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Learning management systems in higher education: a student perspective
Triantafyllidis A, Clarke NL, Haskell-Dowland PS (Dowland PS)
5th International Conference of Education, Research and Innovation (ICERI2012), Madrid, Spain, ISBN: 978-84-616-0763-1, pp4046-4055, 2012
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The Internet and especially the Web have effectively become the default mechanism for information dissemination, collaboration, communication and storage. Higher education institutions have started to make use of these technologies by implementing web based Learning Management Systems (LMS). Their goal is to take advantage of the benefit that web based LMS applications provide by offering their students with a variety of alternative, non-traditional learning methods that may assist the effectiveness of their learning. This paper presents the findings of a study conducted to investigate the student perspective of the use of LMS technologies and the impact on learning outcomes. Data from a university environment was used in order to examine student usage and evaluate LMS content. The aim was also to understand from their perspective the level of awareness amongst staff of how an LMS can satisfy student expectations. Whilst the respondents were limited to the authors’ own institution), the ability to compare and contrast opinions with reality provides an interesting insight. eLearning has become a significantly important method to deliver course materials, while at the same time it is expected to assist students in reaching the expected learning outcomes. It is important for the academic sector to measure the productivity of LMS implementations from the perspective of their students in order to adopt them in their curricula appropriately. This paper provides evidence which recommends that installing web based LMS’s accompanied with basic technical training (for staff) can lead to the creation of module content that can enhance traditional methods of disseminating course materials to offer a more convenient way for students to access it. However, this action alone, will not offer any significant advantage towards the learning objectives of Higher Education, suggesting that a more complete learning strategy needs to be investigated to fully utilise the potential of current learning applications.

Triantafyllidis A, Clarke NL, Haskell-Dowland PS (Dowland PS)