Learning
management systems (LMSs) have emerged as critical
teaching and learning platforms at nearly all
institutions of higher education. Many college
and university administrators implemented at least one learning management
system, such as Blackboard
Learn, as the campus-wide learning management system (Chaw, & Tang,
2018). In fully online, hybrid,
and face-to-face courses, LMSs leverage the web to offer features for
communication, instruction, assessment, and collaboration along with course
administration and content management. This article provides a quick overview
of LMSs.
Learning management
systems are e-learning software containing an
integrated set of teaching and learning tools with capabilities to link with
other institutional functions (Tumbleson & Burke, 2014). Learning
management systems can be used in fully online, hybrid, and traditional face-to-face
courses. In fully online courses, the primary purpose for LMSs is to provide a
location for teaching and learning that is accessible at any given time (Chaw, & Tang, 2018). In traditional face-to-face courses,
LMSs have the potential to extend and enhance students’ learning experiences
beyond the classroom walls. There are
several LMSs available for use in higher education.
Learning management systems have different operating functions
depended upon the industry, however all LMSs have common features and tools (Walker, Lindner,
Murphrey, & Dooley, 2016). Commonly found in LMSs
are functions for course administration, collaboration, communication, instruction,
and assessment. Calendars,
announcements, drop boxes, and gradebooks are examples of features in course
administration tools. Discussions,
chats, and email are common collaboration and communication features. Assignments, tests, self and peer
assessments, and learning outcomes alignment are common assessment tools
(Hodges & Grant, 2015). Features and tools in LMSs support online, hybrid,
and face-to-face courses.
Purposeful uses of LMSs
are grounded in constructivism and connectivism learning theories. According
to Hodges and Grant (2015), instructors can use
discussion, blog, journal, assignment, and rubric features and tools in LMSs to
support constructivist activities. Constructivists view interaction as an
important part of the learning experience. On the other hand, Siemens (2005)
proposed connectivism as a new perspective on how learning
takes place in digital learning spaces. Using connectivism in
combination with LMSs instructors can enhance and enable learning beyond the
walls of traditional classrooms. Both the constructivist and connectivism
learning theories are appropriate for the implementation of LMSs into teaching
and learning environments.
In conclusion,
LMSs are an integral part of the higher education infrastructure. The
intended use of features and tools in LMSs by instructors determines how LMSs
support teaching and learning. In
upcoming blog articles, I will explore the usage of the Blackboard Learn LMS in
traditional face-to-face environments in higher education. As you move into a
new year, consider rethinking the use of LMSs to further enhance and support instruction
at optimal levels for teachers, and learning at the highest achievement levels
for students.
References
Chaw, L. Y., & Tang,
C. M. (2018). What makes learning management systems effective for learning? Journal
of Educational Technology Systems, 47(2), 152-169.
doi:10.1177/0047239518795828
Tumbleson, B. E., & Burke, J. J. (2014). Embedding librarianship in learning management systems: A how-to-do-it
manual for librarians. Chicago, IL: American Library Association.
Hodges, C. & Grant, M. (2015). Theories
to support you: Purposeful use of learning management system features. In Proceedings
of Global Learn 2015 (pp. 481-486). Berlin, Germany: Association for the Advancement of Computing in Education
(AACE). Retrieved from https://www.editlib.org/ p/150895/
Siemens, G. (2005). Connectivism: A learning theory for a digital age. International Journal of Instructional
Technology and Distance Learning, 2(1), 3–10. Retrieved from
http://itdl.org/Journal/Jan_05/article01.htm
Walker, D.
S., Lindner, J. R., Murphrey, T. P., & Dooley, K. (2016). Learning
management system usage: Perspectives from university instructors. Quarterly
Review of Distance Education, 17(2), 41-50. Retrieved from
http://www.infoagepub.com/quarterly-review-of-distance-education.html
Cite this blog:
Washington, G. (2020, January 31). An Overview of Learning Management Systems [Blog
post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/
