LITERATURE REVIEW

A learning management system is seen as a software platform which automates many of the processes associated with learning. It is a management software package enabling the delivery of learning content, resources and activities and also handles the associated administration tasks.

With the extraordinary increase in information, increased student variety, new learning theories and ready access to the internet, teachers in today’s classrooms are being presented with an opportunity to transform the learning in their classrooms from a traditional transmission model to a student-centred model, where students are more responsible for their own learning.

Many of the papers reviewed suggest that in order to do this, schools need to adopt a student-centred approach where students can become adept at finding, analysing, organising, evaluating, internalising and presenting new information (Gillani, 2003) - LMS can provide unprecedented opportunities for this to happen. Computers can support knowledge construction, learning-by-doing, conversing and reflection (Jonassen, 1999) but managing all this in a student-centred environment is a complex task that might be made more manageable by the implementation of a Learning Management System (Al Naddabi et.al, 2007).

The Features common to all LMS
When comparing information from Siekmann & Schullo (2003), Clark (2007) and
Daulton (2006) it is clear the majority of Learning Management Systems explored in this assessment have the same general features
• General course organisation
• Content
• Self-study
• Assignments
• Testing
• Communication

The Advantages and Disadvantages of LMS

Advantages
• LMS such as Moodle, Blackboard, Sakai and ANGEL allows flexibility of access from anywhere with internet access and usually at anytime.
• Utilising correct learning strategies, it is possible for a LMS to increase motivation of learners, assist processing, promote significant learning, encourage interaction, provide feedback, facilitate contextual learning and provide support during the learning process (Sloan et.al, 2002).
• A LMS can support content in many formats, eg. multimedia, video, and text. (Dralle, 2007).
• Educators can gain access to course materials at anytime. Materials can be updated and students are able to see the changes immediately. Teachers are not restricted to workbook or pre-printed information sheets that can not be modified according to the student’s needs. Rather, the design and organisation of activities within the LMS can proceed while the course is in progress (Samsonov & Beard, 2005).
• Learning Management Systems do not guarantee an improvement in teaching and learning outcomes but are able to convert the teaching and learning process to better suit the Y Generation of learners.
• When used creatively, the role of the teacher is not reduced but there is a difference in emphasis. (Tossavainen et.al, 2003).
• It is easy to offer students a choice of activities.
• Learning activities can be re-used. By re-using content, time and effort can be saved and the cost of improving online content is also reduced (Al Naddabi et.al, 2007).

Disadvantages
• Conventionally, LMSs tend to be course centered rather than student centered. At this time, a LMS does not accommodate a complete range of teaching styles. However some of the more recent versions of LMS do allow greater flexibility, eg MOODLE.
• Managing a LMS at a whole school level requires a high level of technical expertise that most teaching staff do not have. Therefore those who decide what system is to be acquired and how it is implemented are often removed from classroom and have limited understanding of the pedagogical implications of the final decisions which are made (Sloan et.al, 2002).
• Some teachers have weak computer and information literacy skills and lack the information management skills needed to successfully use a LMS to support their teaching. Teaching staff in this situation must not only learn how to operate within these environments but also develop a critical perspective of their use of the LMS in teaching in a variety of modes (Samsonov & Beard, 2005).
• Many teachers are challenged to design and organise a mixture of learning activities which are appropriate to the needs of the student, teaching skills and teaching styles. (Dwyer & Dwyer, 2003).
• It is very easy to convert existing poor teaching practices to a LMS.
• Some current research suggests that online teaching leads to an increase in teacher workload (Dralle, A. 2007).
• Using a LMS can also lead to teacher frustration in the quality of the teaching experience and teachers can feel less “in control” (Clark, 2007).