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Paper Abstract:
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In 2004, the school board of Baden-Wuerttemberg implemented the first learning management systems for a statewide teacher education. As more and more schools implement their own LMS, our empirical study will help to identify and close gaps between technological possibilities of LMSs and personal, organizational, and instructional problems. Our study evaluates high school students (N=371) and teachers (N=36) with regard to their usage of the LMS Moodle. Our findings show that although LMS have a great technological and instructional potential, most of the available features are not used by teachers. Being aware of this instructional regression, we demand a taxonomy of common LMS modules. |
