EDUC 7108 Module 1 Blog Post

Within the past few years, learning management systems (LMS) have emerged into K-12 and higher education. Rather than teachers having to manage gradebooks, assignments, and course information by paper and pencil or on different websites, LMS provide the capabilities to manage student assignments and grades, create class discussions, and provide resources and technology-focused instruction online. My Walden courses have just begun using the Blackboard LMS. I am already seeing how its format promotes communication and collaboration, as well as making it easier to navigate through the course modules and submit assignments. This new technology tool helps students to organize their work and have direct access to resources that will help them to learn the course content.

In a recent study of students’ perceptions using Blackboard as a LMS, Little-Wiles and Naimi (2011) expressed results in which students’ problems were with instructors not providing as much information as they could be in an online technology course. Although Blackboard provides the capabilities for mail, announcements, chats, discussions, and a calendar, a surprisingly small amount of instructors actually used each feature. The Blackboard (2012) website (http://www.blackboard.com/Markets/K-12/solutions/Teaching-and-Learning.aspx) provides information about each of its functional educational tools such as Blackboard Learn, Blackboard Collaborate, Blackboard Mobile Learn, and Edline for connecting and engaging diverse groups within the learning community.   

To increase the use of LMS such as Blackboard in classrooms and for online courses, instructors must have effective training and a clear understanding of how to use each feature and tool for instruction and providing course materials. Thornburg (2009) describes problems and challenges that arise as people collaborate in online courses stating, “the social dynamics of the group work will be more puzzling than the technology needed to provide these services” (p. 7). The technology is already available for students to be able to work and learn through LMS, but instructors must provide supportive and motivating guidance through the functions of the tool to help students learn successfully. This includes supporting conversations relating to the content through discussion boards, clearly expressing expectations through assignments and the syllabus, and providing grades in a timely manner with detailed feedback.             

References

Blackboard (2012). K-12 Solutions. Retrieved from http://www.blackboard.com/Markets/K-12/solutions/Teaching-and-Learning.aspx

Little-Wiles, J., & Naimi, L. L. (2011). Student Perceptions of and Experiences in Using The Blackboard 

Learning Management System. Global Education Journal, (4), 147-155.

Thornburg, D. D. (2009). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.