Digital Syllabus

Transforming the Syllabus Using the Learning Management System

Datos Bibliográficos

ID11062032
AutoresH Izienicki (0000-0001-6901-6324, Purdue University Northwest, Hammond, IN, USA, autor de correspondencia)
Año2026
Volumen54
Número2
Páginas151-161
Fecha de publicación2026-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeaching Sociology (JOURNAL)
Identificadores de la revistaISSN: 0092-055X • E-ISSN: 1939-862X
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0092055x251397377
OpenAlexW7117313686
IdiomaEN
Referencias citadas24

In the last decade, the syllabus has received a considerable overhaul of its design, content, and feel. However, despite these improvements, it remains a single-file, text-heavy document with a linear progression (i.e., traditional format). To address these drawbacks, I digitally redesigned the syllabus using the institutionally supported learning management system’s (LMS) module function. Using a factorial experimental design, I collected data from 143 students at a midsize comprehensive public university in the Midwest in four sections of Introduction to Sociology courses to assess the effectiveness of the digital syllabus. Students reported that they found both the new digitally redesigned and the traditional syllabi easy to follow, but most notably, they consulted the digital syllabus twice as often throughout the semester compared to its traditional counterpart. These findings have implications for future syllabus design and point to the pedagogical possibilities of LMS

Educational technology · Electronic learning · Higher education · Learning Management · Point (geometry · Syllabus · Educator Training and Historical Pedagogy · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences

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