Abstract
Learning management systems (LMSs) are comprised of many tools and features. Promotional literature from LMS vendors frequently describes their latest innovations, additions, or revisions but is void of the learning theory on which the development or use of the tools should be grounded. The purpose of this paper is to make explicit why and how, the use of certain LMS features or tools would make good pedagogical sense. Examples will be provided from the behaviorist, cognitivist, and constructivist perspectives.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of Global Learn Berlin 2015: Global Conference on Learning and Technology |
| Publisher | Association for the Advancement of Computing in Education |
| Pages | 481-486 |
| Number of pages | 6 |
| State | Published - Apr 2015 |