Learning Management Systems at Work

      Described as one of the key components of e-learning, asynchronous learning is described as learning that is facilitated by various media such as discussion boards or email. This type of learning is supported by collaboration and learning between participants and the teacher, even when they all cannot be in the online environment at the same time (Hrastinski, 2008). This week, I choose the example of asynchronous training to explore. In this example, it described a biodiesel manufacturing plant that needs to implement safety training modules to staff regardless of their shift, and also a way for supervisors to monitor employees learning and engagement.

      Given this challenge, the first distance learning technology that I think suitable for this scenario will be the use of a learning management system (LMSs). According to Simonson, Smaldino and Zvacek (2015), unlike a course management system that focus on instructor management, a LMSs main focus is on the participant learning and learning outcomes over a period of time. In the example provided, it stressed the importance of shift supervisors being able to monitor employee’s growth to ensure that the modules promote learning in the workplace.

      In a 2014 article by Harven, several examples were chronicles several universities debating the switch from course management systems to learning management systems. In the article, one Associate Vice President of academic technologies at Santa Fe College, admits that the university was successfully able to switch to Canvas by Instructure due to its ease of use. One of the benefits highlighted in this article of using a LMSs, was that participants were primarily in control of their learning and they were able to track their progresses in each course far better than in a CMS.  

      In discussing CMS and LMS, I found an interesting graphic from mfldstein.com/state-us-higher-education-lms-market-2014-edition/ that shows the progression and development in the switch from CMS to LMS. This graphic is particularly interesting as it shows the shift from facilitator management to participant management.

      The above graphic demonstrates that although blackboard (a CMS) still has a share in the distance education market, LMS platforms continue to emerge and place their mark on the industry. The LMS platforms noted above are Canvas, Sakai, Moodle, Angel, Brightspace, and Learning Studio from Person. As displayed in the graphic, from 1997 through the early 2000’s, CMS had a monopoly on the distance education market, however that started to shift with the introduction of the LMS. While not completely phased out, the graphic clearly shows the development and successful implementation of LMS in not only corporate institutions, but also in higher learning institutions as well.

References:

Harven, M. (2014, July 10). Changing learning management systems in higher education. Retrieved November 13, 2015, from http://edtechtimes.com/2014/07/10/grumbling-learning-management-systems/

Hill, P. (2014, October 22). State of the US higher education LMS market: 2014 Edition. Retrieved November 14, 2015, from http://mfeldstein.com/state-us-higher-education-lms-market-2014-edition/

Hrastinski, S. (2008). Asynchronous & Synchronous e-learning. Educause Quarterly, 4, 51.