Browsing by Subject "learning management system"

Now showing 1 - 3 of 3
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    An Examination of Coursera as an Information Environment: Does Coursera Fulfill its Mission to Provide Open Education to All?
    (Taylor & Francis, 2013-07-29) Audsley, Samantha; Fernando, Kalyani; Maxson, Bronwen; Robinson, Brittany; Varney, Katie
    In terms of international education, this concept of online education seems to be a growing trend. Edxonline.org, Minervaproject.com and Udacity.com are all new massive online open courses (MOOCs) —education websites similar to Coursera offering students the ability to receive the best education from elite universities entirely online. In this digital age, students are seeking ways to receive an education that is convenient and fits well with their lifestyles, but is also credible. The most tantalizing promise of a company like Coursera is the role it might play in improving education for the world’s have-nots: high school dropouts, the global poor, and those less able to self-teach (Kamenetz, 2012).
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    Intentional Use of the Learning Management System: A Case Study in Self-Regulatory Behaviors in a Blended Undergraduate Thermodynamics Course
    (ASEE, 2021) Mendez, Julie; IUPUC Division of Mechanical Engineering
    In a blended undergraduate thermodynamics course, affordances within a learning management system (LMS) were used to highlight student learning outcomes, require foundational course content to be completed before attempting more complex topics, provide mastery-oriented feedback, allow students to track their progress, and promote metacognitive reflection. This paper describes the use of these options within the Canvas LMS. Additionally, this study investigated whether student self-regulatory behaviors changed during the course. Students were asked to complete a survey about their metacognitive self-regulatory activities related to studying for this course. The first survey was completed during the fifth week of the course, after most students had completed two reflection assignments. The same survey questions were administered a second time, during the final two weeks of the course. Survey results suggest some increase in student self-regulatory behaviors during the course. These results suggest that, near the end of the course, students were more likely to set study goals for themselves.
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    Promoting Academic Integrity through a Stand-alone Course in the Learning Management System
    (2018) Lowe, M. Sara; Londino-Smolar, Gina; Wendeln, Kenneth E. A.; Sturek, Diane L.
    Introduction: This case study describes the process faculty at a large research university undertook to build a stand-alone online academic integrity course for first-year and transfer students. Because academic integrity is decentralized at the institution, building a more systematic program had to come from the bottom-up (faculty developed) rather than from the top down (institutionally mandated). Case Description: Using the learning management system, faculty and e-learning designers collaborated to build the course. Incorporating nuanced scenarios for six different types of misconduct (consistent with the University’s Code of Student Rights, Responsibilities & Conduct), a pre- and post-test, and assessments for each scenario, the course provides experience in recognizing and avoiding academic misconduct. Discussion and Evaluation: As a stand-alone course, the faculty who created it maintain control over content and are able to analyze student performance across the institution. In the ten months since its launch, the course has been eagerly adopted by faculty (n=1853 students have completed the course) and post-test scores indicate students are learning from the course. Conclusions: After the successful launch of the student course, the next step, already underway, is the launch of learning modules for faculty and teaching-assistants.