From Learning Management Systems to a Social Learning Environment: A Comparative Review and the Implications

Background

The teaching and learning environment has been influenced by the revolutionary era of ICT. The evolution of instructional methods using computer technologies has developed over several stages. Several terms are used to describe the use of computers as a tool to assist education, for example, computer-assisted instruction (CAI), computer-based instruction (CBI), and computer-assisted learning (CAL). CAL appeared in the USA in the 1950s and 1960s, supported by Stanford University; CBI was introduced in the early 1960s as an instructional tool for tutorials, testing and managing learning programs (Kulik & Kulik, 1991).

E-learning is the broadest stream of learning and teaching conducted by electronic media and web services. It covers all types of learning using different multimedia formats (audio/video) over the Internet, intranet or extranet. All these aforementioned endeavors to implement e-learning in the learning process are ultimately directed toward a complete automated learning and teaching environment which is the concept underpinning LMSs (Govindasamy, 2001).

LMSs are the result of the merging between the computer industry and Internet services. The first LMS appeared in the 1960 with the advent of a learning system named PLATO.com at the University of Illinois. LMSs are platforms designed to facilitate the learning experience, making learning materials remotely available, anytime and anywhere. Ellis (2009) defined an LMS as “a software application that automates the administration, tracking, and reporting of training events”. It is the substructure software that facilitates and controls learning materials, defines and appraises learners and communicates academic institutions’ objectives, manages learning progress and observes learning processes and the learning environment (Pilli, 2014). LMSs are mostly characterized by the following features:

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  Provides the central and automatic administration of the whole system;

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  Provides integral and swift delivery of content;

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  Integrates training practices with Internet services;

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  Enables self-directed learning;

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  Provides ubiquitous and support standards;

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  Customizable for personal needs;

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  Allows circulation of knowledge (Ellis, 2009).

LMSs have been broadly used by universities and academic institutions around the world. The most dominant LMSs used at universities are Blackboard.com and Moodle.com, discussed in the following sub-sections.