Insidious pedagogy: How course management systems impact teaching

Lane, Lisa M. (2009) Insidious pedagogy: How course management systems impact teaching. First Monday, 14 (10).

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Abstract

Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built–in pedagogy. Although these pedagogies are based on instructivist principles, today’s large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web–based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web–novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web–novice faculty and allow a choice of CMS.

Item Type: Article
Subjects: Educational technology > Adoption of educational technology
Divisions: Higher education, Universities, Vocational training, Colleges
Depositing User: Dr Michael de Raadt
Date Deposited: 01 Feb 2016 02:53
Last Modified: 01 Feb 2016 02:53
URI: http://research.moodle.net/id/eprint/115

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