Reconciling university teacher beliefs to create learning designs for LMS environments

Steel, C.H. (2009) Reconciling university teacher beliefs to create learning designs for LMS environments. Australasian Journal of Educational Technology, 25 3: 399-420.

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Author Steel, C.H.
Title Reconciling university teacher beliefs to create learning designs for LMS environments
Journal name Australasian Journal of Educational Technology   Check publisher's open access policy
ISSN 1449-5554
Publication date 2009
Year available 2009
Sub-type Article (original research)
Open Access Status File (Publisher version)
Volume 25
Issue 3
Start page 399
End page 420
Total pages 20
Editor McLoughlin, C.
Atkinson, R.
Place of publication Online
Publisher Australasian Society for Computers in Learning in Terriary Education
Collection year 2010
Language eng
Subject C1
930203 Teaching and Instruction Technologies
130103 Higher Education
Abstract Learning management systems (LMS) serve as the primary online technology for student learning in many universities. Although they are only one 'solution', they are often regarded as all encompassing. How university teachers reconcile their beliefs about such technologies with their pedagogical beliefs remains a relatively unexplored area. This study draws on three cases from various discipines to uncover faculty beliefs about the roles, affordances and limitations of these technologies and how each teacher adapted these to their learning designs within an LMS environment. The overall aim is to reveal the relationship between teacher beliefs and learning designs for web technologies such as LMS. This research contributes to the conceptual understandings that underpin faculty teacher development for technology intergration. It provides insightful accounts of the kinds of teacher beliefs that underlie effective learning designs for quite large classes. The resultant stories themselves hold great potential to promote reflection and discourse on the use of technologies in university teaching.
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2010 Higher Education Research Data Collection
Institute for Teaching and Learning Innovation Publications
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Citation counts: TR Web of Science Citation Count  Cited 13 times in Thomson Reuters Web of Science Article | Citations
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Created: Wed, 24 Mar 2010, 11:23:40 EST by Victoria Andrews on behalf of Teaching & Educational Development Institute