The ability to contribute to blogs, wikis, social networking and sharing sites, virtual worlds, and gaming environments, which rely upon creativity, reasoning, focus, critical thinking, and capacity to collaborate.
Published in Chapter:
LMS Course Design for Adult Learning: Heutagogy, Andragogy, Pedagogy
Copyright: © 2023
|Pages: 17
DOI: 10.4018/978-1-6684-7832-5.ch001
Abstract
Nearly all educational institutions use learning management systems (LMS). Post-pandemic figures suggest that the uptake of LMS is about 98%. This means that most educators, especially those in post-schooling education, will use, and be responsible for designing, an online course site. While there is a tendency to use course sites as a repository and convenient communication medium, there is an unmet need to design these sites in a way that facilitates learning. As online teaching and learning become more prolific, especially in higher education and adult learning contexts, it is increasingly necessary to design course sites that facilitate learning as opposed to course sites that are just repositories. Just like the approaches that a teacher uses in classroom teaching, the teacher's underpinning philosophy will impact the way they will design their course sites on an LMS or website. Despite technology and online being present for over two decades, course design and teaching in the online environment remains trapped in traditional behaviorist and content-driven approaches.