Duarte Dionísio, Arnaldo Santos
pp. 155 – 177, download
(https://doi.org/10.55612/s-5002-067-007)
Abstract
Training employees in organizations is essential for enhancing productivity and profitability, updating their knowledge, and better preparing them for market demands. Through digital platforms (LMS) and the e-Learning method, training occurs in web-based environments, enabling content management and accessibility across multiple devices. e-Learning typically follows a modular structure, ensuring adaptability, flexibility, and asynchronous learning. This study applies to the Design Science Research method to implement a data protection training course via an LMS, facilitating knowledge dissemination and employee self-assessment. The organization faces challenges in rapidly spreading knowledge due to its widespread locations, diverse working hours, and geographical constraints. The study evaluates training dissemination through microlearning, leveraging Moodle (LMS) and Digital Storytelling techniques. Additionally, it assesses the pedagogical and engagement aspects to ensure training is efficient, standardized, flexible, and more appealing to employees, increasing their receptivity and interest.
Keywords: e-learning, microlearning, learning object, digital storytelling, learning management system
References
1. A. Hevner et al., “Design Science in IS Research,” MIS Q., vol. 28, no. 1, pp. 75–105, Mar. 2004. https://doi.org/10.2307/25148625
2. Q. Deng and S. Ji, “A Review of Design Science Research in Information Systems: Concept, Process, Outcome, and Evaluation,” Pacific Asia J. Assoc. Inf. Syst., pp. 1–36, Mar. 2018. https://doi.org/10.17705/1pais.10101
3. B. Kitchenham, Guidelines for Performing Systematic Literature Reviews in Software Engineering, EBSE Technical Report, EBSE-2007-01, 2007.
4. S. A. P. D. Booth, Systematic Approaches to a Successful Literature Review, Sage, 2016.
5. Rayyan Systems, Inc., “Rayyan – AI Powered Tool for Systematic Literature Reviews,” 2022. [Online]. Available: https://www.rayyan.ai.
6. R. Redondo et al., “Integrating micro-learning content in traditional e-learning platforms,” Multimed. Tools Appl., vol. 80, no. 2, pp. 3121–3151, 2021. https://doi.org/10.1007/s11042-020-09703-5
7. X.-h. Zhu, “Designing an open component for the Web-based learning content model,” J. Educ. Technol. Soc., vol. 8, no. 2, pp. 118–124, 2005. https://doi.org/10.2307/jeductechsoci.8.2.118
8. S. Yang et al., “A Method for Improving Production Management Training by Integrating an Industry 4.0 Innovation Center in China,” Procedia Manuf., vol. 23, pp. 213–218, 2018. https://doi.org/10.1016/j.promfg.2018.04.035
9. S. Arnab et al., “Designing Mini-Games as Micro-Learning Resources for Professional Development in Multi-Cultural Organisations,” Electron. J. e-Learning, vol. 19, no. 2, pp. 44–58, 2021. https://doi.org/10.34190/ejel.19.2.2176
10. F. Powers et al., “Organizational Analysis in Preparation for LMS Change: A Narrative Case Study,” TechTrends, vol. 67, no. 1, pp. 133–142, 2023. https://doi.org/10.1007/s11528-022-00764-0
11. E. Tarouco et al., “GeoGebra and eXe Learning: Applicability in the Teaching of Physics and Mathematics,” J. Syst. Cybern. Inf., vol. 9, no. 2, pp. 61–66, 2011.
12. R. Beuran et al., “Supporting Cybersecurity Education and Training via LMS Integration: CyLMS,” Educ. Inf. Technol., vol. 24, no. 6, pp. 3619–3643, 2019. https://doi.org/10.1007/s10639-019-09924-4
13. J. Rodriguez-Santero et al., “Confirmatory Factor Analysis of a Questionnaire for Evaluating Online Training in the Workplace,” Sustainability, vol. 12, no. 11, 2020. https://doi.org/10.3390/su12114701
14. S. Zelinskiy, “Analysis of the Possibilities of the MOODLE Learning Management System for the Organization of Distance Learning in the University Environment,” ScienceRise: Pedagog. Educ., no. 5, pp. 33–36, 2020.
