Preparing the Online Classroom

2019 ◽  
pp. 221-244
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Online Teaching ◽  
Community Of Inquiry ◽  
Learning Management Systems ◽  
Management Systems ◽  
Organizational Strategies ◽  
Online Classroom ◽  
Fourth Section ◽  
Course Grades ◽  
Learning Management ◽  
Teacher Presence

In the fourth section, Preparing, Teaching, and Ending the Course, readers will be guided through all aspects of online teaching chronologically, from preparing the classroom prior to the first day through posting final course grades. The teaching chapter focuses on the community of inquiry and clear teacher presence, and strategies are presented with which to meet the needs of students in diverse circumstances. Special attention is given to routines, efficiency strategies, and tips for working with students in various circumstances. A brief discussion of various learning management systems and organizational strategies is included to guide educators in their work for multiple institutions or in multiple online formats.

Using Learning Management Systems to Promote Online Instruction

2020 ◽  
pp. 123-150
Author(s):  
Vaughn Malcolm Bradley
Keyword(s):  
Decision Making ◽  
Professional Training ◽  
Academic Progress ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Classroom ◽  
Learner Engagement ◽  
Inclusive Learning ◽  
Learning Mathematics ◽  
Learning Management

Learning management systems (LMS) reinforce the learning process through online classroom environments. A standard LMS supports an inclusive learning environment for academic progress with interceding structures that promote online collaborative-groupings, professional training, discussions, and communication among other LMS users. Instructors should balance active learning with the use of LMS technological resources and the use of guidelines from the qualified curriculum. As Murcia stated regarding online environments in 2016, instructors can use an LMS to facilitate and model discussions, plan online activities, set learning expectations, provide learners with options, and assist in problem-solving and decision making, supporting learner engagement through their presence in the LMS; facilitators allow students to retain their autonomy, enthusiasm, and motivation. It is vital that stakeholders of the educational community find scientific studies to support their contributions in LMS platforms to assist scholars in learning mathematics and other academic subjects

scholarly journals Learning Management System (LMS) Use with Online Instruction

2020 ◽  
Vol 4 (1) ◽  
pp. 68
Author(s):  
Vaughn Malcolm Bradley
Keyword(s):  
Learning Environment ◽  
Professional Training ◽  
Academic Progress ◽  
Learning Management Systems ◽  
Management Systems ◽  
Classroom Environments ◽  
Online Classroom ◽  
Inclusive Learning ◽  
Learning Mathematics ◽  
Learning Management

Learning Management Systems (LMS) reinforce the learning process through online classroom environments. A standard LMS supports an inclusive learning environment for academic progress with interceding structures that promote online collaborative-groupings, professional training, discussions, and communication among other LMS users. Instructors should balance active learning with the use of LMS technological resources and the use of guidelines from the qualified curriculum. An LMS allows instructors to facilitate and model discussions, plan online activities, set learning expectations, provide learners with options, and assist in problem-solving with processes for decision making. An Instructor’s presence within an LMS creates an engaging learning environment. Students can retain their autonomy, enthusiasm, and motivation with LMS use. Stakeholders of the educational community must find scientific studies to support their contributions in LMS platforms to assist scholars in learning mathematics and other academic subjects.

Teaching Multiple Courses or at Multiple Institutions

2019 ◽  
pp. 297-308
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management ◽  
Time Demands

This chapter speaks to faculty who teach multiple courses or at multiple institutions to address workload and time management challenges. When time demands escalate or expectations differ, instructors face the serious need for efficiency strategies in order to teach effectively and prevent online teaching demands from expanding without boundaries. Readers will explore way in which time commitments can be projected, grading tools can be implemented, and new tools can be integrated conscientiously. This chapter ends with a brief summary of important points and an infographic designed to visually highlight specific strategies to effectively manage time, online teaching routines, differences between learning management systems, and teaching at institutions with differing instructor expectations.

Lecturers' Perceptions of the Use of Learning Management Systems

2019 ◽  
Vol 14 (3) ◽  
pp. 15-27
Author(s):  
Faiza Gani ◽  
Geesje van den Berg
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Academic Departments ◽  
Management Systems ◽  
Poor Access ◽  
Learning Management ◽  
Phenomenological Case Study

Learning management systems (LMSs) provide possibilities to facilitate online teaching and learning; to create communities of inquiry, support dialogue and collaborative learning; and reduce students' sense of disconnectedness in distance learning. Nevertheless, studies show that LMSs are often under-utilized. This article reports on lecturers' perceptions of the use of an LMS in an open distance learning (ODL) institution in South Africa. The authors used a phenomenological case study and followed a qualitative approach. Interviews were conducted with ten lecturers from eight academic departments. The results reveal that participants used the LMS mainly for administration and to a lesser extent for teaching and learning, with a limited presence of a community of inquiry. The challenges reported by interviewees had poor access to the internet, a lack of skills, fear, and workload. The study suggests that if lecturers used the LMS for teaching and learning, it will yield many benefits for students.

