A Qualitative Study on Learning and Teaching with Learning Paths in a Learning Management System

Autor/inn/en	De Smet, Cindy; Valcke, Martin; Schellens, Tammy; De Wever, Bram; Vanderlinde, Ruben
Titel	A Qualitative Study on Learning and Teaching with Learning Paths in a Learning Management System
Quelle	In: Journal of Social Science Education, 15 (2016) 1, S.27-37 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Foreign Countries; Qualitative Research; Integrated Learning Systems; Technology Integration; Secondary School Teachers; Science Teachers; Biology; Semi Structured Interviews; Learning Processes; Information Technology; Professional Development; Barriers; Coding; Teacher Attitudes; Satisfaction; Outcomes of Education; Student Characteristics; Social Sciences; Belgium + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Learning process; Lernprozess; Informationstechnologie; Codierung; Programmierung; Lehrerverhalten; Zufriedenheit; Lernleistung; Schulerfolg; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Belgien
Abstract	This article presents the findings of a qualitative study (carried out between 2011 and 2013) about the adoption and implementation of learning paths within a Learning Management System (LMS). Sixteen secondary school biology teachers of the GO! Network in Flanders (an urbanized region in Belgium) were involved in the study and questioned via semi-structured interviews. Two research questions are addressed: (1) what are the perceived conditions at school and at teacher level affecting the use of learning paths? (2) how are these conditions related to the expected outcomes? Research results show teachers are satisfied with learning paths as an educational tool, but reflect mixed feelings as to the impact on student learning outcomes. Clear barriers are identified at the school and teacher level, thwarting the implementation of learning paths in secondary education. The availability of a reliable and accessible ICT infrastructure, the quality of technical and pedagogical support, teacher professional development and the mastery of teacher Information and Communication Technology competencies, among others, were found to be essential. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://jsse.ub.uni-bielefeld.de/index.php/jsse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01