Little-Wiles, J. M., & Koehler, A., & Hundley, S. (2011, June), Student Requirements for a Learning Management System  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18638

\bibitem{asee_peer_18638}
  Little-Wiles, J. M., \& Koehler, A., \& Hundley, S. (2011, June), \emph{Student Requirements for a Learning Management System}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18638

Julie M. Little-Wiles, Adrie Koehler, and Stephen Hundley.  "Student Requirements for a Learning Management System".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18638 Internet.  23 Apr, 2024

\bibitem{asee_peer_18638}
  Julie M. Little-Wiles, Adrie Koehler, and Stephen Hundley.
  "Student Requirements for a Learning Management System".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18638 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_18638
author = "Julie M. Little-Wiles, Adrie Koehler, and Stephen Hundley"
title = "Student Requirements for a Learning Management System"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18638}
number = {10.18260/1-2--18638}
}

TY  - CPAPER
AB  -             Student Requirements for a Learning Management SystemUse of learning management systems (LMS) in higher education is quickly growing. Methods ofapplying LMS vary among institutions. According to students, what content makes a successfullearning environment in an LMS? What can universities do to better impact students in thesesystems? And what types of tools do students really desire? Researchers used these questions todirect student focus group sessions at the School of Engineering and Technology at____________  thatexamined critical elements students identified as necessary to embrace a learning managementsystem within their studies.Researchers examined five vital areas affecting students in relationship to the LMS. Theseinclude overall impression of the LMS; communication; collaboration; sense of community; andonline courses within the LMS. Three focus groups were held and detailed notes were taken fromthe discussions that took place in these sessions with a diverse and representative group ofstudents from the School of Engineering and Technology at ____________ . Results indicated that students“expected” the LMS to be used if available to instructors. Researchers also discovered thatstudents desired to be “in control” of their studies and felt that the LMS did assist with studentmanagement of their studies especially in regards to online courses. Communication tools wereidentified as a necessary component to improve student usage and also to create a sense ofcommunity within the LMS. Training for both instructors and students was also a constant themein the discussions. Since students communicated that they were not given formal training in theLMS their engagement within the system was delayed.Finally, two major findings in the study were that the LMS must (1) contain the necessary toolsthat students require to support their courses and (2) that instructors must set up the LMSeffectively to encourage both engagement and a “sense of community” for students. Studentscount on being able to have all of the necessary elements within their reach in a LMS to aid themwith their studies. Administrators, IT professionals and instructors must create an LMS that isboth engaging and responsive to students in order to impact student learning success.
AU  - Julie M. Little-Wiles
AU  - Adrie Koehler
AU  - Stephen Hundley
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Student Requirements for a Learning Management System
UR  - https://peer.asee.org/18638
DO  - 10.18260/1-2--18638
ER  -