Perceived Usefulness and Ease of Use of the Learning Management System as a Learning Tool
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A Learning Management System (LMS) can be a singularly critical platform to report on students’ learning progress and to monitor students’ learning engagement. At the only defence university in Malaysia, the National Defence University of Malaysia (NDUM) adopts the LMS as a supplementary learning and teaching tool. Nonetheless, the aspiration of Malaysia to ensure that higher learning institutions actively participate in the Massive Open Online Course (MOOC) has further emphasised the need for the NDUM to provide an effective LMS to the students. This paper aims at examining the perceptions of students at the Defence University on the use of the LMS. The Technology Acceptance Model (TAM) is used as the basis for generating hypotheses and conceptual framework for the paper. Five classes of students were involved in the data collection resulting in 100 returned questionnaires. Preliminary findings highlight students’ positive attitudes towards the use of the LMS; however, there are technical issues that must be addressed to ensure that the LMS can function effectively.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it