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Friday, September 4, 2020

Non-profit technology

From Wikipedia, the free encyclopedia
 
Nonprofit technology is the deliberative use of technology by nonprofit organizations to maximize potential in numerous areas, primarily in supporting the organization mission and meeting reporting requirements to funders and regulators.

Types of technology do not differ between nonprofit and for profit organizations. Nonprofit technology is differentiated by specific strategies and purposes. Numerous nonprofit organizations approach technology with an emphasis on cost effectiveness due to limited budgets. Information technology in particular offers low-cost solutions for non profits to address administrative, service and marketing needs. Technology deployment grants nonprofits the opportunity to better allocate staff resources away from administrative tasks to focus on direct services provided by the organization.

Definitional Issues

Due to the topic's inherent breadth of reach and the constantly changing nature of technology in general, the sphere of nonprofit technology is somewhat difficult to define. Despite this, in order to provide a stable foundation upon which the remainder of this discussion can stand, it is necessary to engage in laying a groundwork of both baseline and integrated definitional constructs.




Nonprofit technology can be generally defined as any technological tool that assists a nonprofit organization by helping it to work with greater social impact in forwarding the overall organizational mission. Technology is essential to effectively advancing and managing a nonprofit, playing an important role in the advertisement of goods and services offered, the communication of mission, and the recruitment of volunteers among other things. From thoughtful utilization to enhance both internal and external organizational communication efforts, to increased ability to measure, evaluate, and more successfully track and engage specific initiatives, the use of technology within the nonprofit sector is wide-ranging.


Technology use associated with nonprofits is not dedicated in nature, that is, technologies and specific uses of such technology by nonprofits cannot be linked solely to the nonprofit sector. Because of this, constructing a definition of nonprofit technology is based in large part on use.

Uses

Nonprofit organizations use computers, Internet and other networking technology for a number of tasks, including volunteer management and support, donor management, client tracking and support, project management, human resources (paid staff) management, financial accounting, program evaluation, research, marketing, activism and collaboration. Nonprofit organizations that engage in income-generation activities, such as ticket sales, may also use technology for these functions. 

Some technology programs are created specifically for use by nonprofit organizations. For instance, there are more than 30 software packages designed for nonprofits to use to analyse donations, manage volunteers. There is software designed to help in the management of animal shelters, software to help nonprofit manage pets, animal rescue, county code management software to help nonprofit performing arts groups sell tickets and manage donors, software to manage sports clubs, and on and on.




Nonprofit organizations also use both proprietary and open-source software, as well as various online tools (the World Wide Web, email, online social networking, wikis,volunteer web blogs micro-blogging, etc.), that are also used by for-profit businesses. Nonprofit groups may leverage web-based services in their media outreach, using online newswires such as Nonprofit Newswire.com to disseminate their press releases.


Because of their limited budgets, nonprofit organizations may not be able to upgrade their hardware or software, buy computers or Internet tools, or provide technology training for staff to the degree of for-profit businesses. This means that, often, nonprofit organizations can be on the wrong side of the digital divide.

Benefits of technology

Implemented correctly, technology stands to benefit nonprofits in a variety of ways. One obvious benefit is the dissemination of information. Technological tools (e.g., computers and cellular telephones) and platforms (e.g., Facebook and Twitter) allow for the aggregation and wide-scale distribution of knowledge and information. To the extent that tools and platforms can be integrated, nonprofits may better serve themselves and their clients.

Krause and Quick discussed a melding of this sort in the area of "maternal health interventions". By combining Facebook's social networking platform with SMS text messaging, the Women's Refugee Commission (WRC) was able to launch a new initiative, which it dubbed "Mama." Mama's mission is to bring clinical practitioners together in a virtual forum (i.e., their Facebook page) for purposes of information sharing and support. Given the remote locales of many maternal health workers, regular access to the Internet can prove difficult, if not impossible. But with the help of SMS messaging, this problem becomes entirely manageable.




The Mama platform readily accepts text messages sent from anywhere in the world. These messages then appear, automatically, on the Mama Facebook page, allowing practitioners with more reliable access to the Internet a chance to appraise the situation and respond. Once the Mama community arrives at a consensus, a text message is dispatched back to the original practitioner. Although this process is a bit deliberative, it is nonetheless instrumental in achieving beneficial outcomes for both the organization and the population it aims to serve. Without an SMS-Facebook linkage, maternal health workers embedded deep within the field would effectively be cut off from both colleagues and information. Technology, it would seem, is aptly suited for bridging this spatial divide. 


Cost reductions and efficiency improvements may also encourage nonprofits to adopt new digital and information technologies. According to Luksetich et al., administrative expenses are particularly bothersome for nonprofits and their stakeholders. To the extent, then, that technology can be viewed as a long-term administrative cost-saver, it becomes increasingly likely that nonprofits will become adopters of information technology. Hamann and Bezboruah advanced this premise in a recent study, noting that nonprofits may have greater incentive to deploy technology for the accomplishment of administrative tasks as opposed to provision-of-care tasks.

A final and largely unquantifiable benefit of nonprofit technology is the degree to which these tools can and do save lives. Mama, in particular, has developed a "Lives Saved Counter" to allow members to document each time they save a "woman's, girl's, or newborn's life". The Counter is significant because it acknowledges both individual achievement and evidence-based best practices. Moreover, it stands as a constant reminder and celebration of life, contrasting markedly with the conventional practices in this field, which tend to document only the deaths of mothers.

Social media

The use of social media by nonprofits should follow a stewardship model that includes acts of reciprocity, responsibility, and accountability in an effort to nurture nonprofit relationships and place supporters at the forefront. Referencing organizational partners and supporters is one way in which these ideals can be expressed through social media use. Furthermore, listing the nonprofits specific use of donations and volunteers as well as posting the names of board members and mission statement can cover the responsibility and accountability components.

And although most social media sites provide free services, for social media to be most effective, organizations must provide on-going interactional experiences for users, which requires additional man-hours. It is estimated that for a mid-size nonprofit with revenue between $1 and $5 million annually, having a social media presence will cost, on average, $11 thousand annually to attain an adequate level of interaction. Examples of such interactional components for a nonprofit website might include: downloadable video, RSS feeds, chat rooms, polls or surveys, linked publications and always, contact information.

