IMPROVING CLASSROOM EFFECTIVITY USING CANVAS LEARNING
MANAGEMENT SYSTEM AT ELECTRICAL ENGINEERING DEPARTMENT
UNIVERSITY OF MUHAMMADIYAH MALANG
Muhammad Nasar1, Merinda Lestandy1
1 Electrical Engineering Department, Faculty of Engineering, University of Muhammadiyah Malang,
Jl. Raya Tlogolmas No.246 Malang, East Java, INDONESIA
Email : nasar@umm.ac.id
Abstract
A conventional classrom is the most common way to deliver a teaching-learning process, however it is considered no
longer enough to accomodate today's needs. Identifying student problems - those who cannot interact efectively during
the physical class due the physical limitations - is a crucial element in enabling students to achieve their full potential.
However, with growing academic workloads and class size, it becomes a challenging part to identify students who require
urgent and timely assistance. An efficient and easy to use tool is needed to help teachers overcoming this issue. This paper
discusses our experience on improving students’ experience using Canvas Learning Management System. In addition to
face-to-face meetings, we used student activity data inclluding online submissions, attendance, and online discussions in
evaluating overall student performance. We also did a class survey with 5 components of quality standard to verify the
data. Individual feedback to these students will be more easily to approach.
Keywords: blended learning, canvas, learning innovation, learning management system
Submited: September 29th, 2018
INTRODUCTION
In the recent years, information and communication technology (ICT) has caused many changes in
education. One example is by the trend of innovative technology of Learning Management System (LMS) for
teaching learning process [1]. The use of LMS makes it possible to deliver teaching-learning process
electronically, then called electronic learning (e-learning). E-learing is a learning media in which students can
access learning materials without time or border limitation [2]. The main goal of e-learning is to make the
learning process easier by reducing physical barriers such as time and physical meetings so that the teachinglearning process can be done even without non physical meetings. LMS palys a role in improving the quality
of learning experience including archiving learning materials and managing knowledge resources [3].
Therefore, LMS is an important platform in achieving that goals.
Practically, LMS can be used either in pure online class or the combination of online and physical
class (blended learning). In pure online learning, LMS is used as the main medium of interaction between
teachers and students. The activities such as assignments, discussions, and video or audio based lectures are
held through this medium. Nevertheless, this learning activities are often done at home rather than in formal
class either individual or group [4]. As a result, students can have more flexibility in managing their time. In
addition, not only between teacher and student, but among students can also electronically interact to each
other.
In blended mode, LMS is used as a supporting medium to increase class effectivity. LMS can be used
for storing videos, audio, animations, e-book, structured assignments, etc. It is also possible to transparent
every grading point of the student assignments or their graded activities so that they can do self-evaluation of
their achivement. Similarly, LMS is also useful for online discussion brainstorming ideas before coming to a
physical classroom, announcements, and as the additional interaction media among them.
One of the higher education institutions consistently improve its learning quality using LMS
technology is the University of Muhammadiyah Malang (UMM) especially the electrical engineering
department of the faculty of engginering. This department concerns on electronics, power, and telematics and
addopts blended learning model to deliver its classes. As known, learning activities at this department take
more time for practicum than in classroom. By using LMS as the medium of learning, it can improve student’s
understanding and increase learning activities in general.
To identify the importance of LMS, educational institutions need to implement an LMS. For example,
by implementing Canvas. This paper is aimed to describe 6 standards of blended learning model using Canvas
as an effective medium of learning. First is to identify the effectiveness of learning plan using Canvas. Second
is to identify the effectiveness of material designed. Third is to identify the effectiveness of learning delivery.
Fourth is to identify the effectiveness of the implementation and student interactivity. The last is to identify
barriers and supporting factors of Canvas implementation.
METHOD
A.
Participants
Participants are the 6th semester students from the Electrical Engineering Department, Faculty of
Engineering UMM. They come from a wide range of Indonesia including those from urban and rural areas.
None of them had been involved in e-learning activities when they were in senior high schools. But this
semester at UMM they begin using LMS in accessing learning resources and submitting assignments.
B.
Collecting Data
Data is collected from a group of written questions (questionnaire) used to find information from the
participants. This instrument is to quantify data and determine student’s opinion about e-learning Canvas so
that it can be evaluated more easily. Therefore, we used scale models of attitudes or often called Likert scale.
Likert scale is constructed to measure pros and cons attitude, or agree or disagree of a certain object. The range
of attitude scale for positive values has the 5 following categories [5]:
Tabel 1. Attitude Level Scale
Category
Symbol
Weight
Totally Agree
SS
5
Agree
S
4
Fairly Aggree
CS
3
Disagree
TS
2
Strongly Disagree
STS
1
C.
Data Analysis Method
Data analysis was done using descriptive statistic analysis method. In this method, after collecting the
data, it will be classified into two groups: quantitative data in the form of numbers, and qualitative data that is
expressed in words.
The steps of analyzing the data were as follows:
1. Checking the questionares that were completed by the participants including the completeness of the
contents answered and arranging them in accordance with the respondent's questionnaire. In this
research we randomly gave to 34 respondents of electrical engineering UMM 6th semester.
