Fuzzy Vikor Application for Learning Management Systems Evaluation in Higher Education

Fuzzy Vikor Application for Learning Management Systems Evaluation in Higher Education

Sarra Ayouni, Leila Jamel Menzli, Fahima Hajjej, Mohamed Maddeh, Shaha Al-Otaibi
Copyright: © 2021 |Pages: 19
DOI: 10.4018/IJICTE.2021040102
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Abstract

Adopting learning management systems (LMS) in higher education has become a major focus of interest to implement e-learning. Evaluating the quality of LMS is important to improve learner outcomes and promote teaching strategy. Many LMSs are emerging and thus assisting higher institutions to choose the adequate LMS becomes crucial especially under fuzzy environment where uncertainties and subjectivities are considered. Because of this, the paper proposes a quality framework inspired from ISOLIEC 9126 to evaluate and rank proprietary, open source and cloud-based LMSs. Then a Fuzzy Vikor (VlseKriterijumska Optimizacija I Kompromisno Resenje) technique is applied for instantiating the proposed framework criteria and selecting alternatives from three LMSs adopted in Saudi Arabia universities. The obtained results show that the most important criteria for decision makers in these institutions are equally understandability and time behavior. In addition, the open source Moodle was set as the appropriate LMS to meet higher institutions standards.
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In higher institutions, LMSs can be implemented according to three different formats based on delivery modes and proportion of content delivered online including: complete online course, blended course, and web-facilitated courses (Lameras, Levy, Paraskakis, & Webber, 2012), (Yanbing & Aihua, 2013). Whatever the adopted format, a LMS is an integral component used for more efficient, active and flexible learning experience. LMSs bring many advantages: facilitate access, interactivity, communication and distribution of information between instructors and learners. It can also facilitate collaboration, cooperation and interaction between learners, making them less time and place dependent (Chourishi, Buttan, Chaurasia, & Soni, 2011), (Yanbing & Aihua, 2013).

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