Learning Management Systems and Learning 2.0

Alexandros Soumplis (Hellenic Open University, Greece), Eleni Koulocheri (Hellenic Open University, Greece), Nektarios Kostaras (Hellenic Open University, Greece), Nikos Karousos (Hellenic Open University, Greece) and Michalis Xenos (Hellenic Open University, Greece)

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DOI: 10.4018/jwltt.2011100101, ISSN: 1548-1093, EISSN: 1548-1107

Source title: International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)

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MLA

Soumplis, Alexandros, Eleni Koulocheri, Nektarios Kostaras, Nikos Karousos and Michalis Xenos. "Learning Management Systems and Learning 2.0." IJWLTT 6.4 (2011): 1-18. Web. 21 May. 2012. doi:10.4018/jwltt.2011100101

APA

Soumplis, A., Koulocheri, E., Kostaras, N., Karousos, N., & Xenos, M. (2011). Learning Management Systems and Learning 2.0. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 6(4), 1-18. doi:10.4018/jwltt.2011100101

Chicago

Soumplis, Alexandros, Eleni Koulocheri, Nektarios Kostaras, Nikos Karousos and Michalis Xenos. "Learning Management Systems and Learning 2.0," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 6 (2011): 4, accessed (May 21, 2012), doi:10.4018/jwltt.2011100101

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Abstract

The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.

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