Authors Downloaded On 2021/05/05 16:03:06 +1000 Please do not remove this page
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Citation:
Aldiab, A, Chowdhury, M, Kootsookos, A, Alam, F and Allhibi, H 2018, 'Utilization of Learning
Management Systems (LMSs) in higher education system: A case review for Saudi Arabia', in 2nd
International International Conference on Energy and Power, 13-15 December 2018, Sydney,
Australia, Sydney, Australia, 13-15 December 2018, pp. 731-737.
See this record in the RMIT Research Repository at:
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Copyright Statement:
© 2019 The Authors
Link to Published Version:
https://doi.org/10.1016/j.egypro.2019.02.186
PLEASE DO NOT REMOVE THIS PAGEAvailable online at www.sciencedirect.com
Available online at www.sciencedirect.com
ScienceDirect
ScienceDirect
Energy
Available
Available Procedia
online
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ScienceDirect
ScienceDirect
www.elsevier.com/locate/procedia
Energy
EnergyProcedia
Procedia160 (2019) 000–000
00 (2017) 731–737
www.elsevier.com/locate/procedia
2nd International Conference on Energy and Power, ICEP2018, 13–15 December 2018,
2nd International Conference on Energy and
Sydney, Power, ICEP2018, 13–15 December 2018,
Australia
Sydney, Australia
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Arabia was also carried out.
greenhouse gas emissions from the building sector. These systems require high investments which are returned through the heat
© 2018 The Authors. Published by Elsevier Ltd.
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2019 Due
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forecast. The district of Alvalade, located in Lisbon (Portugal), was used as a case study. The district is consisted of 665
Power, ICEP2018.
buildings that vary in both construction period and typology. Three weather scenarios (low, medium, high) and three district
Keywords: Learning Management Systems; LMS; Moodle; Blackboard; Canvas; D2L; higher education system; Saudi Arabia;
renovation scenarios were developed (shallow, intermediate, deep). To estimate the error, obtained heat demand values were
Keywords: Learning Management Systems; LMS; Moodle; Blackboard; Canvas; D2L; higher education system; Saudi Arabia;
compared with results from a dynamic heat demand model, previously developed and validated by the authors.
The results showed that when only weather change is considered, the margin of error could be acceptable for some applications
1. Introduction
(the error in annual demand was lower than 20% for all weather scenarios considered). However, after introducing renovation
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© 2017 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility of the Scientific Committee of The 15th International Symposium on District Heating and
* Corresponding author. Tel.: +6199256103.
Cooling.
E-mail address: harun.chowdhury@rmit.edu.au
* Corresponding author. Tel.: +6199256103.
E-mail address: harun.chowdhury@rmit.edu.au
Keywords:©Heat
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Selection and peer-review under responsibility of the scientific committee of the 2nd International Conference on Energy and Power, ICEP2018.
1876-6102 © 2017 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility of the Scientific Committee of The 15th International Symposium on District Heating and Cooling.
1876-6102 © 2019 The Authors. Published by Elsevier Ltd.
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/)
Selection and peer-review under responsibility of the scientific committee of the 2nd International Conference on Energy and Power, ICEP2018.
10.1016/j.egypro.2019.02.186732 Abdulaziz Aldiab et al. / Energy Procedia 160 (2019) 731–737
2 Abdulaziz Aldiab. / Energy Procedia 00 (2018) 000–000
peers. In fact, there are many reasons behind this advanced distribution of eLearning concepts. One of the most
important reason is the dramatic improvement of the information and communication technology (ICT). This
improvement allows many academic institutions to easily use some of new features that relay on ICT, such as broadcast
high definition videos, video conferences and virtual classrooms. In Saudi Arabia case, it is like the global case as it
recently improved its ICT infrastructure and all the 28 public universities use LMSs as a part of their educational
process.
LMSs have passed through some important stages until they become to their form toddy. Many refer to the history
of LMSs from some points in the beginning of 1900’s. Although there were some significant points at that old time
and cannot be ignored, it is an important to focus on LMSs from the point view of it is a web-based software or a
cloud-based software. That means to look at LMSs as the internet is the main medium of connection, which exclude
the other sort of communication in the learning process. The very first LMS software was FirstClass which was
founded by SoftArc in 1990 [1]. This was a client-server software that has some useful features, such as email,
discussion board and online conferences. FirstClass was compatible to run in different operating systems like
Windows, Linux and macOS. Some other advanced LMSs came later than that date as a result of open competition.
