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LMS Adoption at the University of Genova: Ten Years After

LMS Adoption at the University of Genova: Ten Years After

Maura Cerioli, Marina Ribaudo, Marina Rui
Copyright: © 2012 |Pages: 21
ISBN13: 9781609608842|ISBN10: 1609608844|EISBN13: 9781609608859
DOI: 10.4018/978-1-60960-884-2.ch013
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MLA

Cerioli, Maura, et al. "LMS Adoption at the University of Genova: Ten Years After." Higher Education Institutions and Learning Management Systems: Adoption and Standardization, edited by Rosalina Babo and Ana Azevedo, IGI Global, 2012, pp. 271-291. https://doi.org/10.4018/978-1-60960-884-2.ch013

APA

Cerioli, M., Ribaudo, M., & Rui, M. (2012). LMS Adoption at the University of Genova: Ten Years After. In R. Babo & A. Azevedo (Eds.), Higher Education Institutions and Learning Management Systems: Adoption and Standardization (pp. 271-291). IGI Global. https://doi.org/10.4018/978-1-60960-884-2.ch013

Chicago

Cerioli, Maura, Marina Ribaudo, and Marina Rui. "LMS Adoption at the University of Genova: Ten Years After." In Higher Education Institutions and Learning Management Systems: Adoption and Standardization, edited by Rosalina Babo and Ana Azevedo, 271-291. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-60960-884-2.ch013

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Abstract

The last two decades have seen the spread of LMS among schools, universities, and companies to augment the traditional teaching process with ICT and network technologies. This chapter presents the process leading to the adoption of a Moodle based LMS at the University of Genova in the last decade. By analyzing the data collected from the LMS logs and from questionnaires proposed both to students and teachers, we found out that the needs of the stakeholders are largely limited to resource sharing and organizational support, satisfactorily provided by the current service. Further improvements could be achieved by the introduction of a policy encouraging or forcing the teachers to use the provided LMS. A project on instructional design and, as a case study, the evolution of some of the courses involved in it are also presented. Though the redesign of such courses has improved their results, the impact on the overall organization of the degree program has been negative. We infer that this is due to the excessive freedom the students enjoy in taking their exams in Italy.

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