Abstract
Technology is everywhere, we only need to look around and observe the world around us. Teaching any course today cannot be done without some form of technology incorporated, if not the central point of delivering material and content to students.
Everywhere we look, students are sitting on their phones, or with tablets, why not allow students to use these devices to enhance their education, and learn something from the time they spent looking at a screen?
This paper explores this notion of allowing students to use a blackboard learning management system (LMS) as well as any other relevant technology and design their own “textbook chapter” based on a specific theme or topic provided to them. A hybrid approach was adopted as an experiment to see how the lecturers can use an LMS to improve their students’ experience of using the LMS in an attempt to improve their own knowledge.
Students felt blackboard assisted them to understand the context and in particular felt that this assignment assisted them to understand the topic “use cases” better. In the end, the main goals were to ensure that students used technology to grasp the content and this was indeed the case.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ashraf, B.: Teaching the Google-eyed YouTube generation. Educ. Train. 51(5/6), 343–352 (2009)
Pullan, M.C.: Student support services for millennial undergraduates. J. Educ. Technol. Syst. 38(2), 235–253 (2009)
Turpie, J.: Creative engineers. In: Holden, J., Wright, S., Kieffer, J., Newbigin, J. (eds.) CreativityMoneyLove: Learning for the 21st Century (2012)
Generation Z-Wikipedia, 9 Feb 2017. https://en.m.wikipedia.org/wiki/generation_Z
Puttnam, L.: Creative learning through technology. In: Holden, J., Wright, S., Kieffer, J., Newbigin, J. (eds.) CreativityMoneyLove: Learning for the 21st Century (2012)
Guedet, G., et al.: Collective design of an e-textbook: teachers’ collective documentation. J. Math. Teach. Educ. 19(2), 187–203 (2016)
Kirkwood, A., Price, L.: Learners and learning in the twenty-first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? Stud. High. Educ. 30(3), 257–274 (2005)
Kirkwood, A., Prince, L.: Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learn. Media Technol. 39(2), 6–36 (2014)
Laurillard, D.: The Pedagogical challenges to collaborative technologies. Comput. Support. Collab. Learn. 4, 5–20 (2009)
Davidson, N., Major, C.H., Michaelsen, L.K.: Small-Group learning in higher education - cooperative, collaborative, problem-based and team-based learning: an introduction by Guest editors. J. Excel. Coll. Teach. 25(3&4), 1–6 (2014)
Moodley, P., Singh, R.J., Cloete, J.: Exploring student perceptions of using the learning management system and social media for blended learning at a rural University. Progressio 37(1), 68–82 (2015)
Bonk, C.J., Graham, C.R.: The Handbook of Blended Learning: Global Perspectives, Local Designs. Pfeiffer, San Francisco (2006)
Bender, T.: Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice, and Assessment, 2nd edn. Stylus Publishing, LLC, Sterling (2012). 256 p.
Woods, R., Baker, J.D., Hopper, D.: Hybrid structures: faculty use and perception of web-based courseware as a supplement to face-to-face instruction. Internet High. Educ. 7, 281–297 (2004)
Rosenberg, M.J.: Knowledge management and learning: Perfect togeher. In: Reiser, R.A., Dempsey, J.V. (eds.) Trends and Issues in Instructional Design and Technology. Pearson, Boston (2012)
Wilson, R.W.: In-class-online hybrid methods of teaching planning theory: Assessing impacts on discussion and learning. J. Plan. Educ. Res. 28, 237–246 (2008)
Lam, L., Lau, N., Ngan, L.C.W: An investigation of the factors influencing student learning motivation with the facilitation of cloud computing in higher education context of Hong Kong. In: Hybrid learning: Theory, application and practice, Toronto, Canada (2013)
Pullan, M.C.: Student support services for millennial undregraduates. J. Educ. Technol. Syst. 38(2), 235–251 (2010)
Mitchell, A., Petter, S., Harris, A.L.: Learning by doing: twenty successful active learning exercises for information systems courses. J. Inf. Technol. Educ.: Innov. Pract. 16, 21–26 (2017)
Selwyn, N.: The digital native – myth and reality. Aslib Proc. New Inf. Perspect. 61(4), 364–379 (2009)
Prensky, M.: Digital natives, digital immigrants. Part 1. On Horiz. 9(5), 1–6 (2001)
Pacansky-Brock, M.: Best Practices for Teaching with Emerging Technologies. Routledge, New York (2013). 161 p.
Bradford, P., et al.: The blackboard learning system: the be all and end all in educational instruction. J. Educ. Technol. Syst. 35(3), 301–314 (2007)
Oates, B.J.: Researching Information Systems and Computing. SAGE Publications Ltd., London (2006). 341 p.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Annexure A
Annexure A
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Steyn, R., Millard, S., Jordaan, J. (2017). The Use of a Learning Management System to Facilitate Student-Driven Content Design: An Experiment. In: Huang, TC., Lau, R., Huang, YM., Spaniol, M., Yuen, CH. (eds) Emerging Technologies for Education. SETE 2017. Lecture Notes in Computer Science(), vol 10676. Springer, Cham. https://doi.org/10.1007/978-3-319-71084-6_10
Download citation
DOI: https://doi.org/10.1007/978-3-319-71084-6_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-71083-9
Online ISBN: 978-3-319-71084-6
eBook Packages: Computer ScienceComputer Science (R0)