Such of these LMSs are Blackboard LLC that was founded by Michael Chasen and Matthew Pittinsk in 1997 [2].
Moodle which was founded by Martin Dougiamas in 2001 [3], Canvas that was founded in 2008 by Josh Coates, [4]
and D2L which is referred to as Desire2Learn that was founded by John Baker in 1999 [5].
Learning Management System (LMS) is a broad term used commonly to describe various systems providing online
educational services for students, teachers, and managers. Learning Management System (LMS) is a broad term that
is used for a wide range of systems that organize and provide access to online learning services for students, teachers,
and administrators. Generally, these services contain some fundamental facilities such as limited access control to
authorised people, provide different types of learning content and provide different types of communication tools.
Online learning platform is another an alternative expression sometimes used to refer to LMS [6].
Kaplan-Leiserson [7] provides the following definition for LMS: “LMS (learning management system): Software
that automates the administration of training events. The LMS registers users, tracks courses in a cataloge, and records
data from learners; it also provides reports to management. An LMS is typically designed to handle courses by multiple
publishers and providers. It usually doesn't include its own authoring capabilities; instead, it focuses on managing
courses created by a variety of other sources.”.
Student Management System (SMS) is usually an essential online software in an academic institution. It is made to
control and manage students’ information and data [6, 8]. “students, faculty, courses, applications, admissions,
payment, exams, and grades” are some examples of fundamental services, that SMS provides, and Two examples of
commercial SMS systems are PeopleSoft and Banner [6].
Learning Content Management System (LCMS) is another type of educational systems. It can be defined as a
software that is used to create, edit and control eLearning content “(courses, reusable content object)” [9]. It is possible
to use LCMS alone to build and distribute the learning content in or it can be the creator role while publishing by an
LMS in an academic Institution [9]. The outcome of LCMS can be found in various forms such as LMS platform,
printed materials, WEB sources and on computers like an audio or video clips [6].
Although there are studies [10-11] performed on different LMS, however, no work has been done on the comparing
all recently available LMS such as Canvas and D2L. So, the primary objective of this paper is to study the features of
all LMSs and the current statues of the utilization of them in Saudi public universities.
2. Features of LMSs
LMSs provide many benefits for the educational processes. The first feature is the concept of discarding the physical
location. LMS can be used as an effective tool for students belonging to the same university and studying in different
campuses [12]. Some universities have multiple campuses that might be national and international campuses which
basically may have different time zone. LMS is used to gather all these different students in one virtual place enhancing
all their interactions, discussions and feedbacks. In fact, using LMSs or eLearning is beneficial for all students
generally, and particularly for those students who have some difficulties such as living in places far from the original
physical campus (rural areas or different country) or having health problems as it is a continues educational proses
regardless of the location and time [13].Abdulaziz Aldiab et al. / Energy Procedia 160 (2019) 731–737 733
Abdulaziz Aldiab / Energy Procedia 00 (2018) 000–000 3
Accessibility is another feature of applying LMSs in academic sector. In the past few years, personal computers
(PCs) and laptops were the main devices that many students use. Davis et al. [14] state that there is an increase using
in digital devices among students and teachers inside their schools as a part of the educational process, such as Bring
Your Own Device (BYOD). That includes the new generation of smartphones, tablets and phablets. As a result, most
LMSs have increased their accessibility and allow their users “students and instructors” to login via various ways such
as using any internet browsers from computers or the official app of that LMS as most LMSs have their own app in
different operating systems (that are Android, IOS and Windows Phone (WP)).
The next feature is that LMSs are attractive Environments. In some cases, eLearning generally and LMSs
particularly be an attractive environment especially for young students. Using gamification or video games for
educational purposes might attract the school-age children as well as adolescences, that is in their performance and
the final outcomes [15]. In fact, many LMSs support this optional feature and the implementation of it is depending
on a decision from a management of an academic institution.
Finally, most LMSs can be integrated with any missing contents. LMSs developers try to provide all the available
features in their software for two main reasons, that are to get more satisfied current customers and for seeking for
new customers. This can be done by keep updating and improving in frequent phases. This happens in both open
source and proprietary LMSs. Sometime, a missed feature could be found due to different users’ needs and
requirements. LMSs can be integrated with some common features in order to match the users’ requirements. In some
cases, LMSs can integrate with professional features such as virtual laboratories or remote laboratories [16].
