Using Learning Management Systems to Promote Online Instruction

Using Learning Management Systems to Promote Online Instruction

Vaughn Malcolm Bradley (Montgomery County Public Schools, USA)
DOI: 10.4018/978-1-7998-1622-5.ch006

Abstract

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
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History And Definition Of Lms

Watson and Watson (2012) list computer-based instruction (CBI), computer-assisted instruction (CAI), and computer-assisted learning (CAL), as general terms describing computer adoption throughout history. These apply to computer application programs, teaching, and design preparation. Other purposes include monitoring, giving approval, and disseminating materials.

An LMS describes multiple online operations and behaves as a framework to capture numerous layers of progressive learning (Jung & Huh, 2019; Kuosa et al., 2016; Oakes, 2002; Watson & Watson, 2012). An LMS acts as a platform to distribute and oversee pedagogical material (Watson & Watson, 2012). LMS functions include promoting specially designed information for capturing learner progress in meeting expectations (Oakes, 2002; Watson & Watson, 2012). An LMS platform cultivates an environment for engagement and learner achievement, allowing learners to register for classes, track their grades, and check updates and course announcements (Oakes, 2002; Watson & Watson, 2012).

Watson and Watson (2012) recommend that as school districts integrate the use of an LMS, they should make LMSs a functional requirement. They discuss LMS administrative management techniques, including enabling profile features, guidelines for following the curriculum, guidelines for managing assignments, discussion boards, resources for writing, and updates from the instructor. LMS users gain access to material and information disseminated by the instructor in synchronous or asynchronous settings (Jung & Huh, 2019; Kuosa et al., 2016; Watson & Watson, 2012).

Key Terms in this Chapter

LMS: A Learning management system is a technology tool that provides functionalities beyond the instructional contest such as management tracking, personalized instruction, and facilitative learning.

Learner Autonomy: Refers to a student’s ability at setting accurate learning objectives towards taking control of their learning.

Proprietary: A proprietary system uses an exclusive code where schools or school organizations purchase a license or subscription to access and use the LMS features

Online Instruction: Learning that is available through a computerized system.

Asynchronous: Online learning communication that does not require time constraints.

Student Motivation: A force that drives a learner to accomplish a goal.

Synchronous: Online learning communication that occurs at the same time.

Open-Source: Open-source systems use a free license at no cost where users have the freedom to access and use the system.

Self-Efficacy: A belief or capability in self of accomplishing a task.

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