Sustainability in the Development of Learning Management System with Modularisation and Reusable Learning Objects

Abstract

This article aims to propose a conceptual framework that outlines a strategic learning management system (LMS) using Google Classroom (GC) that relates to designing modular content and digitalizing learning objects. The framework is built based on the adaptation of Cognitive Load Theory in digitalizing smaller discrete modules or units that can help to reduce long hours of online classes. Due to the COVID-19 pandemic, many teachers have faced difficulties and challenges in developing teaching materials. Besides, students have constraints in online lessons which have led to severe learning losses and burnout after long hours of lessons. Therefore, the objective of the study is to investigate the feasibility of the proposed LMS model. The feasibility of the proposed framework was tested by conducting a pilot study involving 50 higher secondary students who were randomly selected. Two teachers from different schools were conducting online classes for three weeks using the modules uploaded in Google Classroom. Data were collected from the teachers and students through questionnaires. The results obtained from the pilot study illustrated that the proposed LMS model can assist teachers to reduce hours of online classes effectively. Students find it helpful as the application is easily accessible and learning objects are always available even without access to the Internet. This model can assist teachers in sustaining students’ participation through the long-term accessibility of many kinds of learning objects during or after virtual or online classes.