Abstract
Learning Management Systems (LMS) have become ubiquitous tools in support of bothclassroom and distance education programming. They bring significant advantages that digitize andautomate many of the functions and pedagogical activities of traditional campus teaching. At the same timesocial networks have become ubiquitous tools for communication, entertainment and informal learning byboth students and teachers. In this article we examine the characteristics, strengths and limitations of bothtoolsets and the ways in which innovative distance educators are attempting to merge the best qualities ofeach. We conclude with a case study of one such integration from Athabasca University in Canada.
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