In a poll conducted with mid-sized nonprofit organizations, 51 percent reported that between one and five hours were spent weekly attending to social media. Additionally, as the nonprofits social media presence grew, more hours were required to sustain the same level of interaction. Yet, these same nonprofit respondents, that had been using social media for at least 12 months, reported less than stellar results for attracting new donors or volunteers, which had been one of the main motivations for establishing a social media presence. Therefore, if a nonprofit organization is insistent on an established social media presence, it is advised to continue direct channels of communication such as direct mailings which still outperforms email and social media marketing.

Practitioners/sources of training and support

Whereas a for-profit business may have the budget to hire a full-time staff member or part-time consultant to help with computer and Internet technology use, nonprofit organizations usually have fewer financial resources and, therefore, may not be able to hire a full-time staff person to manage and support technology use. While there are nonprofits that can afford to pay staff devoted to managing and supporting the nonprofits technology needs, many of those who support nonprofits in their technology use are staff members who have different primary roles (called accidental techies) and volunteers

Those providing support to nonprofit organizations regarding their use of computers, the Internet and networking technologies are sometimes known as eRiders or circuit riders, or more broadly as NTAPs (nonprofit technology assistance providers).




A membership association for people volunteering or working for pay to support nonprofit technology is NTEN: The Nonprofit Technology Enterprise Network.

Sources of hardware and software

A variety of organizations support NPOs' acquisition of technology, either hardware or software. 

Certain NPOs (for example Free Geek or Nonprofit Technology Resources) support local NPOs with discounted refurbished personal computers.




In the United States and Canada, a web-based membership association that provides non-profit organizations with discounts on products and services, including technology providers, is the Non-Profit Purchasing Group. 




For developing areas or nations, technology may be available from organizations mentioned in Computer technology for developing areas.

Best practices/guiding principles for effective adoption

A number of contributing factors have effected non-profits' ability to adopt information technology in recent history. Cutbacks in public sector services, decreases in government spending, increased scrutiny on the public sector, increased competition and increased financial transparency are all issues facing non-profit organizations today. Due to these issues, it has become increasingly important for non-profits to be aware of best practices and potential pitfalls when adopting effective IT practices in the public sector. 

Planning has become one of the most important practices for the successful strategic utilization of information technology. A 2003 study found that 79 percent of organizations in 2003 (up from 55 percent in 2000) had some sort of "strategic plan" specifically for the use of the Internet, tending to be "medium-sized charities with medium income and larger Web budgets, as well as those that set their sites up earlier and update them more frequently." Among the most important practices in IT planning are budgeting, training and staffing. A 2007 study from the Public Administration Review shows that the majority of nonprofits budget for purchasing and upgrading hardware (57 percent) and software (58 percent), as well as computer maintenance (63 percent), but only 36 percent budget for computer-related training. However, these planning methods receive only 9 percent of the budget after personnel costs are removed, which is of particular importance because 56 percent of nonprofits report that less than 2 percent is available for these essential IT activities. The amount set aside for training varies considerably depending on overall budgets, making training a luxury for lower-budget organizations.

Nonprofit organization

From Wikipedia, the free encyclopedia
 
A nonprofit organization (NPO), also known as a non-business entity, not-for-profit organization, or nonprofit institution, is an organization traditionally dedicated to furthering a particular social cause or advocating a shared point of view. In economic terms, it is an organization using the surplus of its revenues to further its objective, rather than distributing its income to the organization's shareholders, leaders, or members. Being public extensions of a nation's revenue department, nonprofits are tax-exempt or charitable, meaning they do not pay income tax on the money that they receive for their organization. They can operate in religious, scientific, research, or educational settings.

The key aspects of nonprofits are accountability, trustworthiness, honesty, and openness to every person who has invested time, money, and faith into the organization. Nonprofit organizations are accountable to the donors, founders, volunteers, program recipients, and the public community. Public confidence is a factor in the amount of money that a nonprofit organization is able to raise. The more nonprofits focus on their mission, the more public confidence they will have, and as a result, more money for the organization. The activities a nonprofit is partaking in can help build the public's confidence in nonprofits, as well as how ethical the standards and practices are.

Statistics in the United States

According to the National Center for Charitable Statistics (NCCS), there are more than 1.5 million nonprofit organizations registered in the United States, including public charities, private foundations, and other nonprofit organizations. Private charitable contributions increased for the fourth consecutive year in 2017 (since 2014), at an estimated $410.02 billion. Out of these contributions, religious organizations received 30.9%, education organizations received 14.3%, and human services organizations received 12.1%. Between September 2010 and September 2014, approximately 25.3% of Americans over the age of 16 volunteered for a nonprofit.

Mechanism of money-raising

Nonprofits are not driven by generating profit, but they must bring in enough income to pursue their social goals. Nonprofits are able to raise money in different ways. This includes income from donations from individual donors or foundations; sponsorship from corporations; government funding; programs, services or merchandise sales; and investments. Each NPO is unique in which source of income works best for them. With an increase in NPO's within the last decade, organizations have adopted competitive advantages to create revenue for themselves to remain financially stable. Donations from private individuals or organizations can change each year and government grants have diminished. With changes in funding from year to year, many nonprofit organizations have been moving toward increasing the diversity of their funding sources. For example, many nonprofits that have relied on government grants have started fundraising efforts to appeal to individual donors.

Challenges

NPO's challenges primarily stem from lack of funding. Funding can either come from within the organization, fundraising, donations, or from the federal government. When cutbacks are made from the federal government, the organization suffers from devolution. This term describes when there is a shift of responsibility from a central government to a local, sub-national authority. The shift is due to the loss of funds; therefore, resulting in changes of responsibilities in running programs. Because of this frequent challenge, management must be innovative and effective in the pursuit of success.

Nonprofit vs. not-for-profit

Nonprofit and not-for-profit are terms that are used similarly, but do not mean the same thing. Both are organizations that do not make a profit, but may receive an income to sustain their missions. The income that nonprofit and not-for-profit organizations generate is used differently. Nonprofit organizations return any extra income to the organization. Not-for-profits use their excess money to pay their members who do work for them. Another difference between nonprofit organizations and not-for-profit organizations is their membership. Nonprofits have volunteers or employees who do not receive any money from the organization's fundraising efforts. They may earn a salary for their work that is independent from the money the organization has fundraised. Not-for-profit members have the opportunity to benefit from the organization's fundraising efforts.

In the United States, both nonprofits and not-for-profits are tax-exempt under IRS publication 557. Although they are both tax-exempt, each organization faces different tax code requirements. A nonprofit is tax-exempt under 501(c)(3) requirements if it is either a religious, charitable, or educational based organization that does not influence state and federal legislation. Not-for-profits are tax-exempt under 501(c)(7) requirements if they are an organization for pleasure, recreation or another nonprofit purpose.

