Learning management system: evolving from silos to structures

García-Peñalvo, Francisco José; Forment, Marc Alier

doi:10.1080/10494820.2014.884790

Cited by 22 publications

(12 citation statements)

References 2 publications

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“…Education futurists call for LMS tools and platforms to be more agile to support emerging instructional practices, as some wish to unbundle the components of a learning experience to remix open content and educational apps in new ways (Adams Becker et al, 2017;Anshari et al, 2016;García-Peñalvo & Forment, 2014). Some thought leaders feel current learning management systems are too limited in functionality (Brown, Dehoney, & Millichap, 2015a) and have proposed a next-generation LMS, often referred to as a "next-generation digital learning environment" (NGDLE), to support more personalized and flexible learning experiences (Brown, 2015).…”

Section: History Of Learning Management Systemsmentioning

confidence: 99%

Understanding Faculty Use of the Learning Management System

Rhode

Richter

Gowen

et al. 2017

OLJ

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The learning management system (LMS) has become a critical tool for nearly all institutions of higher education, and a driving force in online learning. According to a 2014 report by the Educause Center for Analysis and Research, 99% of higher education institutions have an LMS in place, and the LMS is used by 85% of faculty and 83% of students. This was not always the case, however. There was a time in the not-so-distant past when using an LMS was considered highly innovative. Understanding the growth and adoption of the LMS is a stepping stone to understanding how faculty may choose to adopt other technological and pedagogical innovations. This study was conducted at a large, research-intensive public university in the Midwest, which has used the same LMS for 15 years. From a small pilot, adoption has grown to nearly universal use. This study used system logs and database queries to examine how faculty used the LMS. The results identified the features that were used most frequently and how usage had changed over time. In addition, the study compared the usage data for face-to-face and online courses to determine if there are differences in LMS use due to course modality. Based on this, it is possible to better understand the role the LMS plays in higher education and online learning, to inform development of next generation learning systems or other innovative technologies.

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Section: History Of Learning Management Systemsmentioning

confidence: 99%

Understanding Faculty Use of the Learning Management System

Rhode

Richter

Gowen

et al. 2017

OLJ

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show abstract

“…The teaching and learning process is consistently evolving (García-Peñalvo & Forment, 2014). The evolution is linked to context and persuaded by technological, pedagogical, or sociological trends (García-Peñalvo & Forment, 2014). One of the most common tools used in eLearning is the learning management system (LMS): 100% of the universities have at least one LMS (García-Peñalvo & Forment, 2014).…”

Section: Selection Of a Learning Management Systemmentioning

confidence: 99%

“…The evolution is linked to context and persuaded by technological, pedagogical, or sociological trends (García-Peñalvo & Forment, 2014). One of the most common tools used in eLearning is the learning management system (LMS): 100% of the universities have at least one LMS (García-Peñalvo & Forment, 2014). Selecting the best LMS that helps the institution accomplish its academic curriculum is imperative for the students, faculty, and administrators (Wright, Lopes, Montgomerie, Reju & Schmoller, 2014).…”

Section: Selection Of a Learning Management Systemmentioning

confidence: 99%

Proceedings of the UNC CBE Summit 2017

2017

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Beyond the classroom, universities face other challenges, such as how CBE students are enrolled, how they qualify for financial aid, and how they obtain university services. In addition, universities must also work with accrediting agencies and the US Department of Education (USDOE) to determine how CBE credit will work. All of these topics, and others, such as new technologies, were discussed at the CBE Summit, held at the University of North Carolina's Friday Center and funded by a grant from the Bill and Melinda Gates Foundation. "The summit was very valuable," said Joel Lee, assistant vice chancellor of enrollment services at Winston-Salem State University. "We've got two CBE programs (bachelor of science in nursing and master of health care administration) coming in the fall and I still learned a lot. This was a really good chance to talk with other schools. We were able to compare notes with other two-year and four-year colleges. " Throughout the day, one of the main themes in support of CBE was the changing face of education. Michelle Weise, executive director of the Sandbox Collaborative at Southern New Hampshire University, gave the morning's keynote address and stated that 74% of college students display at least one characteristic of "non-traditional students. " Weise noted that in 2009, employers sought 178 skillsets from potential employees; that number rose to 924 skillsets in 2012, and universities are struggling to keep up with the demand. CBE is one way to help students get credit for those skills necessary to get employment in the modern workforce. "CBE is not some sort of fad," said Weise, who has written about disruptive innovation theory and how CBE can do that for education. "It's not going anywhere. There's just too much common sense to CBE. " Charla Long, the executive director of the Competency-Based Education Network, gave the lunchtime keynote address and observed that ultimately CBE can increase access to higher education for students across the nation. Talking about the "iron triangle" of education-quality, affordability, and accessibility-Long said many educators believe that when using traditional methods, only two corners of the triangle can be achieved at any one time, with the third corner having to be sacrificed. But CBE is a way to achieve all three by increasing access and removing barriers to education. UNC president Margaret Spellings supports the summit's goals, noting that more people across the state must be educated at far higher levels if the state is Preface | ix to thrive in the years ahead. "Competency-based education holds great promise in helping achieve that vision," Spellings said. "By giving students a chance to earn credit based on mastery rather than class time, we can welcome more veterans and working adults, more distance-learners and non-traditional students. We can help students from all backgrounds earn a degree or a credential at a pace that fits their needs. " Michelle Solér, director of competency-based education and assessment for UNC General Administ...

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Section: Selection Of a Learning Management Systemmentioning

confidence: 99%

Section: Selection Of a Learning Management Systemmentioning

confidence: 99%