Welcome to the InfoSci Platform
Reference Hub2
Lecturers' Perceptions of Learning Management Systems Within a Previously Disadvantaged University

Lecturers' Perceptions of Learning Management Systems Within a Previously Disadvantaged University

Suzanne Sackstein, Emma Coleman, Tsakani Violet Ndobe
Copyright: © 2019 |Pages: 28
ISBN13: 9781522574736|ISBN10: 1522574735|ISBN13 Softcover: 9781522591597|EISBN13: 9781522574743
DOI: 10.4018/978-1-5225-7473-6.ch001
Cite Chapter Cite Chapter

MLA

Sackstein, Suzanne, et al. "Lecturers' Perceptions of Learning Management Systems Within a Previously Disadvantaged University." Opening Up Education for Inclusivity Across Digital Economies and Societies, edited by Patricia Ordóñez de Pablos, et al., IGI Global, 2019, pp. 1-28. https://doi.org/10.4018/978-1-5225-7473-6.ch001

APA

Sackstein, S., Coleman, E., & Ndobe, T. V. (2019). Lecturers' Perceptions of Learning Management Systems Within a Previously Disadvantaged University. In P. Ordóñez de Pablos, M. Lytras, X. Zhang, & K. Chui (Eds.), Opening Up Education for Inclusivity Across Digital Economies and Societies (pp. 1-28). IGI Global. https://doi.org/10.4018/978-1-5225-7473-6.ch001

Chicago

Sackstein, Suzanne, Emma Coleman, and Tsakani Violet Ndobe. "Lecturers' Perceptions of Learning Management Systems Within a Previously Disadvantaged University." In Opening Up Education for Inclusivity Across Digital Economies and Societies, edited by Patricia Ordóñez de Pablos, et al., 1-28. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7473-6.ch001

Export Reference

Mendeley
Favorite

Abstract

The integration of learning management systems into an educational context can prepare students to cope with the current information society, as well as enhance pedagogical practices and knowledge transmission. In order to realize these potential benefits, it is important to understand lecturers' reasons for use and non-use of LMS. This chapter argues that when introducing digital technologies into education in developing economies, contextual issues need to be taken into account, as users have to grapple with issues that may prevent use such as low technical literacy, poor technical support, and limited internet access. For education to be truly inclusive in developing economies, these contextual issues need to be addressed so that students from such contexts are able to reap the same benefits of technology as their contemporaries worldwide, such as improved education in terms of content, and improving the future potential of students in the workplace, with its ever-increasing reliance on technical skills and global connection to the digital economy.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.