Implementing Individualized Learning in a Legacy Learning Management System: A Feasibility Prototype for an Online Statistics Course
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| Title: | Implementing Individualized Learning in a Legacy Learning Management System: A Feasibility Prototype for an Online Statistics Course |
|---|---|
| Language: | English |
| Authors: | Morrow, M. Earnest, Lee, Dabae |
| Source: | International Journal of Designs for Learning. 2019 10(1):131-144. |
| Availability: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Statistics, Online Courses, Teaching Methods, Student Centered Learning, Instructional Design, Management Systems, Models, Competency Based Education, Feedback (Response), College Students, Mathematics Tests, Mathematics Instruction |
| ISSN: | 2159-449X |
| Abstract: | Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to support and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered online courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a stand-alone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one's learning path with topic-contingent assessment feedback. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1259100 |
| Database: | ERIC |
| Abstract: | Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to support and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered online courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a stand-alone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one's learning path with topic-contingent assessment feedback. |
|---|---|
| ISSN: | 2159-449X |
