TY - JOUR
T1 - Navigating An LMS Review Process
T2 - Harnessing Next-Generation Digital Learning Through Evidence-Based Decision-Making
AU - Wade, Bill
AU - Dianatti, Seb
AU - Searle, Bill
AU - Sankey, Michael
N1 - Publisher Copyright:
© by the authors.
PY - 2024/5/22
Y1 - 2024/5/22
N2 - Universities across Australasia regularly evaluate their Learning Management Systems (LMS) to meet the increasing digital teaching and learning demands. LMS reviews conducted approximately every five years or so are driven by factors such as pandemics, contract renewals, fiscal considerations, and the pursuit of optimal student online learning experiences. Recent trends show that Australian universities are conducting LMS reviews more frequently and transitioning to new LMSs at an accelerated pace (Phil, 2022; Sankey, 2023a). This is to ensure the LMS of choice meets the Next Generation Digital Learning Environment (NGDLE) functionality (Educause, 2018), is affordable, reliable and is still fit for purpose. While ongoing LMS reviews are common, there is a lack of published information on how higher education institutions undertake them. There was little available to unpack how best to engage in open, transparent, and aspirational conversation with staff and students about their experience with the LMS. As part of the review, even less was published about the dialogue on the future teaching and learning needs and the future of the LMS. To help address this gap in the literature, this practice-based paper reports on our approach and the steps taken to propose a unique two-phase / multi-stage model for reviewing an LMS and offers a useful checklist for those who may want some help getting started.
AB - Universities across Australasia regularly evaluate their Learning Management Systems (LMS) to meet the increasing digital teaching and learning demands. LMS reviews conducted approximately every five years or so are driven by factors such as pandemics, contract renewals, fiscal considerations, and the pursuit of optimal student online learning experiences. Recent trends show that Australian universities are conducting LMS reviews more frequently and transitioning to new LMSs at an accelerated pace (Phil, 2022; Sankey, 2023a). This is to ensure the LMS of choice meets the Next Generation Digital Learning Environment (NGDLE) functionality (Educause, 2018), is affordable, reliable and is still fit for purpose. While ongoing LMS reviews are common, there is a lack of published information on how higher education institutions undertake them. There was little available to unpack how best to engage in open, transparent, and aspirational conversation with staff and students about their experience with the LMS. As part of the review, even less was published about the dialogue on the future teaching and learning needs and the future of the LMS. To help address this gap in the literature, this practice-based paper reports on our approach and the steps taken to propose a unique two-phase / multi-stage model for reviewing an LMS and offers a useful checklist for those who may want some help getting started.
KW - Learning Management System
KW - Learning Management System Review
KW - LMS
KW - LMS Framework
UR - http://www.scopus.com/inward/record.url?scp=85195144104&partnerID=8YFLogxK
U2 - 10.53761/ynndrw32
DO - 10.53761/ynndrw32
M3 - Article
AN - SCOPUS:85195144104
SN - 1449-9789
VL - 21
SP - 1
EP - 27
JO - Journal of University Teaching & Learning Practice
JF - Journal of University Teaching & Learning Practice
IS - 7
ER -