This article investigates barriers to a wider utilization of a Learning Management System (LMS). The study aims to identify the reasons why some tools in the LMS are rarely used, in spite of assertions that the learning experience and students’ performance can be improved by interaction and collaboration, facilitated by the LMS. Lecturers’ perceptions about the use of LMSs over the last four years at the School of Engineering, University of Borås were investigated. Seventeen lecturers who were interviewed in 2006 were interviewed again in 2011. The lecturers’ still use the LMS primarily for distribution of documents and course administration. The results indicate that their attitudes have not changed significantly. The apparent reluctance to utilize interactive features in the LMS is analyzed, by looking at the expected impact on the lecturers’ work situation.
The author argues that the main barrier to a wider utilization of LMS is the lecturers’ fear of additional demands on their time. Hence, if educational institutions want a wider utilization of LMS, some kind of incentives for lecturers are needed, in addition to support and training.
Este libro de actas representa las memorias del evento intensivo, desarrollado entre el 1 y el 12 de octubre de 2012, del Congreso de e-Learning, una comunidad de práctica y aprendizaje gratuita, abierta y colaborativa sentó una tendencia a nivel...
Here’s a little something many of us dread – webcam meetings. It’s one thing to chat with friends and family using Skype or Google Hangouts, but it’s another thing completely to try to look good and maintain a professional image for a webcam meeting.
In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach, and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.”
What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education.
As a first step in an exploration of what these pedagogical changes are and their implications for students, faculty, staff, and institutions, we begin here by:
As xMOOCs become more successful and begin to experiment with pedagogies that go beyond the didactic video lecture approach, I have been trying to understand the essential differences between the original connectivist MOOCs such as CCK08 and the current xMOOCs such as those offered by Coursera.
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy & Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies.