Introducing a learning management system at a Russian university: Students' and teachers' perceptions

Natalya Emelyanova,Elena Voronina

doi:10.19173/irrodl.v15i1.1701

Abstract

Learning management systems (LMS) have been proven to encourage a constructive approach to knowledge acquisition and support active learning. One of the keys to successful and efficient use of LMS is how the stakeholders adopt and perceive this learning tool. The present research is therefore motivated by the importance of understanding teachers' and students' perceptions of LMS in order to anticipate possible issues (problems) and help to build a productive learning environment and a committed user community. The paper looks at this process at a Russian university (National Research University Higher School of Economics – HSE) where the system is being implemented and examines the following issues: qualification and readiness of the stakeholders to use LMS and their perceptions of the system's convenience, effectiveness, and usefulness. The research reveals remarkable divergence of students’ and teachers’ perceptions of various aspects of LMS which must be considered when raising the effectiveness of the system and building commitment to e-learning. They are analyzed and explicated in the present paper.

Highlights

E-learning appeared at the end of the 20th century and has quickly become a new learning paradigm, having proved to be an effective educational technique (Alfadly, 2013; Boeker & Klar, 2006; Mijatovic, Cudanov, Jednak, & Kadijevich, 2012)
The growing use of online forms and systems of learning such as learning management systems (LMS) or virtual learning environments (VLE) and their rapid spreading are an appropriate response of higher education systems to current processes of integration and building of a global information society
Teaching and learning through learning management systems (LMS) seems to be initially intended for distant education which is reasonable because online studies is the only way to acquire knowledge if you are far away from the learning environment

Summary

Introduction

E-learning appeared at the end of the 20th century and has quickly become a new learning paradigm, having proved to be an effective educational technique (Alfadly, 2013; Boeker & Klar, 2006; Mijatovic, Cudanov, Jednak, & Kadijevich, 2012) It supports students’ active involvement in the learning process and prepares the shift towards student-centered education. Teaching and learning through learning management systems (LMS) seems to be initially intended for distant education which is reasonable because online studies is the only way to acquire knowledge if you are far away from the learning environment. Their usage may be extended to support face-to-face and blended delivery. Educational institutions are striving to provide faculty with LMS and encourage its effective use

Methods

Results

Conclusion