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The effect of learning management systems on student and faculty outcomes
ARTICLE

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Internet and Higher Education Volume 13, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This study examines the effects of interactive and learning structures enabled by different Learning Management Systems (LMS) on satisfaction and learner engagement in online courses. An LMS can support or hinder active engagement, meaningful connections between segments of the course, easy communication, and formative feedback by making it easier or more difficult for faculty to communicate course requirements, provide open-ended feedback, and place course elements that are used together contiguous to one another. This study compares sections of the same course, offered by the same instructors using the same course materials in at least two different LMSs. It examines whether the LMS in which the course is taught affects faculty and student communication behaviors, satisfaction, and social presence, teaching presence and cognitive presence as measured by the Community of Inquiry (COI) survey. Approximately twelve courses, taught in four different schools at DePaul University, will be studied.

Citation

Rubin, B., Fernandes, R., Avgerinou, M.D. & Moore, J. (2010). The effect of learning management systems on student and faculty outcomes. Internet and Higher Education, 13(1), 82-83. Elsevier Ltd. Retrieved December 12, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2009.10.008

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