This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

In this article, researchers from the University of Queensland in Australia analyzed whether LMS data is useful in understanding learners and their needs. Video based learning management systems were assessed by monitoring how many times a student clicked on a video and the amount of time that video played. Exam results were also reviewed to determine whether LMS data can assist student learning. First, it revealed students’ preferences for learning. Additionally, students can reference back information or work on their own time. They also revealed that shorter videos and content receive the best results when instructing through this LMS. 

This source is helpful for organizations who are deciding what factors to assess in their LMS to support student learning. If individuals adopt this form of analysis to support learning, it is important that they carefully choose the best LMS features to assess. This will avoid limitations in data. For instance, it’s important to consider how engaged students are when watching a video. Therefore, the number of times clicked on a video may not necessarily correlate to whether the viewer is actively paying attention to the video to assist in their learning. 

Reference 

Maloney, S., Axelsen, M., Galligan, L., Turner, J., Redmond, P., Brown, A., Basson, M., & Lawrence, J. (2022). Using LMS log data to explore student engagement with coursework videos. Online Learning, 26(4), 399–423.