A Learning Management System’s Effect on Pedagogy
نویسنده
چکیده
A study of a learning management system (LMS) used by two secondary school teachers to deliver a unit of work to middle-school students was conducted to examine the planning and development of a virtual learning environment (VLE) and determine the LMS’s effect on pedagogy. Data was elicited via observation of the teachers’ planning sessions, interviews and a survey rating teachers’ perceptions of their VLEs. The study revealed that pedagogical design using an LMS was governed by three key factors: teachers’ philosophies about teaching and learning, teachers’ teaching styles and repertoires, and the LMS’s pedagogical bias and usability.
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