Nonprofits are either member-serving or community-serving. Member-serving nonprofit organizations create a benefit for the members of their organization and can include but are not limited to credit unions, sports clubs, and advocacy groups. Community-serving nonprofit organizations focus on providing services to the community either globally or locally. Community-serving nonprofits include organizations that deliver aid and development programs, medical research, education, and health services. It is possible for a nonprofit to be both member-serving and community-serving.

Management

A common misconception about nonprofits is that they are run completely by volunteers. Most nonprofits have staff that work for the company, possibly using volunteers to perform the nonprofit's services under the direction of the paid staff. Nonprofits must be careful to balance the salaries paid to staff against the money paid to provide services to the nonprofit's beneficiaries. Organizations whose salary expenses are too high relative to their program expenses may face regulatory scrutiny.

A second misconception is that nonprofit organizations may not make a profit. Although the goal of nonprofits isn't specifically to maximize profits, they still have to operate as a fiscally responsible business. They must manage their income (both grants and donations and income from services) and expenses so as to remain a fiscally viable entity. Nonprofits have the responsibility of focusing on being professional, financially responsible, replacing self-interest and profit motive with mission motive.

Though nonprofits are managed differently from for-profit businesses, they have felt pressure to be more businesslike. To combat private and public business growth in the public service industry, nonprofits have modeled their business management and mission, shifting their raison d’ĂȘtre to establish sustainability and growth.

Setting effective missions is a key for the successful management of nonprofit organizations. There are three important conditions for effective mission: opportunity, competence, and commitment.

One way of managing the sustainability of nonprofit organizations is to establish strong relations with donor groups. This requires a donor marketing strategy, something many nonprofits lack.

Functions

NPOs have a wide diversity of structures and purposes. For legal classification, there are, nevertheless, some elements of importance:
  • Management provisions
  • Accountability and auditing provisions
  • Provisory for the amendment of the statutes or articles of incorporation
  • Provisions for the dissolution of the entity
  • Tax statuses of corporate and private donors
  • Tax status of the founders.
Some of the above must be (in most jurisdictions in the USA at least) expressed in the organization's charter of establishment or constitution. Others may be provided by the supervising authority at each particular jurisdiction. 

While affiliations will not affect a legal status, they may be taken into consideration by legal proceedings as an indication of purpose. Most countries have laws that regulate the establishment and management of NPOs and that require compliance with corporate governance regimes. Most larger organizations are required to publish their financial reports detailing their income and expenditure publicly. 

In many aspects, they are similar to corporate business entities though there are often significant differences. Both not-for-profit and for-profit corporate entities must have board members, steering-committee members, or trustees who owe the organization a fiduciary duty of loyalty and trust. A notable exception to this involves churches, which are often not required to disclose finances to anyone, including church members.

Formation and structure

In the United States, nonprofit organizations are formed by filing bylaws or articles of incorporation or both in the state in which they expect to operate. The act of incorporation creates a legal entity enabling the organization to be treated as a distinct body (corporation) by law and to enter into business dealings, form contracts, and own property as individuals or for-profit corporations can.

Nonprofits can have members, but many do not. The nonprofit may also be a trust or association of members. The organization may be controlled by its members who elect the board of directors, board of governors or board of trustees. A nonprofit may have a delegate structure to allow for the representation of groups or corporations as members. Alternatively, it may be a non-membership organization and the board of directors may elect its own successors. 

The two major types of nonprofit organization are membership and board-only. A membership organization elects the board and has regular meetings and the power to amend the bylaws. A board-only organization typically has a self-selected board and a membership whose powers are limited to those delegated to it by the board. A board-only organization's bylaws may even state that the organization does not have any membership, although the organization's literature may refer to its donors or service recipients as 'members'; examples of such organizations are FairVote and the National Organization for the Reform of Marijuana Laws. The Model Nonprofit Corporation Act imposes many complexities and requirements on membership decision-making. Accordingly, many organizations, such as the Wikimedia Foundation, have formed board-only structures. The National Association of Parliamentarians has generated concerns about the implications of this trend for the future of openness, accountability, and understanding of public concerns in nonprofit organizations. Specifically, they note that nonprofit organizations, unlike business corporations, are not subject to market discipline for products and shareholder discipline of their capital; therefore, without membership control of major decisions such as the election of the board, there are few inherent safeguards against abuse. A rebuttal to this might be that as nonprofit organizations grow and seek larger donations, the degree of scrutiny increases, including expectations of audited financial statements. A further rebuttal might be that NPOs are constrained, by their choice of legal structure, from financial benefit as far as distribution of profit to members and directors is concerned.

Tax exemption

In many countries, nonprofits may apply for tax-exempt status, so that the organization itself may be exempt from income tax and other taxes. In the United States, to be exempt from federal income taxes, the organization must meet the requirements set forth in the Internal Revenue Code. Granting nonprofit status is done by the state, while granting tax-exempt designation (such as 501(c)(3)) is granted by the federal government via the IRS. This means that not all nonprofits are eligible to be tax-exempt. NPOs use the model of a double bottom line in that furthering their cause is more important than making a profit, though both are needed to ensure the organization's sustainability.

By jurisdiction

Australia

In Australia, nonprofit organizations include trade unions, charitable entities, co-operatives, universities and hospitals, mutual societies, grass-root and support groups, political parties, religious groups, incorporated associations, not-for-profit companies, trusts and more. Furthermore, they operate across a multitude of domains and industries, from health, employment, disability and other human services to local sporting clubs, credit unions, and research institutes. A nonprofit organization in Australia can choose from a number of legal forms depending on the needs and activities of the organization: co-operative, company limited by guarantee, unincorporated association, incorporated association (by the Associations Incorporation Act 1985) or incorporated association or council (by the Commonwealth Aboriginal Councils and Associations Act 1976). From an academic perspective, social enterprise is, for the most part, considered a sub-set of the nonprofit sector as typically they too are concerned with a purpose relating to a public good. However, these are not bound to adhere to a nonprofit legal structure, and many incorporate and operate as for-profit entities. 

In Australia, nonprofit organizations are primarily established in one of three ways: companies limited by guarantee, trusts, and incorporated associations. However, the incorporated association form is typically used by organizations intending to operate only within one Australian state jurisdiction. Nonprofit organizations seeking to establish a presence across Australia typically consider incorporating as a company or as a trust.

