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M. Namazov and A. Alili

Abstract

This paper deals with a systematic design procedure that guarantees the stability and optimal performance of the nonlinear systems described by Takagi-Sugeno fuzzy models. Takagi-Sugeno fuzzy model allows us to represent a nonlinear system by linear models in different state space regions. The overall fuzzy model is obtained by fuzzy blending of these linear models. Then based on this model, linear controllers are designed for each linear model using parallel distributed compensation. Stability and optimal performance conditions for Takagi-Sugeno fuzzy control systems can be represented by a set of linear matrix inequalities which can be solved using software packages such as MATLAB’s LMI Toolbox. This design procedure is illustrated for a nonlinear system which is described by a two-rule Takagi-Sugeno fuzzy model. The fuzzy model was built in MATLAB Simulink and a code was written in LMI Toolbox to determine the controller gains subject to the proposed design approach.

Open access

Lejla Abazi-Bexheti, Arbana Kadriu, Marika Apostolova-Trpkovska, Edmond Jajaga and Hyrije Abazi-Alili

Abstract

Background: Learning Management Systems (LMS) represent one of the main technology to support learning in HE institutions. However, every educational institution differs in its experience with the usage of these systems. South East European University’s LMS experience is longer than a decade. From last year SEE – University is adopting Google Classroom (GC) as an LMS solution.

Objectives: Identifying factors which encourage LMS activities, with special emphasis on SEEU, might be of crucial importance for Higher Education academic leaders as well as software developers who design tools related to fostering LMS.

Methods/Approach: This paper introduces new approach of investigating the usage of LMS, i.e. identifying the determinants of increasing usage of LMS activities, by conducting empirical analysis for the case of SEEU. We apply appropriate estimation technique such as OLS methodology.

Results: Using SEEU Usage Google Classroom Report & Analysis Data for spring semester (2016–2017) and winter semester (2017–2018) - SUGCR dataset 2017, we argue that (i) LMS activities are affected by demographic characteristics and (ii) the students’ LMS usage is affected by level and resources of instructors’ LMS usage.

Conclusions: The empirical results show positive relationship between student and instructors’ LMS usage.