A framework for adopting LMS to introduce e-learning in a traditional course

Georgouli, K; Skalkidis, I; Guerreiro, P

dc.contributor.author	Georgouli, K	en
dc.contributor.author	Skalkidis, I	en
dc.contributor.author	Guerreiro, P	en
dc.date.accessioned	2014-03-01T01:27:40Z
dc.date.available	2014-03-01T01:27:40Z
dc.date.issued	2008	en
dc.identifier.issn	1436-4522	en
dc.identifier.uri	https://dspace.lib.ntua.gr/xmlui/handle/123456789/18531
dc.relation.uri	http://www.scopus.com/inward/record.url?eid=2-s2.0-54149103659&partnerID=40&md5=126b39f03e8f7c87a6e43bcb8aef4804	en
dc.relation.uri	http://www.ifets.info/abstract.php?art_id=854	en
dc.relation.uri	http://www.ifets.info/journals/11_2/17.pdf	en
dc.relation.uri	http://www.informatik.uni-trier.de/~ley/db/journals/ets/ets11.html#GeorgouliSG08	en
dc.subject	Blended learning	en
dc.subject	E-learning instructional model	en
dc.subject	Learning management systems	en
dc.subject	Web enhancement	en
dc.subject.classification	Education & Educational Research	en
dc.title	A framework for adopting LMS to introduce e-learning in a traditional course	en
heal.type	journalArticle	en
heal.language	English	en
heal.publicationDate	2008	en
heal.abstract	As more and more teachers in tertiary education experiment with technology, looking for new ways of enhancing their traditional ways of teaching, the need of flexible tools able to support well planned blended learning scenarios emerges. Learning Management Systems, especially those which are based on open source software, have shown to be very helpful in reaching this goal. Nevertheless, technology alone is not sufficient because teachers have to understand beforehand the potentials it offers in order to be able to use it effectively in redesigning their educational scenarios. In this paper we present a framework for introducing e-learning in a traditional course. The framework can be used as a guideline for the development of an instructional model incorporating a pertinent pedagogical setup which federates learning and ""learner-centered"" factors. We illustrate this process with a case study that shows how the recommended method has been applied to make a successful transition to a blended learning format that combines face-to-face sessions with distance communication. Based on this experience and on the results from the evaluations we have conducted in the last few years (3 surveys with 316 participants), we claim that e-learning methods and tools can indeed help in efficiently supporting the students and in improving the quality of learning.	en
heal.publisher	IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE	en
heal.journalName	Educational Technology and Society	en
dc.identifier.isi	ISI:000256100600017	en
dc.identifier.volume	11	en
dc.identifier.issue	2	en
dc.identifier.spage	227	en
dc.identifier.epage	240	en