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ERIC Number: EJ814106
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1436-4522
A Framework for Adopting LMS to Introduce e-Learning in a Traditional Course
Georgouli, Katerina; Skalkidis, Ilias; Guerreiro, Pedro
Educational Technology & Society, v11 n2 p227-240 2008
As more and more teachers in tertiary education experiment with technology, looking for new ways of enhancing their traditional ways of teaching, the need of flexible tools able to support well planned blended learning scenarios emerges. Learning Management Systems, especially those which are based on open source software, have shown to be very helpful in reaching this goal. Nevertheless, technology alone is not sufficient because teachers have to understand beforehand the potentials it offers in order to be able to use it effectively in redesigning their educational scenarios. In this paper we present a framework for introducing e-learning in a traditional course. The framework can be used as a guideline for the development of an instructional model incorporating a pertinent pedagogical setup which federates learning and "learner-centered" factors. We illustrate this process with a case study that shows how the recommended method has been applied to make a successful transition to a blended learning format that combines face-to-face sessions with distance communication. Based on this experience and on the results from the evaluations we have conducted in the last few years (3 surveys with 316 participants), we claim that e-learning methods and tools can indeed help in efficiently supporting the students and in improving the quality of learning. (Contains 6 figures.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece