| Abstrakt: |
Widespread use of Learning Management Systems (LMS) continues as part of the classroom delivery experience, for both online and face-to-face courses. LMS provides greater information and ease of access use to course content material, student interaction, assignments and exams, and recording of grades. Initial research at two universities, where faculty taught traditional face-to-face courses utilizing the D2L LMS, experienced a lack of student engagement and declined attendance as more content was provided in the D2L LMS. Conversely, student engagement and attendance improved as less course assignments, exams and content was provided in D2L as the course term got closer to completion. The data results from a convenience sample noted that face-to-face education with attendance requirements might be marginally more effective than a technology focused LMS. Technology oriented LMS, while value added in its offering, and also tends to miss out on the "soft skills" in the student experience in areas such as observation, listening and interactive group dynamics. Also, the applicability of accreditation requirements concerning course content, student contact time, teacher training and student needs assessment may be impacted with lower student attendance in face-to-face courses. The overall conclusion from the findings alerted the authors with respect to how to effectively design a course, especially in the use of LMS technology, to meet both the overall course objectives while providing a worthwhile student experience. While the research provides initial insight on findings, future research in this area could support how faculty could become better teachers in the use of LMS, especially in a face-to-face classroom environment. [ABSTRACT FROM AUTHOR] |