15. M. K. R. et al., “Persuasive Technologies in m-Learning for Training Professionals: How to Keep Learners Engaged with Adaptive Triggering,” IEEE Trans. Learn. Technol., vol. 12, no. 3, pp. 370–383, 2019. https://doi.org/10.1109/TLT.2018.2868675
16. M. L. V. et al., “A Methodology and an Authoring Tool for Creating Complex Learning Objects to Support Interactive Storytelling,” Comput. Hum. Behav., vol. 31, pp. 620–637, 2014. https://doi.org/10.1016/j.chb.2013.06.014
17. O. Yasar-Akyar et al., “Special Education Teacher’s Professional Development through Digital Storytelling,” Desarr. Prof. Maest. Educ. Esp., vol. 30, no. 71, pp. 89–99, 2022.
18. K. Murray et al., “Mobile Learning and ADL’s Experience API,” Connections, vol. 12, no. 1, pp. 45–49, 2012.
19. J. L. Kulvietienė, “Test Based Sequencing in SCORM Compliant e-Learning Courses,” Lietuvos Matematikos Rinkinys, vol. 51, 2010.
20. M. E. D. Morrow, “Implementing Individualized Learning in a Legacy Learning Management System: A Feasibility Prototype for an Online Statistics Course,” Int. J. Designs for Learning, vol. 10, no. 1, pp. 131–144, 2019. https://doi.org/10.14434/ijdl.v10i1.24367
21. Y. Restianto et al., “Antecedents to Continuance of Use Intention of Adopting a Learning Management System in E-Commerce Learning: Implementation of an IS Success Model,” Quality-Access to Success, vol. 23, no. 188, pp. 15–23, 2022. https://doi.org/10.47750/QAS/23.188.03
22. A. Kirkova-Bogdanova, “Course in E-Learning and Moodle for Academic Staff – Development, Provision, Evaluation, Satisfaction,” TEM J., vol. 10, no. 4, pp. 1708–1714, 2021. https://doi.org/10.18421/TEM104-29
23. C. L. C. et al., “MoodleREC: A Recommendation System for Creating Courses Using the Moodle e-Learning Platform,” Comput. Hum. Behav., vol. 104, 2020. https://doi.org/10.1016/j.chb.2019.106168
24. E.-T. K. and S.-H. Chung, “Performance Evaluation of Conceptual Model Instance (CMI) Data for e-Learning Multimedia Presentations in SCORM Run-Time Environment,” AAOU J., vol. 5, no. 2, pp. 78–88, 2010. https://doi.org/10.15868/assay.2010.5.2.78
25. E. Sela and Y. Y. Sivan, “Enterprise E-Learning Success Factors: An Analysis of Practitioners’ Perspective (with a Downturn Addendum),” Interdiscip. J. E-Learn. Learn. Objs., vol. 5, 2009. https://doi.org/10.28945/335
26. A. D. and B. G.-A. O. H. F. H. F. M. M. M. F. P. P. D. P. P. Desmond Keegan, “E-Learning – O Papel dos Sistemas de Gestão da Aprendizagem na Europa,” Instituto para a Inovação na Formação, Lisboa, 2002.
27. S. A. A. H. and C.-R. J. M. et al., “An Examination on the Effect of Prior Knowledge, Personal Goals, and Incentive in an Online Employee Training Program,” New Horiz. Adult Educ. HR Dev., vol. 29, no. 4, pp. 35–46, 2017. https://doi.org/10.1002/nha3.20122
28. M. Gold, “8 Lessons About E-Learning From 5 Organizations,” T+D., vol. 57, no. 8, pp. 54–57, 2003.
29. Moser et al., “Microlearning: Uma Forma de Ensino para o Nosso Tempo,” Educaç. e Tecnol., E26 1ª ed., pp. 144–157, 2020.