Belgium

By Belgian law, there are several kinds of nonprofit organization:
These three kinds of nonprofit organizations contrast to a fourth:
  • Feitelijke vereniging (Dutch) or Association de fait (French), an informal organization, often started for a short-term project, or managed alongside another NPO that does not have any status in law so cannot purchase property etc. (association sans personnalitĂ© morale).

Canada

Canada allows nonprofit organizations to be incorporated or unincorporated. They may incorporate either federally, under Part II of the Canada Business Corporations Act, or under provincial legislation. Many of the governing Acts for Canadian nonprofits date to the early 1900s, meaning that nonprofit legislation has not kept pace with legislation that governs for-profit corporations, particularly with regards to corporate governance. Federal, and in some provinces (including Ontario), incorporation is by way of Letters Patent, and any change to the Letters Patent (even a simple name change) requires formal approval by the appropriate government, as do bylaw changes. Other provinces (including Alberta) permit incorporation as of right, by the filing of Articles of Incorporation or Articles of Association.

During 2009, the federal government enacted new legislation repealing the Canada Corporations Act, Part II – the Canada Not-for-Profit Corporations Act. This Act was last amended on 10 October 2011, and the act was current until 4 March 2013. It allows for incorporation as of right, by Articles of Incorporation; does away with the ultra vires doctrine for nonprofits; establishes them as legal persons; and substantially updates the governance provisions for nonprofits. Ontario also overhauled its legislation, adopting the Ontario Not-for-Profit Corporations Act during 2010; the new Act is expected to be in effect as of 1 July 2013. 

Canada also permits a variety of charities (including public and private foundations). Charitable status is granted by the Canada Revenue Agency (CRA) upon application by a nonprofit; charities are allowed to issue income tax receipts to donors, must spend a certain percentage of their assets (including cash, investments, and fixed assets) and file annual reports in order to maintain their charitable status. In determining whether an organization can become a charity, CRA applies a common law test to its stated objects and activities. These must be:
  • The relief of poverty
  • The advancement of education
  • The advancement of religion, or
  • Certain other purposes that benefit the community in a way the courts have said is charitable
Charities are not permitted to engage in partisan political activity; doing so may result in the revocation of charitable status. However, a charity can carry out a small number of political activities that are non-partisan, help further the charities' purposes, and subordinate to the charity's charitable purposes.

France

In France, nonprofits are called associations. They are based on a law enacted 1 July 1901. As a consequence, the nonprofits are also called association loi 1901.




A nonprofit can be created by two people to accomplish a common goal. The association can have industrial or commercial activities or both, but the members cannot make any profit from the activities. Thereby, worker's unions and political parties can be organized from this law. 




In 2008, the National Institute of Statistics and Economic Studies (INSEE) counted more than a million of these associations in the country, and about 16 million people older than 16 are members of a nonprofit in France (a third of the population over 16 years old). The nonprofits employ 1.6 million people, and 8 million are volunteers for them.

This law is also relevant in many former French colonies, particularly in Africa.

Hong Kong

The Hong Kong Company Registry provides a memorandum of procedure for applying to Registrar of Companies for a Licence under Section 21 of the Companies Ordinance (Cap.32) for a limited company for the purpose of promoting commerce, art, science, religion, charity, or any other useful object.

India

In India, non-governmental organizations are the most common type of societal institutions that do not have commercial interests. However, they are not the only category of non-commercial organizations that can gain official recognition. For example, memorial trusts, which honor renowned individuals through social work, may not be considered as NGOs.

They can be registered in four ways:
  • Trust
  • Society
  • Section-25 company (Section 8 as per the new Companies Act, 2013)
  • Special licensing
Registration can be with either the Registrar of Companies (RoC) or the Registrar of Societies (RoS).
The following laws or Constitutional Articles of the Republic of India are relevant to the NGOs:
  • Articles 19(1)(c) and 30 of the Constitution of India
  • Income Tax Act, 1961
  • Public Trusts Acts of various states
  • Societies Registration Act, 1860
  • Section 25 of the Indian Companies Act, 1956 (Section 8 as per the new Companies Act, 2013)
  • Foreign Contribution (Regulation) Act, 1976.

Republic of Ireland

The Irish Nonprofits Database was created by Irish Nonprofits Knowledge Exchange (INKEx) to act as a repository for regulatory and voluntarily disclosed information about Irish public-benefit nonprofits. The database lists more than 10,000 nonprofit organizations in Ireland. In 2012 INKEx ceased to operate due to lack of funding.

Israel

In Israel nonprofit organizations (NPOs) and non-governmental organizations (NGOs) are usually established as registered nonprofit associations (Hebrew amutah, plural amutot) or public benefit companies (Hebrew Chevrah LeTo’elet Hatzibur, not to be confused with public benefit corporations). The structure of financial statements of nonprofit organizations is regulated Israel's Accounting Standard No. 5, and must include a balance sheet, a report on activities, the income and expenditure for the particular period, a report on changes in assets, a statement of cash flows, and notes to the financial statements. A report showing the level of restriction imposed on the assets and liabilities can be given, though this is not required. 

‘'Amutot'’ are regulated by the Associations Law, 1980. An amutah is a body corporate, though not a company. The amutah is successor to the Ottoman Society which predated the State of Israel, and was established by the now-superseded Ottoman Societies Law of 1909, based on the French law of 1901. Public benefit companies are governed solely by company law; if their regulations and objectives meet the two conditions specified in Section 345A of the Companies Act, they will in effect be amutot in all but name. 

An amutah must register with the Rasham Ha’amutot ('Registrar of Amutot'); a public benefit company must register with the Rasham HaChavarot [Registrar of Companies]. Both are under the purview of the Rashot Hata’agidim ('Corporations Authority') of the Ministry of Justice.

Japan

In Japan, an NPO is any citizen's group that serves the public interest and does not produce a profit for its members. NPOs are given corporate status to assist them in conducting business transactions. As at February 2011, there were 41,600 NPOs in Japan. Two hundred NPOs were given tax-deductible status by the government, which meant that only contributions to those organizations were tax deductible for the contributors.

New Zealand

In New Zealand, nonprofit organizations usually are established as incorporated societies or charitable trusts. An incorporated society requires a membership of at least 15 people.

