Research on the Effectiveness of Learning Management Systems (LMS) Use in Higher Education
Overview
Learning Management Systems (LMS) such as Blackboard, Moodle, SAKAI, and ANGEL, are now nearly ubiquitous in Higher Education, and they represent a suite of technologies, tools, and processes that, when implemented and utilized skillfully, can have a positive effect on teaching and learning.
A note about terminology: For the purposes of this analysis, blended and hybrid learning environments can be thought of as synonymous--both indicating courses that use a combination of traditional classroom and online learning activities. Similarly, although technical folks might argue the differences, for our purposes here, Learning Management Systems (LMS), Virtual Learning Environments (VLE), and Asychronous Learning Networks (ALN) can all be thought of as synonymous.
This book presents results of recent research about the mind, brain, and learning processes. It examines new findings in learning theory and their implications for what is taught, how it is taught, and how learners are assessed...It examines research on human learning, including new developments from neuroscience; learning research that has implications for designing formal instructional environments; and research that helps explore the possibility of helping individuals achieve their fullest potential.
The conclusion to Chapter 6, The Design of Learning Environments, is particularly relevant:
"Four perspectives on the design of learning environments-the degree to which they are student centered, knowledge centered, assessment centered, and community centered-are important in designing these environments."
Learning Management Systems, when used properly can help increase the above positive aspects of learning environments.
Short video about the current student context
by Michael Wesch,
Assistant Professor of Cultural Anthropology
Kansas State University
2008 U.S. Professor of the Year,
Outstanding Doctoral and Research Universities Professor,
Council for Advancement and Support of Education &
The Carnegie Foundation.
Produced in conjunction with release of their book:
Blended Learning: Research Perspectives
Integrating face-to-face and online learning, blending can enhance learning and optimize seat time. How can blending transform today's learning environments? In response to this question, 24 practitioners at 16 colleges and organizations examine research, stakeholder perspectives and best practices in 13 chapters designed for multiple educational contexts such as: designing and delivering hybrid courses, student interaction and student satisfaction, strategies for training and preparing faculty and other related topics.
Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of teaching and learning in higher education across disciplines.
Weigel suggests that technology can be used to increase learning by facilitating student collaboration. He sets out a specific model that structures student interaction around particular types of collaborative explorations such as research or skill building (using an LMS system in combination with face-to-face classroom interactions).
Considers how VLEs can be successfully deployed and used for effective teaching in universities and colleges. It sets out a model for effective use and seeks to provide a bridge between pedagogical approaches and the tools educators have at their disposal.
In a comparative study of students enrolled in an MBA class (n=127, one-third in the control group condition), those who used technology enhanced decision making strategies perceived they had enhanced skills, higher collaborative learning effectiveness, and more interest in the class than those in the traditional, face to face condition (Alavi, 1994).
Comparative study of technology enhanced instruction (in what's called asynchronous learning networks, ALN), students in ALN groups were found to cover a greater number of issues, produce longer reports, and perceive higher discussion quality than their face to face peers.
Parker and Gemino compared undergraduate students enrolled in a gateway course (n = 235, approximately half in each condition) and found the ALN format of the course facilitated more opportunities for student participation and communication.
"There is a strong case in the literature for increased student engagement and satisfaction in technology-enhanced contexts...The real contribution of technology may be its ability to facilitate collegial relationships rather than deliver superior content. It may also facilitate new approaches to teaching. For example, ALN are better suited to problem based learning than lecture. These changes have both direct and indirect implicatrect implications for learning. Technology, when reflexively applied, may enhance pedagogy, and affect learning outcomes."
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