TAILIEUCHUNG - THE AFTERLIVES OF COURSES ON THE NETWORK: INFORMATION MANAGEMENT ISSUES FOR LEARNING MANAGEMENT SYSTEMS

Data reported in this paper are provided by Thomson Reuters ScholarOne Manuscripts™.* ScholarOne’s customer base is reflective of the global scholarly publishing community, representing journals of all sizes and scopes, from high Impact Factor international titles to select niche, society, or regional journals. The aggregate dataset for analysis includes submissions, acceptances, rejections, and time-to-decision for 4,200 journals published by over 365 societies, publishers, and university presses. This encompasses over 3 million submissions during the analysis period 2005–2010. The final year of analysis, 2010, was chosen since this is the most recent year where the majority of final decisions will. | EDUCAUSE Center for Applied Research Research Bulletin Volume 2002 Issue 23 November 26 2002 The Afterlives of Courses on the Network Information Management Issues for Learning Management Systems Clifford Lynch Coalition for Networked Information r Overview The large-scale deployment of what have been variously called course management systems or learning management systems is well under way throughout higher education. These systems and I will use the generic learning management systems LMS rather than the more constraining course management systems in this bulletin include familiar commercial products like Blackboard or WebCT various locally developed systems and software emerging from multi-institutional collaborations like the Open Knowledge Initiative. After a period dominated by early adopters at the level of individual faculty departments or schools within colleges and universities we are beginning to see the capabilities of these systems extended to every class that wants to use them. Some institutions are attempting to establish new norms of institutional culture virtually every class offered at the institution will make at least some use of the LMS. Institutions are using LMSs both to supplement traditional classroom-based courses and to support a range of alternative formats including distance education programs and fully or partially online courses for in-person students. In the effort to make these systems into part of the institutional technology infrastructure LMSs are also being integrated with other core institutional information technology systems such as registration and student records identity management and authentication or human resources. Specific details of individual LMSs are not important for this discussion. Essentially all of these systems either currently include or will soon incorporate a core set of key features the ability to support online discussion groups capabilities for faculty to post materials such as lecture notes problem .

• Quản trị kinh doanh
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