3. Selection of LMS
Khairudin et al. [17] present 5 main criteria for the Human Capital perspectives. They also mentioned some
indicators under each criterion. One example under each criterion is provided;
1. strengthen lecturers' knowledge of contemporary technology. An example of its indicator is to provide
essential training and supporting based on available software to academic staff in continuing stages.
2. Increasing students' contributions in collaborative interaction in learning. For example, the effort to achieve
a higher percentage of students who participate in online discussions.
3. strengthen students’ academic integrity. For instance, provide online submission component for assignments
which will reduce the number of late submission assignments.
4. Providing more chances for students’ contribution and student obligation level in distance learning courses.
An illustration of this is the features of accessibility which can enhance the contribution and online activity,
particularly for distance learning courses.
5. strengthen technical operators’ proficiency. For example, require some IT members to join some technical
short-courses on their new LMS.
As a result, universities prefer to choose LMS that helps in their educational prosses to more enhanced, efficient,
flexible and powerful. It is important to all universities to focus on the benefits associated with approved any LMS,
such as the students’ performance during a course and the students’ outcomes after they finished a course. It is
important to highlight that supporting both computer and mobile phone devices is another feature of universities
preference.
4. Commercially used LMS systems
Currently, most of the universities are using several commercially and open sources available LMSs packages such
as, Moodle, Blackboard, Canvas and D2L (Desire to Learn). A short descriptions of each LMS are given below:
4.1. Moodle
Moodle was originally founded by Martin Dougiamas in 1999 and the first version (Moodle 1.0) was launched in
2002. The term Moodle is an abbreviation of Modular Object-Oriented Dynamic Learning Environment. The server
that was used at that time was at the Science and Mathematics Education Centre at Curtin University of Technology in734 Abdulaziz Aldiab et al. / Energy Procedia 160 (2019) 731–737
4 Abdulaziz Aldiab. / Energy Procedia 00 (2018) 000–000
Perth, Western Australia [18]. The last version of this software is Moodle 3.6.1 (December 2018). Moodle is a free
open source LMS that does not require a registration fee or yearly renewed fee [18].
Table 1. Comparison of some selected LMSs (adopted from [10])
Attribution Moodle Blackboard Canvas D2L
Page Yes Yes Yes Yes
URL Yes Yes Yes Yes
File Yes Yes Yes Yes
Folder Yes Yes Yes Yes
Legend Yes Yes Yes Yes
Book Yes Yes Yes Yes
Lecture Yes Yes Yes Yes
Syllabus No Yes Yes Yes
Dictionary Yes Yes Yes Yes
Lesson plan Yes Yes Yes Yes
Video Yes Yes Yes Yes
Integration Yes Yes Yes Yes
Discussion Yes Yes Yes Yes
Chat Yes Yes Yes Yes
Reports Yes Yes Yes Yes
Inquiry Yes No Yes Yes
Comments Yes Yes Yes Yes
Blogs Yes Yes Yes Yes
Survey (question form) Yes Yes Yes Yes
Quick mail Yes Yes Yes Yes
Task Yes Yes Yes Yes
Tests Yes Yes Yes Yes
Workshop Yes Yes Yes Yes
Safe Assignment No Yes Yes Yes
Group mode Yes Yes Yes Yes
Wiki Yes Yes Yes Yes
Virtual classroom No Yes Yes Yes
Internal mail Yes Yes Yes Yes
Calendar Yes Yes Yes Yes
Tracking Yes Yes Yes Yes
Statistics Yes Yes Yes Yes
Database Yes Yes Yes Yes
Language adjustment Yes Yes Yes Yes
Certificates Yes Yes Yes YesAbdulaziz Aldiab et al. / Energy Procedia 160 (2019) 731–737 735
Abdulaziz Aldiab / Energy Procedia 00 (2018) 000–000 5
4.2. Blackboard
Blackboard LLC was started in 1997 by both Matthew Pittinsky and Michael Chasen. Between 1998 and 2004,
Blackboard LLC had purchased some companies that worked in the same field such as MadDuck and Promethius
while it merged with other competitors such as CourseInfo LLC and WebCT. Unlike Moodle, Blackboard is a
commercial LMS that requires a registration fee, yearly renewed fee [19] and some features might need a payment in
order to activate them.
4.3. Canvas
Canvas was founded in 2008 by Josh Coates and the first Canvas was introduced in 2011. In the following year that
is 2012, Canvas Network. Canvas was known previously as Instructor and the founders decided to change it name at
a later stage. Canvas is considered as an open source software [20].