30. P. Bassani and E. Magnus, “Percursos de Autoria em/na Rede: O Processo de Curadoria de Conteúdo Digital na Perspectiva dos Ambientes Pessoais de Aprendizagem,” RE@D, vol. 3, no. 1, pp. 78–99, May 2020. https://doi.org/10.36517/re@d.v3i1.107
31. A. Santos, F. Peixinho, and L. Moreira, Projetos de e-Learning: Inovação, Implementação e Gestão, Lidel, 2014.
32. R. Lima, “Sobre as Teorias e Modelos de Ensino ou de Instructional Design,” Rev. Pesq. Fisioter., vol. 7, no. 3, pp. 435–447, 2017. https://doi.org/10.17267/2238-2704rpf.v7i3.1582
33. G. Fernandes and C. Ferreira, “Perfis dos Profissionais em Desenho, Desenvolvimento e Gestão de eConteúdos: As Multifunções em eLearning,” Rev. Latinoam. Tecnol. Educ., vol. 12, no. 2, pp. 79–97, 2013. https://doi.org/10.4067/S0718-11342013000200007
34. A. K. Gorshenin, “Toward Modern Educational IT-Ecosystems: From Learning Management Systems to Digital Platforms,” in Proc. 10th Int. Congr. on Ultra Modern Telecommunications and Control Systems and Workshops (ICUMT), 2018, pp. 1–5. https://doi.org/10.1109/ICUMT.2018.8631231
35. V. M. Bradley, “Learning Management System (LMS) Use with Online Instruction,” Int. J. Technol. Educ., vol. 4, no. 1, pp. 68–92, 2021. https://doi.org/10.46328/ijte.35
36. J. L. Goñi and L. A. Rivera, “Um LMS-Paradigmático para a Customização de Sistemas de Gerenciamento de Aprendizagem Usando Objetos de Aprendizagem,” Rev. Iberoam. Tecnol. Educ. y Educ. Tecnol., no. 1, 2012. https://doi.org/10.4067/S0718-11342012000100007
37. SAP, “What is a Learning Management System (LMS)?,” 2024. [Online]. Available: https://www.sap.com/portugal/products/hcm/corporate-lms/what-is-lms.html.
38. Rustici Software LLC, 2024. [Online]. Available: https://scorm.com.
39. ADL, 2024. [Online]. Available: https://adlnet.gov.
40. I. G. V. Á. et al., “Adaptation in E-Learning Content Specifications with Dynamic Sharable Objects,” Syst., vol. 4, no. 2, p. 24, 2016. https://doi.org/10.3390/systems4020024
41. Peffers et al., “Design Science Research Process: A Model for Producing and Presenting Information Systems Research,” in Proc. First Int. Conf. on Design Science Research in Information Systems and Technology, Claremont, CA, USA, pp. 83–116, 2006. https://doi.org/10.1145/1157017.1157021
42. A. S.-P. et al., “The Use of Digital Storytelling for ESP in a Technical English Course for Aerospace Engineers,” The EUROCALL Rev., vol. 20, no. 2, pp. 68–79, 2012. https://doi.org/10.4995/eurocall.2012.1133
43. European Parliament and Council, “Regulation (EU) 2016/679,” 2016. [Online]. Available: https://eur-lex.europa.eu/legal-content/PT/TXT/?uri=celex%3A32016R0679.
44. Moodle Pty Ltd, 2024. [Online]. Available: https://moodle.com/.
45. eXeLearning, 2024. [Online]. Available: https://exelearning.net/en/.
46. Lumi, 2024. [Online]. Available: https://lumi.education/en/.
47. A. Santos, L. Moreira, P. Silva, and P. Vieira, “Referencial de Formação Pedagógica Contínua de Formação em Conteúdos Digitais para Autoaprendizagem (e-Conteúdos),” IEFP – Instituto do Emprego e Formação Profissional, IP, 2022.
48. Cedefop, “Key Indicators on Vocational Education and Training,” 2024. [Online]. Available: https://www.cedefop.europa.eu/.
49. D. Gonçalves, M. Fonseca, and P. Campos, “Introdução ao Design de Interfaces,” 3rd ed., Lisboa: Lidel, 2017.