A Software Design Model for Integrating LMS and MOOCs

Introduction

Educational technologies enhance teaching and learning (Ryneveld, 2017). Learning management systems (LMS), in particular, are an example of educational technologies which allows instructors and students to share content collaboratively (Yang, Guo, & Yu, 2016). In this context, LMS are interoperable information systems used for planning, storing, assessing and accessing course materials (Szabo & Flesher, 2002). They are web-based information systems with a variety of features for effective human – computer interactions (Williams et al., 2016). They support diverse teaching and learning strategies, at the same time, providing central repositories for teaching and learning material. Although LMS help instructors to organize courses (Dube & Scott, 2014; Gautam, 2010), the choice of which content to upload subjectively remains with the instructors. Precisely, instructors select, create, sequence, and upload what they perceive as relevant content (Limongelli, Lombardi, Marani, Sciarrone, & Temperini, 2016). Therefore, time to scrutinize this content by instructors is, often, limited (Favario, Meo, & Masala, 2015). The quality of selected content is, therefore, subjectively dependent on the idiosyncrasies of the instructor (Bhalalusesa, Lukwaro & Clemence, 2013).

Available opportunities when using LMS will, potentially, expand with the coming of massive open online courses (MOOCs) (Barclay & Logan, 2013). These are educational technologies designed for distance education (Dos Santos, Punie & Castaño-Muñoz, 2016). They are free and up to date resources available to anyone connected on the internet (McAuley, Stewart, Siemens & Cormier, 2010). MOOCs emphasize on interactivity, strengthening communication in learning environments (Iniesto & Rodrigo, 2016). Content in MOOCs is updated through open-source interventions. What is compelling is that MOOCs can, potentially, be integrated with other educational technologies (Mor, Kalz, Khalil, & Ebner, 2017) because them alone lack features to augment students’ learning experiences (Pilli, Admiraal, & Salli, 2018). They lack sufficient human-computer interaction features for user-friendly engagements. Innovative ways of bringing MOOCs’ benefits closer to students’ familiar educational technologies environments, specifically LMS, are apparently required. Creative approaches of taking away subjectivity in the selection, sequencing, and uploading of content on LMS are also sought. This paper proposes a software design model for integrating LMS and MOOCs towards a more interactive hybrid educational technology.