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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:0009-5-31456Download
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@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" }Download
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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 -Download
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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. ERDownload
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Full Metadata
Bibliographic Citation | e-learning and education, Iss. 8 |
---|---|
Title |
The use of learning management systems: A Longitudinal Case Study (eng) |
Author | Ramón Garrote, Tomas Pettersson |
Language | eng |
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. |
Subject | Educational technology, LMS, e-learning, engineering education, learning management system |
Classified Subjects |
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DDC | 370 |
Rights | fDPPL |
URN: | urn:nbn:de:0009-5-31456 |