- Online Learning
- Overcoming Barriers II
- So, they have asked you to teach an online course…
- The Mini Studio / Video Best Practices
- Finding Value In Online Discussion
- Overcoming Barriers
- Video Best Practices
- Assessment In Online Learning
- Building the MiniStudio
- iPad Lecture Capture
- Think Like a Business, Run Like a College: Balancing Both Worlds
- Assessing Students Online
- D2L RUG 2012
- "It's-a me, Mario!"
- One Size Does Not Fit All
- Teaching with Twitter and Google Wave
- Fusion 2010
- D2L Study
- Guerilla Lecture Capture
- Barefoot Vodcasting
- DOTS: ScreenFlow
- DOTS: Video
- Tech Tuesdays
Effect of Learning Management Systems on Student and Faculty OutcomesHandouts and supplementary information from presentation given at the 2010 DePaul Faculty Teaching and Learning Conference on Friday, April 16th, 2010.
This presentation shares the initial results of a study examining the effects of interactive and learning structures enabled by different Learning Management Systems (LMSs) 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, remind students of upcoming events, and place course elements that are used together contiguous to one another.
This study compares sections of the same courses, offered by the same instructors using the same course materials in two different LMSs: Blackboard and Desire2Learn. 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 (Swan, Richardson, Ice, Garrison, Cleveland-Innes & Arbaugh, 2008). Approximately twelve fully online courses taught in five different schools at DePaul University (SNL, SOE, SPS, Commerce and CDM) at both the graduate and undergraduate levels will be studied in total; this presentation will share the preliminary results.