Insidious pedagogy
How course management systems affect teaching
Bibliographic Data
| ID | 15115013 |
|---|---|
| Authors | Lisa M Lane (0000-0001-9655-9906, MiraCosta College, corresponding author) |
| Year | 2009 |
| Publication date | 2009-09-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | First Monday (JOURNAL) |
| Journal identifiers | ISSN: 1396-0458 • E-ISSN: 1396-0466 |
| Publisher | University of Illinois Libraries (PUBLISHER) |
| DOI | 10.5210/fm.v14i10.2530 |
| OpenAlex | W2167114868 |
| Language | EN |
| Citations received | 4 |
Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built-in pedagogy. Although these pedagogies are based on instructivist principles, today's large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web-based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web-novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web-novice faculty and allow a choice of CMS
Engineering ethics · Knowledge management · Pedagogy · Personalization · World Wide Web · Computer Science · Engineering · Online and Blended Learning · Psychology
| Citations per year | 0.29 |
|---|---|
| Citation span | 2012 - 2026 (15) |
| Highly cited | No |