出版社：International Association for Computer Information Systems
摘要：Widespread use of Learning Management Systems (LMS) continues as part of the classroom deliveryexperience, for both online and face-to-face courses. LMS providesgreater 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 taughttraditional face-to-face courses utilizingthe 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 D2Las the course term got closer to completion. The data results from a conveniencesample noted that face-to-face education with attendance requirements mightbe marginallymore effective than a technology focused LMS. Technology oriented LMS, while value added in its offering, and alsotendsto missoutonthe "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 impactedwith 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 overallcourse objectiveswhile 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.
