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Students’ Views of a Learning Management System: A Longitudinal Qualitative Study

机译：学生对学习管理系统的看法：纵向定性研究

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Over the past decade, Web-based learning management systems, such as Blackboard and WebCT, have been gradually integrated into college education. The strategic use and effectiveness of such systems have been investigated to a large extent. What is less covered is what students really think about such learning management systems. Understanding students’ evaluations can shed light on the development, selection, training, maintenance, use, and investment on such systems. In this paper, we report a longitudinal study that uses a bottom-up approach to gather qualitative data on student views of WebCT 6. Data were collected at three distinctive times that spanned two semesters to reflect students’ different experiences in using WebCT 6. Two different methods were used to collect qualitative data so that students could report their views in unconstrained ways. The content analyses results show that (1) students have an integrated view of their technology assisted learning environment, which can be represented by the notion of S-I-A (the system, the instructors and the administrators); (2) as students’ experience with WebCT 6 increases, their complaints and wishes for instructors and administrators increase; (3) communication-related features continuously dominate students’ views about WebCT 6; and (4) as their use of WebCT 6 increases, students grow more appreciative toward WebCT 6 features that support learning activities. The findings contribute to the literature with additional evidence on the nature and effectiveness of learning management systems. They provide a set of suggestions that should be carefully considered by all personnel involved. We identify a number of research implications. One particular research contribution is the identification of a fifth type of interaction that plays an important role in the technology-assisted learning context: the learner-administrator interaction.
机译：在过去的十年中，基于网络的学习管理系统（例如Blackboard和WebCT）已逐渐集成到大学教育中。已经对这种系统的战略用途和有效性进行了广泛研究。少讲的是学生对这种学习管理系统的真正想法。了解学生的评估可以阐明此类系统的开发，选择，培训，维护，使用和投资。在本文中，我们报告了一项纵向研究，该研究使用了一种自下而上的方法来收集有关WebCT 6学生观点的定性数据。数据在两个学期的三个不同时间收集，以反映学生在使用WebCT 6方面的不同经历。两个使用了不同的方法来收集定性数据，以便学生可以不受限制地报告自己的观点。内容分析结果表明：（1）学生对自己的技术辅助学习环境有一个整体的看法，可以用S-I-A的概念（系统，指导者和管理者）来表示; （2）随着学生对WebCT 6体验的增加，他们对教师和管理人员的抱怨和愿望也随之增加; （3）与交流相关的功能不断主导着学生对WebCT 6的看法; （4）随着对WebCT 6的使用的增加，学生对支持学习活动的WebCT 6功能的理解也越来越高。这些发现为文献做出了贡献，并提供了有关学习管理系统的性质和有效性的更多证据。它们提供了一组建议，所有相关人员都应仔细考虑。我们确定了许多研究意义。一项特殊的研究贡献是确定了在技术辅助学习环境中起重要作用的第五种类型的交互：学习者与管理者的交互。

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