4.4. D2L
John Baker was the founder of D2L (Desire2Learn) in 1999. It is a cloud-based software and is an open source
software. D2L has an official representors’ offices around the world in many countries [21]. This LMS has reached
some significant achievements since their establishment. One of the most notable one is that in 2016, D2L was the
first LMS to be accepted into National Federation of the Blind (NFB) new Strategic Nonvisual Access Partnership
(SNAP) program and the second partner after Target Corporation [22].
Table 1 shows a comparison between some selected LMSs based on their popularity in the global as well as their
popularity in Saudi Arabia. Canvas was included because its popularity has recently increased as it recorded 33% of
newly installed systems among academic institutions in Europe [23]. In general, LMSs provide similar features for
example discussion board, assignments submission, final results and lectures review. However, some features might
be unique for some LMSs such as safe assignment submission that is available only in Blackboard [10].
5. LMS systems used in Saudi Arabia
Kuran, Pedersen and Elsner [23] show the percentage of the global usage of LMSs divided by the geographical
location. The study shows that US and Canada region Blackboard 33%, Moodle 20% and Canvas 20%. Figure 1 shows
these percentages. In addition, [23] provide the case of the European region as Moodle is the most popular LMS by
65% while Blackboard has only 12%. Furthermore, there were some countries nominated as they have different
popular LMSs from the percentage presented above. These are It’s Learning in Norway, Stud.IP in Germany, Olat in
Switzerland and D2L in Canada [23]. In Saudi Arabia case, there are 28 public universities in Saudi Arabia and
Blackboard is the most popular system in public universities, as 25 universities use it, which constitutes a percentage
of 89%. This is followed by Moodle which is used by two universities, that is 7%. The remain university uses D2L
which represent only 4%. Canvas has not been shown in Saudi Arabia yet.
Blackboard 4%
Blackboard
Moodle 7%
Moodle
27% 33% Canvas
D2L
Other LMSs
20%
20% 89%
Fig. 1. LMSs percentage in the US (adopted from [23]). Fig. 2. LMSs percentage in public universities in Saudi Arabia.736 Abdulaziz Aldiab et al. / Energy Procedia 160 (2019) 731–737
6 Abdulaziz Aldiab. / Energy Procedia 00 (2018) 000–000
6. Discussion
Recent data indicate that Blackboard LMS dominants other LMSs in Saudi public universities. This significant
percentage might be due to several reasons. In Saudi Arabia, King Abdulaziz University at first introduced an eLearing
system in 2006 by using Blackboard as the main LMS [24]. It seems like other universities followed the lead by King
Abdulaziz University and apply Blackboard for their own universities. Another reason might be that these universities
prefer to apply the commercial LMSs as they are configured and supervised by their original companies [25]. The final
reason might be the professional advertisement by Blackboard Inc. among Saudi public universities which resulted in
persuading around 90% of Saudi public universities to use Blackboard.
In virtual laboratories general case, Alkhaldi, Pranata and Athauda [16] reviews a numerous type of different virtual
laboratories divided them by the original disciplines. For example, they refer to virtual laboratories in physics,
chemistry, biology, computer and engineering. It is not easy to include the concept of virtual laboratories in each LMSs
as each practical course requires different materials and laboratories. It is mentioned above one of the features of LMSs
is the integration with some other components. In addition, Attardi and Rogers [26] demonstrate the use of virtual
laboratory using Blackboard while de la Torre et al. [27] refer to another experiment using Moodle with Easy Java
Simulations (EJS). Furthermore, Ak et al. [28] prove an experiment using a remote laboratory on LMS. Furthermore,
as Aldiab et al. [29] highlight the importance of utilizing engineering courses in Saudi Arabia based on the available
eLearning tools, further researches are recommended to focus on how to introduce experiments of engineering courses
using virtual laboratories as well as the current states of telecommunication infrastructure and its capacity in Saudi
Arabia if it accepts the bandwidth of that implementation.
7. Concluding remarks and recommendations
Most of the universities (around 90%) in Saudi Arabia use Blackboard LMS for their teaching and learning
activities. Every LMS has similar features for communication and management for a course, however, currently there
is no feature or tool available in any LMS to assist students or teacher to perform laboratory experiment in a distance
learning platform. As the laboratory experiments are essential for most engineering and science courses, a feature for
virtual laboratory needs to be developed and implemented via these LMSs.
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