Integrating Lmss In The Educational Process: Greek Teachers’ Initial Perceptions About Lams

Year 2012, Volume: 13 Issue: 4, 55 - 75, 01.12.2012

Spyros Papadakıs Nikos Dovros Giorgos Paschalıs Eleni Rossıou

Abstract

E-learning with the use of Learning Management Systems, has been increasingly adopted in Primary, Secondary and Higher Education with the expectation to increase students’ motivation and infuse activity-centred learning strategies with various educational benefits. This study has investigated the initial perceptions of Greek teachers about the integration of LAMS, a Learning Activity Management System, in the educational praxis. Through a multifaceted research method, involving a small scale participatory action research, the research team attempted to investigate the preconditions required to integrate LAMS in the everyday lesson. Two tutorial workshops were organized with the participation of 46 educators from geographically diverse urban areas, from K-12 to Tertiary Education. Results indicated that teachers have developed a positive attitude towards LAMS and the use of collaborative online tools during the educational process. Although teachers have certain objections on integrating LMSs, which stem mainly from the current status of the Greek educational system, they accept relative advantages of integrating online collaborative approaches over the traditional face-to-face approach. Well-organized and carefully implemented tutorial workshops can spark teachers’ interest and bring about change in the educational process. Small scale interventions such as these can prove to foster dialogue among teachers of various backgrounds and set the foundations to create online communities of practice for innovative teachers.

Keywords

LMS, LAMS, Distance learning, Blended learning.

E-learning with the use of Learning Management Systems, has been increasingly

Abstract