The problems of most LMSs are first of all of a pedagogical nature and then of a technical one. Studying these interrelated problems provides a useful conceptual reference that enables us to design a new model for a more relevant solution. In this chapter, a new conceptual model of an LMS is presented. The model, which stems from a methodological and systemic approach, is based on the hybridization between four learning theories, namely the traditional pedagogy, behaviorism, cognitivism, and social constructivism. The authors present at first each of these learning theories by discussing both their advantages and limits. The main principles of these learning theories and the technical functionalities of the proposed LMS that result from the hybridization of these principles are outlined. They finally discuss the implications of the new conceptual model for how to design and develop a new LMS that fits the needs of their final users, in particular learners.
TopIntroduction
In light of our studies (Ouadoud, Feb. 2016; Ouadoud, 2017; Ouadoud, Jan. 2018) and the previous (Poulova and al., 2015; El-Mawas and al., 2014; Kaddouri and Bouamri, 2010; Dambreville, 2008; Dogbe-Semanou and al., 2007; Dimet, 2006; Graf and List, 2005; Itmazi and Megías, 2005; Menasri, 2004; Paulsen and al., 2003; Galloy and al., 2002; The OVAREP, 2000) ones we think that most of the free and commercial e-learning platforms, including the LMS, were initially developed a decade ago, based on a classical training model. The teacher is considered as the one who holds knowledge and transmits it, according to different modalities, to learners to foster their learning. Most e-learning platforms that are developed are mostly TMS (Teaching Management System), which is to say tools at the teacher’s service to create and manage courses rather than in the service of learners and the learning process. They are always part of a uniform and techno-centric logic and architecture that reduced the learning conception to a particular pedagogical theory independently of others (Ouadoud, 2016). Therefore, we have decided to work on a new conceptual model that combines learning theories to promote both the teaching and learning processes.
The proposed LMS which results from our new conceptual model and which we plan to implement at a later stage is software-based on collaborative learning. Both teachers and learners can create, organize, and propose different types of activities (forum, wiki, blog…) as they like. Furthermore, they can access and manage their interactions via these activities where and when they want according to their needs and objectives in terms of learning.
Our LMS will be modeled on the idea that we should give the same possibilities of action to both teachers and learners of distributing their control on the platform. For example, a personal office and different spaces of activities will make available to all users of the proposed LMS in a way that enables them to personalize them using a variety of web services. This is what ensures more interactivity and knowledge sharing. Moreover, tracking services will provide to track users’ activities and interactions with different tools.
The use of any tool in the field of education must be justified according to its pedagogical support and its capacity to address the real needs of its final users, particularly learners. However, it should be noted that although seen as an effective solution for overcoming space-time restrictions, the platforms might be an obstacle for the learning process to the extent that the pedagogical principles are neglected during their design. Thus, when designing our LMS we have tried to answer at first the following questions:
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How an LMS should be modeled to fit better the requirements of standards and norms of e-learning programs?
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To what degree of specificity could the LMS respond as an innovative technical system? And on what engineering methods should the modeling of an LMS be based?
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To what degree of specificity, the learning theories could promote online learning?
These and many other questions were investigated within our conceptual model. Our objective was to test and to check if our proposed model is worthy and useful for the design, development, and diffusion of e-learning systems, particularly the LMS.
The present study attempts to bring some light into the questions above by exposing at first the four learning theories that were judged the most important and relevant to our modeling, namely the traditional pedagogy, behaviorism, cognitivism, and social constructivism. Then, these learning theories which have inspired for a long time the design of computer applications are combined and put into perspective with several emergent pedagogical functionalities to build original modeling for our new LMS. Reveals that this proposed modeling that is presented to readers here looks for ways to leverage technology for learning by considering users as being human actors and not human factors (Henri, 2007).
TopThe Main Theoretical Currents
Educational sciences draw their theoretical foundations of psychology, sociology, philosophy, and cognitive science, among others. This diversity of theoretical fields at the base of the different approaches to teaching and learning can sometimes be confusing, insofar as some authors may find themselves inside of more than one theoretical current. Currently, the majority of educational theorists agree to group teaching and learning models according to four currents: traditional pedagogy, behaviorist, cognitivist and social constructivist.