Leveraging Learning Theory and Learning Management Systems in Higher Education: The Critical Role of Instructor Facilitation

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Author(s): Colleen S. Harris (University of Tennessee at Chattanooga, USA)and David W. Rausch (University of Tennessee at Chattanooga, USA)
Copyright: 2013
Pages: 15
Source title: Learning Management Systems and Instructional Design: Best Practices in Online Education
Source Author(s)/Editor(s): Yefim Kats (Chestnut Hill College, USA)
DOI: 10.4018/978-1-4666-3930-0.ch013

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

This chapter is intended to inform practitioners and those who design curricula in online and hybrid-delivery programs, particularly at the graduate level. After a review of the different learning theories, the chapter explores how constructivist and cognitivist learning theory can best inform the practice of educators using a learning management system (LMS) to design their learning environments. A thorough review of the literature explores the important role facilitation plays in the LMS learning experience, noting in particular the impact of facilitation on both learning and social engagement. Finally, the chapter reviews the experience of designing and implementing a hybrid-delivery doctoral program at the University of Tennessee at Chattanooga, and concludes with areas for further research.

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Leveraging Learning Theory and Learning Management Systems in Higher Education: The Critical Role of Instructor Facilitation

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