Abstract
We report a multi-phase qualitative study on student evaluations of a learning management system WebCT 6. Data were collected at three distinctive times with two different methods. Content analyses show that (1) students have an integrated view of their technology assisted learning environment, which can be represented by S-I-A (system, instructors and administrators); (2) students' complains and wishes for instructors and administrators increase over time; (3) communication related features continuously dominate most of the concerns students have; and (4) students grow more appreciative toward features that support learning activities. The findings provide suggestions that should be carefully considered by all involved personnel for learning management systems selection, training, maintenance, use, and investment. The findings also provide suggestions for vendors. One particular contribution to the literature is the identification of the fifth type of interaction that plays an important role in the technology-assisted learning context: The learner-administrator interaction.
Original language | English (US) |
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Title of host publication | SIGED: IAIM 2007, Proceedings - 22nd Annual Conference |
State | Published - 2007 |
Event | 22nd Annual Conference of the International Academy for Information Management, IAIM 2007 - Montreal, QC, Canada Duration: Dec 7 2007 → Dec 9 2007 |
Other
Other | 22nd Annual Conference of the International Academy for Information Management, IAIM 2007 |
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Country/Territory | Canada |
City | Montreal, QC |
Period | 12/7/07 → 12/9/07 |
Keywords
- Interaction
- Learning management systems (LMS)
- Multi-phase
- Qualitative evaluation
- Student evaluations
- Technology assisted learning
ASJC Scopus subject areas
- Computer Graphics and Computer-Aided Design
- Computer Vision and Pattern Recognition
- Software