Learner Needs Drive Decision to Adopt an LMS in K-12 Schools

Modern distance education often involves an interactive, web-based virtual environment that is secure and private for teachers and students. So, choosing the best learning management program for this purpose has become a crucial process for districts who want to offer distance and online learning options.

When I was in college, I attempted to take a 3-hour class while I was back home for the summer by taking a correspondence course, as it was called back then. It was a business finance course that lasted 6 weeks and involved reading a textbook, completing a series of problems and worksheets, and mailing it all back to an office at the university. With no interaction, no instruction, and no feedback, I struggled through most of it. Even today, there are challenges for instructors and students making the transition into a virtual or online learning environment.

Distance learning has evolved into a much more dynamic, media-rich experience than first generation options (Moore & Kearsley, 2012). Colleges and universities have embraced virtual learning environments to both replace and supplement courses. Some post-secondary institutions devote a year or longer to the review process to ensure they select the best system to fit their needs (Thackaberry, 2016). A K-12 district needs a review process to fully investigate LMS options as well, but it should involve fewer people, less time, and different priorities. The criteria for selecting the best learning management system (LMS) for students in K-12 classrooms should include a review of the interface for all users - students, teachers, and parents. Technology can help us provide an exciting and engaging experience for students while maximizing the time spent in the classroom (Pape, Sheehan, and Worrell, 2012).

First, I recommend looking at a few initial factors to narrow down options that will work within the budget and the infrastructure already in place. The District Technology Coordinator, or other knowledgeable administrator, might start evaluating a product by comparing cost, security, privacy policies, infrastructure requirements, and technical support for each LMS. Key personnel should be involved in the review process so that all aspects of its implementation can be thoroughly evaluated (Levin & Schrum, 2012). I have participated in several LMS reviews including Moodle, Edmodo, Canvas and Google Classroom. In each situation, our network administrator set up a ‘sandbox’ environment which allowed us to use the program and put it to the test. A select group of teachers joined this sandbox and spent time adding content and reviewing the user-friendliness of it. If adopting an LMS requires a substantial investment of time and money, it will be worth it to test and evaluate the program so the best choice can be made.

The LMS experience a high school student needs is different from those in the elementary and middle grades. An 11th grader might be preparing to attend college where they will use Blackboard or Canvas, so an LMS that is similar to those would fit their needs best. Taking that into consideration, I would select Moodle for my district’s high school virtual and blended courses. It will provide the most college-like online classroom experience for students with no license fees and continual developer updates to keep it current. Training tutorials are available from several Web-based sources so teachers and students can learn to use Moodle with ease. Teachers can develop courses with high-quality content and activities while tracking student progress and achievement. A close second-place choice would be Canvas, but its per-student license fee would make it the less desirable option with my district’s budget constraints. This middle school teacher explains how she uses Moodle:

Video Link: https://www.youtube.com/watch?v=Z9XfwBzt1mY 

Middle and elementary students need an LMS-like solution that includes collaborative and storage features plus a parent portal. For these grades, Edmodo makes the most sense because it can be managed by the district, has Google integration, and allows parents to use a code to access their child’s account. Android, Chrome, and iOS apps for Edmodo give students and teachers anytime, anywhere access using a smartphone or tablet to complete activities in their virtual classroom. Moore & Kearsley (2012) point out that mobile devices are quickly emerging as a learning tool and provide immediate access to the Internet and its stream of information. By giving younger students a chance to interact in the virtual classroom using Edmodo, we can prepare them better for the high school years. This short video will introduce you to Edmodo:

Video Link: https://youtu.be/TzPHQr1ONaA 

Our attempts to create a technology-rich, engaged learning environment for all students should include the selection of an age-appropriate LMS. By using Moodle to blend technology into the classroom, teachers promote self-directed learning and digital literacy skills (Pape, Sheehan, and Worrell, 2012). We can expand the variety and level of learning opportunities we offer students with this pair of virtual learning programs which supports our district mission to prepare every graduate for their future.

References

Levin, B. B., & Schrum, L. (2012). Leading technology-rich schools: Award-winning models for success. New York: Teachers College Press.

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning.

Pape, L., Sheehan, T. & Worrell, C. (2012). How to do more with less: Lessons from online learning. Learning & leading with technology, 39(6).

Thackaberry, S. (2016). The great LMS review adventure. WCET. Retrieved from: https://wcetblog.wordpress.com/2016/02/04/the-great-lms-review-adventure/  

Video retrieved from: https://youtu.be/TzPHQr1ONaA 

Video retrieved from: https://www.youtube.com/watch?v=Z9XfwBzt1mY