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Garrote, R., Pettersson, T. (2011). The use of learning management systems: A Longitudinal Case Study. eleed, Iss. 8. (urn:nbn:de:0009-5-31456)

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%0 Journal Article
%T The use of learning management systems: A Longitudinal Case Study
%A Garrote, Ramón
%A Pettersson, Tomas
%J eleed
%D 2011
%V 8
%N 1
%@ 1860-7470
%F garrote2011
%X In this article the use of Learning Management Systems (LMS) at the School of Engineering, University of Borås, in the year 2004 and the academic year 2009-2010 is investigated. The tools in the LMS were classified into four groups (tools for distribution, tools for communication, tools for interaction and tools for course administration) and the pattern of use was analyzed. The preliminary interpretation of the results was discussed with a group of teachers from the School of Engineering with long experience of using LMS. High expectations about LMS as a tool to facilitate flexible education, student centered methods and the creation of an effective learning environment is abundant in the literature. This study, however, shows that in most of the surveyed courses the available LMS is predominantly used to distribute documents to students. The authors argue that a more elaborate use of LMS and a transformation of pedagogical practices towards social constructivist, learner centered procedures should be treated as an integrated process of professional development.
%L 370
%K Educational technology
%K LMS
%K e-learning
%K engineering education
%K learning management system
%U http://nbn-resolving.de/urn:nbn:de:0009-5-31456

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Bibtex

@Article{garrote2011,
  author = 	"Garrote, Ram{\'o}n
		and Pettersson, Tomas",
  title = 	"The use of learning management systems: A Longitudinal Case Study",
  journal = 	"eleed",
  year = 	"2011",
  volume = 	"8",
  number = 	"1",
  keywords = 	"Educational technology; LMS; e-learning; engineering education; learning management system",
  abstract = 	"In this article the use of Learning Management Systems (LMS) at the School of Engineering, University of Bor{\aa}s, in the year 2004 and the academic year 2009-2010 is investigated. The tools in the LMS were classified into four groups (tools for distribution, tools for communication, tools for interaction and tools for course administration) and the pattern of use was analyzed. The preliminary interpretation of the results was discussed with a group of teachers from the School of Engineering with long experience of using LMS. High expectations about LMS as a tool to facilitate flexible education, student centered methods and the creation of an effective learning environment is abundant in the literature. This study, however, shows that in most of the surveyed courses the available LMS is predominantly used to distribute documents to students. The authors argue that a more elaborate use of LMS and a transformation of pedagogical practices towards social constructivist, learner centered procedures should be treated as an integrated process of professional development.",
  issn = 	"1860-7470",
  url = 	"http://nbn-resolving.de/urn:nbn:de:0009-5-31456"
}

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RIS

TY  - JOUR
AU  - Garrote, Ramón
AU  - Pettersson, Tomas
PY  - 2011
DA  - 2011//
TI  - The use of learning management systems: A Longitudinal Case Study
JO  - eleed
VL  - 8
IS  - 1
KW  - Educational technology
KW  - LMS
KW  - e-learning
KW  - engineering education
KW  - learning management system
AB  - In this article the use of Learning Management Systems (LMS) at the School of Engineering, University of Borås, in the year 2004 and the academic year 2009-2010 is investigated. The tools in the LMS were classified into four groups (tools for distribution, tools for communication, tools for interaction and tools for course administration) and the pattern of use was analyzed. The preliminary interpretation of the results was discussed with a group of teachers from the School of Engineering with long experience of using LMS. High expectations about LMS as a tool to facilitate flexible education, student centered methods and the creation of an effective learning environment is abundant in the literature. This study, however, shows that in most of the surveyed courses the available LMS is predominantly used to distribute documents to students. The authors argue that a more elaborate use of LMS and a transformation of pedagogical practices towards social constructivist, learner centered procedures should be treated as an integrated process of professional development.
SN  - 1860-7470
UR  - http://nbn-resolving.de/urn:nbn:de:0009-5-31456
ID  - garrote2011
ER  - 
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Wordbib

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ISI

PT Journal
AU Garrote, R
   Pettersson, T
TI The use of learning management systems: A Longitudinal Case Study
SO eleed
PY 2011
VL 8
IS 1
DE Educational technology; LMS; e-learning; engineering education; learning management system
AB In this article the use of Learning Management Systems (LMS) at the School of Engineering, University of Borås, in the year 2004 and the academic year 2009-2010 is investigated. The tools in the LMS were classified into four groups (tools for distribution, tools for communication, tools for interaction and tools for course administration) and the pattern of use was analyzed. The preliminary interpretation of the results was discussed with a group of teachers from the School of Engineering with long experience of using LMS. High expectations about LMS as a tool to facilitate flexible education, student centered methods and the creation of an effective learning environment is abundant in the literature. This study, however, shows that in most of the surveyed courses the available LMS is predominantly used to distribute documents to students. The authors argue that a more elaborate use of LMS and a transformation of pedagogical practices towards social constructivist, learner centered procedures should be treated as an integrated process of professional development.
ER

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Mods

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  <titleInfo>
    <title>The use of learning management systems: A Longitudinal Case Study</title>
  </titleInfo>
  <name type="personal">
    <namePart type="family">Garrote</namePart>
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  <name type="personal">
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    <namePart type="given">Tomas</namePart>
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  <abstract>In this article the use of Learning Management Systems (LMS) at the School of Engineering, University of Borås, in the year 2004 and the academic year 2009-2010 is investigated. The tools in the LMS were classified into four groups (tools for distribution, tools for communication, tools for interaction and tools for course administration) and the pattern of use was analyzed. The preliminary interpretation of the results was discussed with a group of teachers from the School of Engineering with long experience of using LMS. 
High expectations about LMS as a tool to facilitate flexible education, student centered methods and the creation of an effective learning environment is abundant in the literature. This study, however, shows that in most of the surveyed courses the available LMS is predominantly used to distribute documents to students. The authors argue that a more elaborate use of LMS and a transformation of pedagogical practices towards social constructivist, learner centered procedures should be treated as an integrated process of professional development.</abstract>
  <subject>
    <topic>Educational technology</topic>
    <topic>LMS</topic>
    <topic>e-learning</topic>
    <topic>engineering education</topic>
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