The Fault in Our Systems: LMS as a Vehicle for Critical Pedagogy

Autor/inn/en	Green, Kathryn R.; Chewning, Haynes L.
Titel	The Fault in Our Systems: LMS as a Vehicle for Critical Pedagogy
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 64 (2020) 3, S.423-431 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-020-00480-w
Schlagwörter	Management Systems; Information Dissemination; College Faculty; Information Transfer; Critical Theory; Higher Education; Teaching Methods; Teacher Attitudes; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Informationsverbreitung; Fakultät; Informationsübertragung; Kritische Theorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Notenspiegel
Abstract	Postsecondary instructors and students alike perceive the primary function of a learning management system (LMS) as a means of static information dissemination, particularly assessment-related information such as grades. Subsequently, the most-used LMS features are those that facilitate such information transfer. Perhaps because of these usage patterns and perceptions, a growing number of scholars and practitioners are calling for alternatives to the LMS. This article argues, however, that the LMS is not limited to (nor designed around) its current use as a grade delivery service, but can, rather, be leveraged as a vehicle for critical pedagogy and praxis through technology. Specifically, we seek to explore some of the current uses and perceptions of the LMS in higher education, as well as considerations and implications for faculty and educational technologists working with these systems in higher educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01