Russia

Russian law contains many legal forms of non-commercial organization (NCO), resulting in a complex, often contradictory, and limiting regulatory framework. The primary requirements are that NCOs, whatever their type, do not have the generation of profit as their main objective and do not distribute any such profit among their participants (Article 50(1), Civil Code). Most commonly there are five forms of NCO:
  • Public associations – A public association is the form most comparable to an 'association' as used in international parlance. A public association is a membership-based organization of individuals who associate on the basis of common interests and goals stipulated in the organization's charter.
  • Foundations – Foundations are property-based, non-membership organizations created by individuals or legal persons (or both) to pursue social, charitable, cultural, educational, or other public benefit goals.
  • Institutions – The institution (uchrezhdeniye) is a form that exists in Russia and several other countries of the former Soviet Union. Like foundations, institutions do not have members. Unlike foundations, however, institutions do not acquire property rights in the property conveyed to them (Article 120, Civil Code, and Article 20, NCO Law). Moreover, the founders are liable for any obligations of the institution that it cannot meet on its own.
  • Non-commercial partnerships – A non-commercial partnership (NP) (Article 8, NCO Law) is a membership organization pursuing activities for the mutual benefit of members. Therefore, assets that have been transferred to an NP as donations can be used for purposes other than those having public benefit.
  • Autonomous non-commercial organizations – An autonomous non-commercial organization (ANO) (Article 10, NCO Law) is a non-membership organization undertaking services in the field of education, social policy, culture, etc., which in practice often generates income by providing its services for a fee.

South Africa

In South Africa, certain types of charity may issue a tax certificate when requested, which donors can use to apply for a tax deduction. Charities/NGOs may be established as voluntary associations, trusts or nonprofit companies (NPCs). Voluntary associations are established by agreement under the common law, and trusts are registered by the Master of the High Court.

Nonprofit companies (NPCs) are registered by the Companies and Intellectual Property Commission. All of these may voluntarily register with The Directorate for Nonprofit Organisations and may apply for tax-exempt status to the South African Revenue Service (SARS).

Ukraine

In Ukraine, nonprofit organizations include non-governmental organizations, cooperatives (inc. housing cooperatives), charitable organizations, religious organizations, political parties, commodities exchanges (in Ukraine, commodities exchanges can't be organized for profit) and more. Nonprofit organizations obtain their non-profit status from tax authorities. The state fiscal service is the main registration authority for nonprofit status.

United Kingdom

In the UK a nonprofit organization may take the form of an unincorporated association, a charitable trust, a charitable incorporated organisation (CIO), a company limited by guarantee (which may or may not be charitable), a charter organization (which may or may not be charitable), a charitable company, a community interest company (CIC) (which may or may not be charitable), a community benefit society (which may or may not be charitable), or a cooperative society (which may or may not be charitable). Thus a nonprofit may be charitable (see under Charitable Organisation) or not, and may be required to be registered or not.

United States

After a nonprofit organization has been formed at the state level, the organization may seek recognition of tax-exempt status with respect to U.S. federal income tax. That is done typically by applying to the Internal Revenue Service (IRS), although statutory exemptions exist for limited types of nonprofit organization. The IRS, after reviewing the application to ensure the organization meets the conditions to be recognized as a tax-exempt organization (such as the purpose, limitations on spending, and internal safeguards for a charity), may issue an authorization letter to the nonprofit granting it tax-exempt status for income-tax payment, filing, and deductibility purposes. The exemption does not apply to other federal taxes such as employment taxes. Additionally, a tax-exempt organization must pay federal tax on income that is unrelated to their exempt purpose. Failure to maintain operations in conformity to the laws may result in the loss of tax-exempt status.

Individual states and localities offer nonprofits exemptions from other taxes such as sales tax or property tax. Federal tax-exempt status does not guarantee exemption from state and local taxes and vice versa. These exemptions generally have separate applications, and their requirements may differ from the IRS requirements. Furthermore, even a tax-exempt organization may be required to file annual financial reports (IRS Form 990) at the state and federal levels. A tax-exempt organization's 990 forms are required to be available for public scrutiny.

Governance

The board of directors has ultimate control over the organization, but typically an executive director is hired. In some cases, the board is elected by a membership, but commonly, the board of directors is self-perpetuating. In these 'board-only' organizations, board members nominate new members and vote on their fellow directors' nominations. Part VI Governance, Management, and Disclosure, section A, question 7a of the Form 990 asks 'Did the organization have members, stockholders, or other persons who had the power to elect or appoint one or more members of the governing body?'; the IRS instructions added '(other than the organization's governing body itself, acting in such capacity)'.

Problems

Founder's syndrome

Founder's syndrome is an issue organizations experience as they expand. Dynamic founders, who have a strong vision of how to operate the project, try to retain control of the organization, even as new employees or volunteers want to expand the project's scope or change policy.

Resource mismanagement

Resource mismanagement is a particular problem with NPOs because the employees are not accountable to anyone who has a direct stake in the organization. For example, an employee may start a new program without disclosing its complete liabilities. The employee may be rewarded for improving the NPO's reputation, making other employees happy, and attracting new donors. Liabilities promised on the full faith and credit of the organization but not recorded anywhere constitute accounting fraud. But even indirect liabilities negatively affect the financial sustainability of the NPO, and the NPO will have financial problems unless strict controls are instated. Some commenters have argued that the receipt of significant funding from large for-profit corporations can ultimately alter the NPO's functions. A frequent measure of an NPO's efficiency is its expense ratio (i.e. expenditures on things other than its programs, divided by its total expenditures).

Competition for talent

Competition for employees with the public and private sector is another problem that nonprofit organizations inevitably face, particularly for management positions. There are reports of major talent shortages in the nonprofit sector today regarding newly graduated workers, and NPOs have for too long relegated hiring to a secondary priority, which could be why they find themselves in the position many do. While many established NPOs are well-funded and comparative to their public sector competitors, many more are independent and must be creative with which incentives they use to attract and maintain vibrant personalities. The initial interest for many is the remuneration package, though many who have been questioned after leaving an NPO have reported that it was stressful work environments and implacable work that drove them away.

Public- and private-sector employment have, for the most part, been able to offer more to their employees than most nonprofit agencies throughout history. Either in the form of higher wages, more comprehensive benefit packages, or less tedious work, the public and private sectors have enjoyed an advantage over NPOs in attracting employees. Traditionally, the NPO has attracted mission-driven individuals who want to assist their chosen cause. Compounding the issue is that some NPOs do not operate in a manner similar to most businesses, or only seasonally. This leads many young and driven employees to forego NPOs in favor of more stable employment. Today, however, nonprofit organizations are adopting methods used by their competitors and finding new means to retain their employees and attract the best of the newly minted workforce.

