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.
