Learning management system and course influences on student actions and learning experiences
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Learning management system and course influences on student actions and learning experiences Carrie Demmans Epp1,2,3 · Krystle Phirangee4 · Jim Hewitt4 · Charles A. Perfetti1 Accepted: 5 September 2020 © Association for Educational Communications and Technology 2020
Abstract From massive open online courses (MOOC) to the smaller scale use of learning management systems, many students interact with online platforms that are meant to support learning. Investigations into the use of these systems have considered how well students learn when certain approaches are employed. However, we do not fully understand how course type or system design influence student actions and experiences, meaning prior findings cannot be properly interpreted and used because we do not understand how these factors influence those findings. Accordingly, we conducted a study to compare student experiences and behaviors across learning management systems and courses from a learning analytics perspective. Differences in student behaviors and experiences highlight how system design and the nature of the course interact: Students reported increased learning support when using a system that foregrounds student interaction through discussion forums, but this relationship did not hold across all course types. Similarly, students from the contentdelivery focused system spent more time online while feeling less supported regardless of which type of course they were taking. This newly found evidence for the often-interrelated influence that the course and system have on student experiences and behaviors should therefore be considered when selecting a system to meet particular pedagogical goals. Keywords Cooperative/collaborative learning · Evaluation of CAL systems · Humancomputer interface · Learning communities · Post-secondary education
* Carrie Demmans Epp [email protected] 1
Learning Research and Development Center, 3939 O′ Hara Street, Pittsburgh, PA 15260, USA
2
University Center for Teaching and Learning, University of Pittsburgh, University of Pittsburgh, 4227 Fifth Avenue, Pittsburgh, PA 15260, USA
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EdTeKLA Research Group, Dept. of Computing Science, University of Alberta, 2‑32 Athabasca Hall, Edmonton, Alberta T6G 2E8, Canada
4
Pepper Research Group, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, Ontario M5S 1V6, Canada
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C. Demmans Epp et al.
Introduction Learning management systems (LMS) are used by post-secondary institutions to facilitate student learning beyond the physical classroom by providing access to learning materials, quizzes, and much more, whenever and wherever students want (Chipps et al. 2015; Islam and Azad 2015; Poulova et al. 2015; Walker et al. 2016). The attractiveness of online learning via LMSs is associated with the promise of providing access to a diverse set of constructive pedagogies (Gillani 2000). Constructivist theorists argue that LMSs enrich learning by allowing students to have access to a wide range of resour
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