Exploring lecturer and student perceptions and use of a learning management system in a postgraduate public health environment

2020 ◽  
Vol 17 (3) ◽  
pp. 183-198 ◽  
Author(s):  
James Kite ◽  
Timothy E Schlub ◽  
Ying Zhang ◽  
Silvia Choi ◽  
Sarah Craske ◽  
...  
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Management System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Teaching And Learning ◽  
Learning Management

Learning management systems have become a key component of teaching and learning in higher education. However, the evidence on the importance of learning management systems to learning is still in its infancy. Therefore, we aimed to investigate the role that the Canvas learning management system played in the Sydney School of Public Health at the University of Sydney, Australia. To do this, we conducted interviews with lecturers ( n = 9) and postgraduate coursework students ( n = 7) from the School during Semester 2, 2018. We analysed the interviews thematically, identifying one overarching theme: that Canvas is predominantly used and perceived as an information repository by teaching academics and students. This means that lecturers place course materials on the learning management system for students to use and are making limited use of other, more interactive features of the learning management system, despite interaction being seen as essential to effective teaching and learning. This use of Canvas was explained by two factors: (1) face-to-face learning is perceived as superior to online learning and (2) the existence of skill and capacity barriers that hinder improved online teaching and learning practice, even where professional development opportunities exist for lecturers. We argue that this represents suboptimal use of a learning management system, especially when online learning is likely to become more significant in the coming years. To address this issue, we recommend employing and appropriately resourcing educational designers within higher education settings. These specialists can aid lecturers in the creation of genuinely interactive online environments so that the benefits of online teaching and learning can be fully realised.

scholarly journals The identity changes in online learning and teaching: instructors, learners, and learning management systems

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Soyeong Kwon ◽  
Woolchul Kim ◽  
Changyeon Bae ◽  
Minjang Cho ◽  
Seunghoon Lee ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Pedagogical Innovation ◽  
Learning And Teaching ◽  
Learning Management ◽  
Identity Changes

AbstractNot because of the unexpected global pandemic, but because of the emergence of educational technology and pedagogical innovation, the ways of teaching and learning have been switched to technology integrated modes such as blended and flipped learning which is more than changing to online from face-to-face. Yet, many institutes, which rely on a conventional residential teaching mode or use learning management systems (LMS) as an additive tool, are further struggling to adjust to the new environment. In this paper, we argue that the identity changes of three components, instructor, learner, and LMS are inevitable for authentic online teaching and learning. By applying conceptual frameworks for the identity changes with four sequential levels, we evaluated Blackboard course sites (n = 53) and analysed course evaluations (n = 41) from a university that remained holding a traditional classroom mode and using an LMS in a non-integrated way. As a result, only a few courses appeared at higher levels of the identity changes. To integrate the identity changes in online learning and teaching, we argue that an LMS should be designed and managed as a learning community; both instructors and learners should be repositioned as co-participants; and they should work together to build a post-learning community by practicing community membership.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals An analysis of users’ preferences on learning management systems: a case on German versus Spanish students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Hasan Tinmaz ◽  
Jin Hwa Lee
Keyword(s):  
Information And Communication Technologies ◽  
Age Groups ◽  
Learning Management Systems ◽  
Content Management ◽  
Ease Of Use ◽  
Management Systems ◽  
Smart Learning ◽  
School Year ◽  
Design For All ◽  
Learning Management

Abstract The recent advancements in information and communication technologies have altered instructional contexts and re-shaped them into smart learning environments. One of the most common practices of these environments are learning management systems (LMS) where the learners and instructors utilize a software platform to fulfill, support and manage instructional activities around predefined objectives. Successful implementations of LMS have brought a variety on its usage from different cultures, genders, age groups or schooling levels. Hence, this study focuses on understanding the role of culture on LMS design, in along with the effects of gender, age and school year variables. The study participants were German (n = 83) and Spanish (n = 83) university students attending a fully online course offered by a South Korean university. At the end of the course, the students were asked to fulfill a survey on effective LMS design by pointing which features of LMS were more important for them. The survey included twenty questions on four major design factors; content management (six items), ease of use (five items), communication within LMS (four item) and screen design (five items). The dataset was analyzed by non-parametric statistical techniques around four variables on four dimensions (and their related survey questions). The most important result was insufficiency of one unique LMS design for all students which demonstrates the necessity of student demographics tailored smart systems. Additionally, age and gender variables were not making significant differences on LMS design as much as culture and school year variables. The study also revealed that while German students would appreciate goal-oriented individual learning, Spanish students would value process-oriented group learning with active communication. Furthermore, many features of LMS were highly valued by the freshman students more than other levels. The paper discusses these variables with possible explanations from the literature and depicts implementations for future design practices.

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