It has been mentioned that most nonprofits will never be able to match the pay of the private sector and therefore should focus their attention on benefits packages, incentives and implementing pleasurable work environments. A good environment is ranked higher than salary and pressure of work. NPOs are encouraged to pay as much as they are able and offer a low-stress work environment that the employee can associate him or herself positively with. Other incentives that should be implemented are generous vacation allowances or flexible work hours.

Online presence

Many NPOs often use the .org or .us (or the country code top-level domain of their respective country) or .edu top-level domain (TLD) when selecting a domain name to differentiate themselves from more commercial entities, which typically use the .com space. 

In the traditional domain noted in RFC 1591, .org is for 'organizations that didn't fit anywhere else' in the naming system, which implies that it is the proper category for non-commercial organizations if they are not governmental, educational, or one of the other types with a specific TLD. It is not designated specifically for charitable organizations or any specific organizational or tax-law status; however, it encompasses anything that is not classifiable as another category. Currently, no restrictions are enforced on registration of .com or .org, so one can find organizations of all sorts in either of these domains, as well as other top-level domains including newer, more specific ones which may apply to particular sorts of organization including .museum for museums and .coop for cooperatives. Organizations might also register by the appropriate country code top-level domain for their country.

Alternative names

Instead of being defined by 'non' words, some organizations are suggesting new, positive-sounding terminology to describe the sector. The term 'civil society organization' (CSO) has been used by a growing number of organizations, including the Center for the Study of Global Governance. The term 'citizen sector organization' (CSO) has also been advocated to describe the sector – as one of citizens, for citizens – by organizations including Ashoka: Innovators for the Public. Advocates argue that these terms describe the sector in its own terms, without relying on terminology used for the government or business sectors. However, use of terminology by a nonprofit of self-descriptive language that is not legally compliant risks confusing the public about nonprofit abilities, capabilities, and limitations.

In some Spanish-language jurisdictions, nonprofit organizations are called "civil associations".

Virtual learning environment

From Wikipedia, the free encyclopedia
 
A virtual learning environment (VLE) in educational technology is a Web-based platform for the digital aspects of courses of study, usually within educational institutions. They present resources, activities and interactions within a course structure and provide for the different stages of assessment. VLEs also usually report on participation; and have some level of integration with other institutional systems.

For teachers and instructors who edit them, VLEs may have a de facto role as authoring and design environments. VLEs have been adopted by almost all higher education institutions in the English-speaking world.

Components

The following are the main components required for the best virtual learning environment or online education curriculum to take place.
VLE learning platforms commonly allow:
  • Content management – creation, storage, access to and use of learning resources
  • Curriculum mapping and planning – lesson planning, assessment and personalisation of the learning experience
  • Learner engagement and administration – managed access to learner information and resources and tracking of progress and achievement
  • Communication and collaboration – emails, notices, chat, wikis, blogs
  • Real time communication – live video conferencing or audio conferencing
A VLE may include some or all of the following elements:
  • The course syllabus
  • Administrative information about the course: prerequisites, credits, registration, payments, physical sessions, and contact information for the instructor.
  • A notice board for current information about the ongoing course
  • The basic content of some or all of the course; the complete course for distance learning applications, or some part of it, when used as a portion of a conventional course. This normally includes material such as copies of lecture in the form of text, audio, or video presentations, and the supporting visual presentations
  • Additional resources, either integrated or as links to outside resources. This typically consists of supplementary reading, or innovative equivalents for it.
  • Self-assessment quizzes or analogous devices, normally scored automatically
  • Formal assessment functions, such as examinations, essay submission, or presentation of projects. This now frequently includes components to support peer assessment
  • Support for communications, including e-mail, threaded discussions, chat rooms, Twitter and other media, sometimes with the instructor or an assistant acting as moderator. Additional elements include wikis, blogs, RSS and 3D virtual learning spaces.
  • Links to outside sources – pathways to all other online learning spaces are linked via the VLE (Virtual Learning Environment).
  • Management of access rights for instructors, their assistants, course support staff, and students
  • Documentation and statistics as required for institutional administration and quality control
  • Authoring tools for creating the necessary documents by the instructor, and, usually, submissions by the students
  • Provision for the necessary hyperlinks to create a unified presentation to the students.
  • Interactive online whiteboard for live virtual classes
A VLE is normally not designed for a specific course or subject, but is capable of supporting multiple courses over the full range of the academic program, giving a consistent interface within the institution and—to some degree—with other institutions using the system. The virtual learning environment supports the worldwide exchange of information between a user and the learning institute he or she is currently enrolled in through digital mediums like e-mail, chat rooms, web 2.0 sites or a forum.

Student accessibility features

One of the processes to enhance the learning experience was the virtual resource room, which is student-centered, works in a self-paced format, and which encourages students to take responsibility for their own learning. In virtual mode, the materials are available in the form of computer-aided learning programs, lecture notes, special self-assessment modules. Another mechanism for the student to student interactions in a form of simple discussion forum is by using a novel link cyber tutor. This allows the students with an email account to connect with course content and the staff with their doubts and related questions. The students are able to contact the staff without a face to face visit which saves the on-campus time. The staff remains anonymous which allows for the several staff to act as a cyber tutor during the course. The student does not remain anonymous, although their email address is cryptic enough to mask their identity. Students can discuss the exams, lab reports, posters, lectures, technical help with downloading materials. The evaluation of the use of a Virtual resource room is done by surveys, focus groups, and online feedback forms. The students have 24 hours of access to the learning material in a day which suits their lifestyles.

Similar terms

Computerized learning systems have been referred to as electronic educational technology, e-learning, learning platform or learning management system. The major difference is that VLE and LMS are applications, whereas the Learning Platform shares characteristics with an Operating System where different educational web-based applications can be run on the platform.




The terms virtual learning environment (VLE) and learning platform are generically used to describe a range of integrated web-based applications that provide teachers, learners, parents and others involved in education with information, tools, and resources to support and enhance educational delivery and management. These terms are broadly synonymous with 'managed learning environments' (MLEs) and 'managed virtual learning environments' (MVLEs).


The applications that form part of these online services can include web pages, email, message boards, and discussion forums, text and video conferencing, shared diaries, online social areas, as well as assessment, management, and tracking tools.

The term learning platform refers to a range of tools and services often described using terms such as educational extranet, VLE, LMS, ILMS and LCMS providing learning and content management. The term learning platform also includes the personal learning environment (PLE) or personal online learning space (POLS), including tools and systems that allow the development and management of portfolios.

