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By Clark K.L., McCabe F.G., Ennais J.R.

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The staying power of the LMS may be attributed in large measure to its relative simplicity (and stability) as a computing platform; the ability to link the LMS across campuswide networks with other important systems, such as authentication and registration systems; and the fact that the ways in which LMSs tend to enclose and protect online learning spaces coincide with the intellectual property interests of host institutions and of the publishers through whom those institutions’ libraries procure e-books, e-journals, and databases.

As online education has grown and online pedagogy has become more mature and more sophisticated, complaints about the limited functionality and scope of learning management systems have begun to mount. But no clearly 28 DESIGNING ONLINE LEARNING delineated alternative has yet emerged, suggesting that the LMS will remain the core technology of online education for the foreseeable future and that major changes in the technological basis for online education will continue to occur in other, peripheral domains.

Salmon, Gilly. 2004. E-tivities: The Key to Active Online Learning. Oxford: RoutledgeFalmer. Schmidt, Klaus, and Dan Brown. 2004. ” The Journal of Technology Studies 30 (2): 86–92. pdf. SUGGESTED READING Conrad, Rita-Marie, and J. Ana Donaldson. 2004. Engaging the Online Learner: Activities and Resources for Creative Instruction. San Francisco: John Wiley & Sons. Kassop, Mark. 2003. ” The Technology Source (May/June). Ko, Susan, and Steve Rossen. 2004. Teaching Online: A Practical Guide. Boston: Houghton Mifflin Company.

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