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

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.

Download Full-text

Lecturers' Perceptions of the Use of Learning Management Systems

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.2019070102 ◽

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.

Download Full-text

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

E-Learning and Digital Media ◽

10.1177/2042753020909217 ◽

2020 ◽

Vol 17 (3) ◽

pp. 183-198 ◽

Cited By ~ 1

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.

Download Full-text

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

International Journal of Community Development and Management Studies ◽

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.

Download Full-text

Learning Patterns of Learners’ Interaction in Learning Management Systems

Cases on Assessment and Evaluation in Education ◽

10.4018/978-1-4666-2621-8.ch022 ◽

2012 ◽

pp. 537-567

Author(s):

Wu Bing ◽

Teoh Ai Ping ◽

Ye Chun Ming

Keyword(s):

Online Learning ◽

Learning Experience ◽

Rapid Development ◽

Learning Management Systems ◽

Virtual Classroom ◽

Management Systems ◽

Web Based ◽

Learning Patterns ◽

Learning Management ◽

The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Download Full-text

Major Trends, Issues, and Challenges with Learning Management Systems

Handbook of Research on Emerging Priorities and Trends in Distance Education - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-5162-3.ch022 ◽

2014 ◽

pp. 318-331 ◽

Cited By ~ 1

Author(s):

Betul Özkan Czerkawski ◽

Dawn Panagiota Gonzales

Keyword(s):

Higher Education ◽

Online Instruction ◽

Management System ◽

Teaching And Learning ◽

Learning Management Systems ◽

Management Systems ◽

Profound Impact ◽

Blended Courses ◽

E Learning ◽

Learning Management

A Learning Management System (LMS) offers a set of tools for e-learning delivery and management. For institutions offering online or blended courses, an LMS has a profound impact on teaching and learning because it is the main technology used in higher education e-learning courses. This chapter discusses major trends, issues, and challenges with the LMS in the context of online instruction for higher education. The chapter ends with a discussion of new trends with LMSs.

Download Full-text

The Evolving Role of the Instructor in the Digital Age

Learning Management Systems and Instructional Design ◽

10.4018/978-1-4666-3930-0.ch012 ◽

2013 ◽

pp. 233-247 ◽

Cited By ~ 5

Author(s):

Michael F. Beaudoin

Keyword(s):

Online Education ◽

Student Attitudes ◽

Teaching And Learning ◽

New Technology ◽

Learning Management Systems ◽

Management Systems ◽

Self Directed Learning ◽

Student Centered ◽

Learning Management

In this era of student-centered, collaborative, constructivist learning, augmented by social networks and other virtual environments featuring learner autonomy, self-direction and independence, the role of instructors in online education is undergoing continuous evolution since the advent of the Internet, and the proliferation of Learning Management Systems (LSM) to support teaching and learning. This chapter examines the role of the online instructor, and indeed, poses the provocative question: does there remain a useful and meaningful role for what is arguably the increasingly ‘invisible’ instructor in many online settings. Factors that contribute to this phenomenon, such as the proliferation of new technology, the emphasis on self-directed learning, a changing student clientele, emerging modes of assessment, etc. are noted. Findings from a various studies of student attitudes, behaviors, and perceptions of what is critical for success in online courses are highlighted, including data suggesting that the role of instructors and the features of Learning Management Systems are relatively minor factors for achieving success in online learning. The implications of these trends for the future role of the professoriate are also considered.

Download Full-text