The specific functionality associated with any implementation of a learning platform will vary depending upon the needs of the users and can be achieved by bringing together a range of features from different software solutions either commercially available, open source, self-built or available as free to use web services. These tools are delivered together via a cohesive user environment with a single entry point, through integration achieved by technical standards.
  • a learning management system (LMS). Related concepts include content management system (CMS), which properly refers to the organization of the educational or other content, not the overall environment; learning content management system (LCMS), which is more often used for corporate training systems than for systems in education institutions; managed learning environment (MLE), which normally refers to the overall infrastructure in an institution of which the VLE is a component, learning support system (LSS); online learning center (OLC); or learning platform (LP), education via computer-mediated communication (CMC); or online education. The term "virtual learning environment" is more commonly used in Europe and Asia, while the synonymous term "learning management system" is the more common usage in North America.
The term LMS can also mean a "library management system" (which is now more commonly referred to as integrated library system, or ILS).

Justification

Middle School and High School use VLEs in order to:
  • Increase academic performance in order to meet standards to graduate.
  • Address the diverse learning needs of all students with the digital curriculum.
  • Personalize learning to better meet the needs of all students including underachieving and accelerated learners.
  • Equip administrators, teachers, and students with real-time progress and performance to make informed decisions to track success.*
Institutions of higher and further education use VLEs in order to:
  • Economize on the time of teaching staff, and the cost of instruction.
  • Facilitate the presentation of online learning by instructors without web authoring experience.
  • Provide instruction to students in a flexible manner to students with varying time and location constraints.
  • Provide instruction in a manner familiar to the current web-oriented generation of students.
  • Facilitate the networking of instruction between different campuses or even colleges.
  • Provide for the reuse of common material among different courses.
  • Provide automatic integration of the results of student learning into campus information systems.
  • Provide the ability to deliver various courses to a large number of students.
Online learners performed modestly better, on average than those learning the same material through traditional face-to-face instruction.

Controversy

VLEs are supposed to support many 21st century skills, including:
Both supporters and critics of virtual learning environments recognize the importance of the development of such skills, including creativity, communication, and knowledge application; however, the controversy lies in whether or not virtual learning environments are practical for both teachers and students.

Critics of VLE worry about the disconnect that can occur between the teacher and students, as well as between student to student. A Virtual Learning Environment does not provide students with face-to-face interaction and therefore, can deprive students of opportunities for better communication and deeper understanding. Educators also have concerns pertaining to a student's computer literacy skills and access to quality technology. Both can create a challenge for students to succeed in a Virtual Learning Environment. A study among Indian students has suggested that a negative experience with virtual learning environments can leave "the learner with a passive, un-engaging experience, leading to incomplete learning and low performance".

The VLE leads to a reported higher computer self-efficacy, while participants report being less satisfied with the learning process that is achieved in the Virtual Learning Environment.

Standards

Most VLEs support the Shareable Content Object Reference Model (SCORM) as a standard, but there are no commonly used standards that define how the learner's performance within a course can be transferred from one VLE to another.




There are also standards for sharing content such as those defined by the IMS Global Consortium. Local bodies such as in the school's sector in the UK the DCSF via Becta have additionally defined a learning platform "conformance framework" to encourage interoperability.





Virtual learning environments are not limited only to students and learners in university-level studies. There are many virtual learning environments for students in grades K-12. These systems are also particularly suited for the needs of independent educational programs, charter schools, and home-based education. 


As virtual teaching and learning become more deeply integrated into curricula, it is important to assess the quality and rigor of virtual programs. The Virtual Learning Program Standards provide a framework for identifying key areas for effective teaching and learning in Virtual Learning Programs throughout the Northeast and the nation.

Assessments

Educators need benchmark tools to assess a virtual learning environment as a viable means of education. 

Walker developed a survey instrument known as the Distance Education Learning Environment Survey (DELES), which is accessible to students anywhere. DELES examines instructor support, student interaction, and collaboration, personal relevance, authentic learning, active learning, and student autonomy. 

Harnish and Reeves provide a systematic criteria approach based on training, implementation, system usage, communication, and support.

Learning management system

From Wikipedia, the free encyclopedia
 
A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation and delivery of educational courses, training programs, or learning and development programs. The learning management system concept emerged directly from e-Learning. Although the first LMS appeared in the higher education sector, the majority of the LMSs today focus on the corporate market. Learning Management Systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s.

Learning management systems were designed to identify training and learning gaps, utilizing analytical data and reporting. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for online content, including courses, both asynchronous based and synchronous based. An LMS may offer classroom management for instructor-led training or a flipped classroom, used in higher education, but not in the corporate space. Modern LMSs include intelligent algorithms to make automated recommendations for courses based on a user's skill profile as well as extract meta-data from learning materials in order to make such recommendations even more accurate.

Characteristics

Purpose

An LMS delivers and manages all types of content, including video, courses, and documents. In the education and higher education markets, an LMS will include a variety of functionality that is similar to corporate but will have features such as rubrics, teacher and instructor facilitated learning, a discussion board, and often the use of a syllabus. A syllabus is rarely a feature in the corporate LMS, although courses may start with heading-level index to give learners an overview of topics covered.

History

There are several historical phases of distance education that preceded the development of the LMS:

Correspondence teaching

The first known document of correspondence teaching dates back to 1723, through the advertisement in the Boston Gazette of Caleb Phillips, professor of shorthand, offering teaching materials and tutorials.[3] The first testimony of a bi-directional communication organized correspondence course comes from England, in 1840, when Isaac Pitman initiated a shorthand course, wherein he sent a passage of the Bible to students, who would send it back in full transcription. The success of the course resulted in the foundation of the phonographic correspondence society in 1843. The pioneering milestone in distance language teaching was in 1856 by Charles Toussaint and Gustav Langenscheidt, who began the first European institution of distance learning. This is the first known instance of the use of materials for independent language study. Correspondence institutions in the United States and across Europe were encouraged and fostered by the development in 1680 of the penny post service, which allowed the delivery of letters and parcels for a penny.

Multimedia teaching: The emergence and development of the distance learning idea

The concept of eLearning began developing in the early 20th century, marked by the appearance of audio-video communication systems used for remote teaching. In 1909, E.M. Forster published his story 'The Machine Stops' and explained the benefits of using audio communication to deliver lectures to remote audiences.

In 1920, Sidney L. Pressey developed the first teaching machine which offered multiple types of practical exercises and question formats. Nine years later, University of Alberta's Professor M.E. Zerte transformed this machine into a problem cylinder able to compare problems and solutions.

