Paper Info
Title
A multi-institutional analysis of interactions supported by a LMS
Abstract
Researchers of distance education conditions demonstrate that different interaction types can support different learning outcomes (e.g., Bernard et al., 2009). In this paper, we explore how instructors and students value specific uses for a LMS grouped under specific interaction types: Learner-Instructor (LI), Learner-Content (LC), and Learner-Learner (LL) interactions. For this study, we recruited 11 American universities using the same LMS, asking instructors (N=2,570) and students (N=6,980) to indicate their perceptions of LMS functionalities in an online survey. Using this large and diverse sample, we addressed four research questions: (1) Do instructors and students value interaction types differently? Do respondents value interaction types differently based on (2) their university setting, (3) the number of courses they have used a LMS, and (4) their preference for using IT in courses?
Year
Venue
Keywords
2010
ICLS
distance education condition,different interaction type,different learning outcome,respondents value interaction type,American university,students value interaction type,specific use,LMS functionalities,specific interaction type,diverse sample,multi-institutional analysis
Field
DocType
Citations 
Institutional analysis,Distance education,Mathematics education,Pedagogy,Engineering,Perception
Conference
0
PageRank 
References 
Authors
0.34
0
2
Name
Order
Citations
PageRank
Andrew E. Krumm1344.96
Steven Lonn218316.87