2. Quantifying each statement answered according to the indicator that has been determined in table 1.
3. Tabulating the data.
4. Calculating the percentage of each variable by dividing a score by its total, then multiplying it by
100%, as follows
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 (%) =
𝑛
𝑥100%
𝑁
Where:
% = the percentage of sub variabel
n = the maximum score of each sub variable
N = the maximum score
The percentage obtained from each variable then was transformed into sentences, which was the
qualitative form of data. To define the high, medium and low categories in the form of distributive statistics
tables, it is necessary to determine its maximum, minimum, and interval values. By adopting the formula
above, we can determine the minimum and maximum index values. Meanwhile, to determine the interval and
distance interval, we adopt the formula proposed by Sugiyono (2011: 172) [6]. From those formulations we
can calculate the results as follows:
a. Determining the percentage of ideal score (100%). In this research we used 5 scores.
b. Determining intervals: 5 (completely ineffective, ineffective, fairly effective, effective, and
completely effective).
c. Specifying the interval width by
= 20 .
According to the calculation above, we can get the percentage range and the qualitative criteria
provided in the distribution table bellow.
Tabel 2. The Percentage Range and Score Criteria
Interval
Criteria
Completely Ineffective
0%  score  20%
Ineffective
21%  score  40%
Fairly Effective
41%  score  60%
Effective
61%  score  80%
81%  score  100% Completely Effective
RESULT AND DISCUSSION
The effectiveness of each standard component of Canvas LMS usage in Electrical Engineering UMM
is presented in Figure 1.
Figure 1. The effectiveness of each standard component of Canvas LMS at EE UMM
It can be seen from figure 1 that the percentage of effectiveness of quality standards for each variable
based on the survey is mostly effective. The planning aspect, material design, learning delivery, learning
interaction, and the evaluation take 90.5%, 93.2%, 84.2%, 83.6%, and 98.4% respectively. The gap of each
standard is shown in the following tables.
Table 4 shows the indicators used and students’ attitude of the planning component of Canvas usage.
No
1
2
3
Tabel 4. The Survey Indicators and Result on General Planning
Indicator
Weight
Sub Variabel
Average
(%)
I understand the goal of this course
140
94.5945946
I believe this course is useful to my
future carrier
I know the grading criteria to pass this
course
131
88.5135135
131
88.5135135
Category
Completely
Effective
Completely
Effective
Completely
Effective
Table 5 presents the indicators used and students’ attitude of the planning aspect of Canvas usage.
Table 5. The Survey Indicators and Result on Planning and Material Design
No
Indicator
Weight
Average
133
Sub Variabel
(%)
89.8648649
1
I can follow course instructions easily
2
I can follow course contents easily
136
91.8918919
3
Course contents provide understandable
examples and structured assignments
145
97.972973
Category
Completely
Effective
Completely
Effective
Completely
Effective
Table 6 shows the indicators used and students’ attitude of the course delivery aspect of Canvas usage.
No
1
2
3
Tabel 6. The Survey Indicators and Result of Class Delivery
Indicator
Weight
Sub Variabel
Average
(%)
I have no difficulties in accessing and
104
70.2702703
using CanvasLMS
E-learning Canvas is an appropriate
134
90.5405405
media to support teaching-learning
process at UMM
The class featured with Canvas makes
136
91.8918919
me always up-to-date of the class
activities
Category
Effective
Completely
Effective
Completely
Effective
Table 7 displays the indicators used and students’ attitude on the interaction aspect of Canvas usage.
No
1
2
3
Tabel 7. The Survey Indicators and Result of Interaction Aspect
Indicator
Weight
Sub Variabel
Category
Average
(%)
Face-to-face meetings supported by e127
85.8108108
Completely
learning Canvas on this class is really
Effective
useful
Individual interaction to the lecturer
121
81.7567568
Completely
trough online submission feature on
Effective
Canvas makes my study much better
Interaction among students as well as
123
83.1081081
Completely
teacher thourgh the online dicscussion
Effective
and interactive announcement makes me
more motivated to study
Table 8 shows the indicators used and students’ attitude on the evaluation aspect of Canvas usage.
No
1
2
3
Table 8. The Survey Indicators and Result of Evaluation Aspect
Indicator
Weight
Sub Variabel
Category
Average
(%)
Each course activity has an appropriate
146
98.6486486
Completely
level of evaluation
Effective
Individual feedback from the lecturer is
143
96.6216216
Completely
really useful in helping me to study
Effective
better
Transparency on grading including the
148
100
Completely
feature to see the minimum, average,
Effective
and maximum grade is really useful in
evaluating my study progress
CONCLUSION
Based on the analysis above we can conclude that the average survey result of Canvas LMS for each
component is as follows:
a. The general planning aspect is very effective with the trend level of 90.5%.
b. The planning and material design is clearly in the effective category with the trend level of 93.2%.
c. The course delivery is also fairly effective with the trend level of 84.2%.
d. The interaction during teaching-learning process of Canvas is the most effective one with the trend
level of 83.6%.
e. The evaluation of learning implementation of Canvas is still categorized effective with the trend of
98.4%.
f. The overall of learning implementation of Canvas as the learning media at Electrical Engineering
UMM is obviously effective with the trend level of 90%.
Considering those facts, we are confidence to use Canvas LMS to support teacing-learning process at
Electrical Engineering UMM that deliver activities in physical classes less than practicum in laboratory.
Canvas LMS can be used for improving material understanding and increase class availability as well as
learning resources. It is also a useful way for lecturers to manage overall classes efficiently.
Electrical Engineering UMM has operated Canvas LMS and campus network infrastructure to support
online learning so that Canvas LMS can be utilized in daily teaching-learning process.
BIBLIOGRAPHY
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