The Learning Management System at the Defence University: Awareness and Application

Jowati Juhary

doi:10.5539/ies.v6n8p16

Abstract

This brief paper examines the issues of awareness and application of a Learning Management System (LMS) used at the National Defence University of Malaysia (NDUM), Kuala Lumpur Malaysia. The paper argues that due to the discouraging responses from academics at the university on using the LMS, proactive measures must be taken immediately in order to arrest the situation. While most academics at the defence university can be categorised as Digital Natives, the reality does not reflect the enthusiasm of them to utilise new technologies. The discussion in this paper revolves around the concerns that stop academics to include the LMS in their teaching and learning repertoire. Data were obtained from observations on the use of the LMS and the number of participants who enrolled for the training of the LMS. This paper argues that due to the lack of organisational and structural support, academics at the NDUM may have reservations about using the LMS.

Highlights

This brief paper examines the issues of awareness and application of a Learning Management System (LMS) used at the National Defence University of Malaysia (NDUM), Kuala Lumpur Malaysia
The paper uses data obtained from the author’s observations at the defence university. These are supported by data generated by the Information Technology and Communication Centre and Centre for Academic Development. Both centres are the gate keepers for the LMS and e-learning initiatives at the NDUM; the former is in charge of the technical aspects of the LMS and the latter is in charge of the training of academics in utilising the LMS
Much is needed to be addressed on maximising the use of the LMS at the NDUM

Summary

Introduction

This brief paper examines the issues of awareness and application of a Learning Management System (LMS) used at the National Defence University of Malaysia (NDUM), Kuala Lumpur Malaysia. The most important one was the National Higher Education Strategic Planning which was launched in 2007 This planning has outlined e-learning as one of its Critical Agenda Projects (CAPs). This suggests that all tertiary education providers must equip their institutions with some forms of online teaching and learning. This was further strengthened by the launch of the National e-Learning Policy in April 2011. Much of this lack of adoption could be contributed to the lack of resources and lack of experience in using new www.ccsenet.org/ies

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