This, in a sense was "multimedia", because it made use of several media to reach students and provide instruction. Later printed materials would be joined by telephone, radio and TV broadcasts, audio and videotapes.

The earliest networked learning system was the Plato Learning Management system (PLM) developed in the 1970s by Control Data Corporation.

Telematic Teaching

In the 1980s the modern telecommunications start to be used in education, with computers more present in the daily use of higher education institutions. Computer aided teaching aims to integrate technical and educational means and instruments to student learning. The trend then shifted to video communication, as a result of which Houston University decided to hold telecast classes to their students for approximately 13–15 hours a week. The classes took place in 1953, while in 1956, Robin McKinnon Wood and Gordon Pask released the very first adaptive teaching system for corporate environments SAKI. The idea of automating teaching operations also inspired the University of Illinois experts to develop their Programmed Logic for Automated Teaching Operations (PLATO) which enabled users to exchange content regardless of their location. In the period between 1970 and 1980, educational venues were rapidly considering the idea of computerizing courses, including the Western Behavioral Sciences Institute from California that introduced the first accredited online-taught degree.

Teaching through the internet: The appearance of the first LMS

The history of the application of computers to education is filled with broadly descriptive terms such as computer-managed instruction (CMI), and integrated learning systems (ILS), computer-based instruction (CBI), computer-assisted instruction (CAI), and computer-assisted learning (CAL). These terms describe drill-and-practice programs, more sophisticated tutorials, and more individualized instruction, respectively. The term is currently used to describe a number of different educational computer applications. FirstClass by SoftArc, used by the United Kingdom's Open University in the 1990s and 2000s to deliver online learning across Europe, was one of the earliest internet-based LMSs.

The first fully-featured Learning Management System (LMS) was called EKKO, developed and released by Norway's NKI Distance Education Network in 1991.[15] Three years later, New Brunswick's NB Learning Network presented a similar system designed for DOS-based teaching, and devoted exclusively to business learners.

Technical aspects

Most modern LMSs are web-based. There are a variety of integration strategies for embedding content into LMSs, including AICC, xAPI (also called 'Tin Can'), SCORM (Sharable Content Object Reference Model) and LTI (Learning Tools Interoperability). LMSs were originally designed to be locally hosted on-premise, where the organization purchases a license to a version of the software, and installs it on their own servers and network. Many LMSs are now offered as SaaS (software as a service), with hosting provided by the vendors.

Through LMS, teachers may create and integrate course materials, articulate learning goals, align content and assessments, track studying progress, and create customized test for students. LMS allows the communication of learning objectives, and organize learning timelines. LMS leverage is that it delivers learning content and tools straight to learners, and it can also reach marginalized groups through special settings. Such systems have built-in customizable features including assessment and tracking. Thus, learners can see in real time their progress and instructors can monitor and communicate the effectiveness of learning. One of the most important features of LMS is trying to create a streamline communication between learners and instructors. Such systems, besides facilitating online learning, tracking learning progress, providing digital learning tools, manage communication, and maybe selling content, may be used to provide different communication features.

Features

Managing courses, users and roles

The LMS may be used to create professional structured course content. The teacher can add, text, images, tables, links and text formatting, interactive tests, slideshows etc. Moreover, you can create different types of users, such as teachers, students, parents, visitors and editors (hierarchies). It helps control which content a student can access, track studying progress and engage student with contact tools. Teachers can manage courses and modules, enroll students or set up self-enrollment, see reports on students and import students to their online classes.

With much of the integration of new resources being controlled by technical guidelines outlined by SCORM (Sharable Content Object Reference Model), the process of integrating new features within multiple LMSs has become more efficient.

Online assessment and tracking students' attendance

LMS can enable teachers to create customized tests for students, accessible and submitted online. Platforms allow different multiple question types such as: one/multi-line answer; multiple choice answer; drag-and-drop order; essay; true or false/yes or no; fill in the gaps; agreement scale and offline tasks. Some LMSs also allow for attendance management and integration with classroom training wherein administrators can view attendance and records of whether a learner attended, arrived late, or missed classes and events.

User feedback

Students' exchange of feedback both with teachers and their peers is possible through LMS. Teachers may create discussion groups to allow students feedback and increase the interaction in course. Students' feedback is an instrument which help teachers to improve their work, identify what to add or remove from their courses, where students feel more comfortable, what makes them be more included.

Learning management industry

In the U.S. higher education market as of fall 2018, the top three LMSs by number of institutions were Blackboard (31%), Canvas (30%), and Moodle (18%). The same three systems led in terms of number of students enrolled, but Canvas slightly surpassed Blackboard. Worldwide, the picture is different, with Moodle having over 50% of market share in Europe, Latin America, and Oceania.

Many users of LMSs use an authoring tool to create content, which is then hosted on an LMS. In some cases, LMSs that do utilise a standard include a primitive authoring tool for basic content manipulation. More modern systems, in particular SAAS solutions have decided not to adopt a standard and have rich course authoring tools. There are several standards for creating and integrating complex content into an LMS, including AICC, SCORM, xAPI and Learning Tools Interoperability. However, utilising SCORM or an alternative standardised course protocol is not always required and can be restrictive when used unnecessarily.

Evaluation of LMSs is a complex task and significant research supports different forms of evaluation, including iterative processes where students' experiences and approaches to learning are evaluated.

Advantages and disadvantages

Advantages

There are six major advantages of LMS: interoperability, accessibility, reusability, durability, maintenance ability and adaptability, which in themselves constitute the concept of LMS.

Other advantages include:
  • An LMS supports content in various formats: text, video, audio, etc.
  • One can access materials anytime, from everywhere, teachers can modify the content, and students can see the updated material.
  • The evaluation of students is easier and fair, based on student attendance and online quizzes.
  • Students and teachers can re-use the material every time they need.
  • Students can learn collaboratively by setting up a School website with the LMS software and helps "Keeps organizations up-to-date with compliance regulations. If your organization must stay up-to-date with current compliance regulations, then a Learning Management System can be an invaluable tool. Compliance laws change on a regular basis, and updating a traditional course to reflect these changes can be a time-consuming chore.

Disadvantages

  • Implementing LMS requires a well-built technology infrastructure. Teachers have to be willing to adapt their curricula from face to face lectures to online lectures.
  • LMS can often come across as impersonal and lacking in the dialogue opportunities provided by in-person training.
  • Having a learning module presented in only one style can make it difficult to accommodate different learning styles.

Operator (computer programming)

From Wikipedia, the free encyclopedia https://en.wikipedia.org/wiki/Operator_(computer_programmin...