Analysis of Relating the Use of a Learning Management System to Teacher Epistemology and Course Characteristics in Higher Education

dc.creator	Kenichi Kubota
dc.creator	Toshiya Tanaka
dc.creator	Chiaki Iwasaki
dc.date	2011-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:40Z
dc.date.available	2015-07-20T22:16:40Z
dc.identifier	2073-7904
dc.identifier	https://doaj.org/article/c5da255a37774d4bb409f3f06caa6cc2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18559
dc.description	This study proposes appropriate methods for supporting instructors in the development of course plans by explaining how the use of a learning management system (LMS) relates to teachers’ epistemology and course characteristics. By analyzing the data, the authors identified three categories of courses taught at undergraduate levels: (1) knowledge construction, (2) knowledge transmission, and (3) mixed. In knowledge construction courses, instructors need to transform students’ conceptions of learning and the LMS must support, among other things, students’ cognition and interaction. Teaching assistants, typically graduate students who work directly with the instructor, are also needed for enhancing instruction of these courses. In knowledge transmission courses, instructors need to relate the knowledge learned in the course with the competencies required by society, and the LMS should include functions for evaluating students’ learning progress. Teaching assistants for these courses should support student learning, especially for those with poor comprehension of the content. In mixed courses, instructors need to make communication with individual students visible to the whole class and the LMS should include functions for promoting student interaction. Finally, the authors propose that an organization for supporting improved instruction should implement development learning models based on instructor’s epistemology and course characteristics in order to facilitate LMS utilization based on lesson strategies. Also they should conduct case studies with teachers who have problems fostering collaborative learning and disseminate the lessons from these case studies to other instructors.
dc.language	English
dc.publisher	Hong Kong Bao Long Accounting & Secretarial Limited
dc.relation	http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/130/109
dc.relation	https://doaj.org/toc/2073-7904
dc.rights	CC BY
dc.source	Knowledge Management & E-Learning : an International Journal, Vol 3, Iss 3, Pp 478-490 (2011)
dc.subject	Learning Management System
dc.subject	Epistemology
dc.subject	Teacher’s Support
dc.subject	Active Learning
dc.subject	Higher Education
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Analysis of Relating the Use of a Learning Management System to Teacher Epistemology and Course Characteristics in Higher Education
dc.type	article