Toolbox, Trap, or new Learning Style? The Future of Learning Management Systems
Literature Review
Jessica Crabtree
IT830

	
	It seems that Learning Management Systems (LMS) are ever changing in the field of education. Some think that LMS’s are traps to keep the same uniform “storage facility” for different tools that the instructors need. Therefore, are LMS’s a tool that instructors can use or is it just a trap and there are actually better options out there?
	According to a textbook called, Teaching and Learning at a Distance, there are two types of tools for distance learning. There are course management systems (CMS) and also Learning Management Systems (LMS) and the names are used interchangeably at times. The textbook defines LMSs as a product that focuses on, “individual and tracks the learning needs and outcomes achievement of that person over periods of time.” (Simonson, Zvacek & Smaldino, 2019, p. 163). As the textbook stated, on the other hand, a CMS is usually used for, “distributed learning purposes, enabling teachers of conventional face-to-face courses to provide learning resources and conduct course-related activities, such as discussions and testing, outside of normal class time.” (Simonson, Zvacek & Smaldino, 2019, p. 163). My review of this textbook article on what a LMS and CMS are, is very confusing. I don’t feel like they are two separate items and during research it showed that most people don’t see them as different items, in fact, three out of the five articles used in this literature review referred to them as LMSs. People, including myself, use the LMS when discussing a class where teachers use it in a blending learning environment and also a way to communicate information with student. 
	So, are LMSs (or CMSs) a toolbox for education or just a trap for education to fall into the same template every time it is used, and what is the future of this technology piece? LMSs are a toolbox to me and a great tool that teachers can use to bring information to students but also involve them in ways that a face-to-face classroom cannot do. The future is bright and limitless for the LMSs and what all they can bring to education and to distance education. But what else does research say about these?
	As an article stated, “We want to construct classes according to our own pedagogy—what we know works with our learners and our teaching style” (Lane, 2008, p. 4). Institutions are always purchasing CMS or an LMS to help construct something to help faculty facilitate learning. As the article points out though, “Campuses have adopted these programs on a wide scale, yet few studies have looked at how the design and use of a CMS affects pedagogy, and instructors rarely discuss how a CMS affects their teaching. (Lane, 2008, p.4). The argument is that a CMS, or an LMS, is just a limitation on instructional creativity of the instructor and a common approach that everyone uses. As the Toolbox or Trap? article stated, “Decisions about which learning software to use on campus are often made by campus technologists and administrators rather than faculty” (Lane, 2008, p. 5). Personally, I have known someone who has moved into this decision-making position of choosing an LMS, who used to be a teacher. That person has stated that they will stay as a teacher of at least one online class to be sure they make the best decision with the teachers and students in mind. The article goes onto state, “This is not to say that large course management systems can’t be used to create constructivist or alternative teaching methods, but it isn’t easy. Although a CMS can be customized to encourage construcvists pedagogy such added “features” come at additional costs and make a heavy program even heavier” (Lane, 2008, p.5). Therefore, a CMS or LMS can be a toolbox for instructors if they don’t fall into the trap of keeping it the same setup as every other class and following their pedagogy. Or is this still considered a trap?
	There are several different types of learning styles in every class, even in distance education. As the article named, Adaptivity in Learning Management Systems Focusing on Learning Styles stated, “learners have different needs and characteristics such as prior knowledge, motivation, cognitive traits, and learning styles.” (Graf, 2007, p. i). Graf also points out that research has been done and there have been tools that have been put to LMSs to help with every learning style that a student could have (Graf, 2007). This is a great tool for instructors to use to help reach learning styles and not fall into the traps of the template that an LMS could put on class.
	Research has been done to improve the technology that an LMS contains to detect different learning styles of students (Graf, 2005). Graf states in her article, “Moreover, a concept for extending LMSs by enabling them to automatically generate and present courses that fit the students’ learning style has been developed, implemented, and evaluated, using Moodle as a prototype.” (Graf, 2005, p. i) This seems to be a great future for LMSs and the direction to get out of the trap that some feel they usually hold.
	There are several articles on the potential of also doing more blended learning environments with LMSs in the future. The article named, Considering Implementation and Use in the Adoption of an LMS in Online and Blended Learning Environment states, “Many LMSs also have the means to hold and record synchronous meetings and the ability to download forum postings to read offline.” (Black, Beck, Dawson, Jinks & DiPietro, 2007, p. 35) Just this one example shows the future of what more LMSs can do. It also shows that this is a toolbox for teachers and what they can do for their classes are limitless.
	How an institution goes about adopting an LMS is what also dictates if instructors see it as a trap or a toolbox. As the article stated, “The adoption of a learning management system can effectively stall if it is not integrated into the current culture” (Black, Beck, Dawson, Jinks & DiPietro, 2007, p. 36). How the institution goes about adopting this new technology is how it will be viewed. This is “the other side” of LMSs that people do not think about. How an LMS is presented to faculty can dictate if they see this as a trap or if they see it as a tool that they can use going into the future with their course.
	When thinking of the future of LMSs there is a vital role they play in our educational setting today. Instructors are currently teaching in the “information age” where classes are moving in a new direction. As an article stated, “In an Information Age-appropriate paradigm of education, students will be allowed as much time as they need to achieve mastery and move on immediately upon demonstrating that mastery, requiring a customized pace and sequencing of instruction.” (Watson & Watson, 2007, p, 31). What better way to meet this “information age” that the article discusses than by using an LMS as the toolbox for it and bringing it into the future of the classroom. The article also stated, “In order for the learner process to be customized for each individual learner, technology will need to play a key role.” (Watson & Watson, 2007, p. 31). Another key point to remember as we look to the future with LMSs and using them as a toolbox, “Instruction will move to a more learner-centered approach as a teachers cease acting primarily as knowledge sources and instead become facilitators of the knowledge acquisition process by acing as guides, coaches, and motivators as students become more active in their learning process.” (Watson & Watson, 2007, p. 31) I have already witnessed this exact shift. I do feel that there is some point where the student still needs to be taught but students are so into teaching themselves and finding the answers themselves that LMSs will just be another tool for them.
	As stated above, we are now in an information age of students. These students find their own answers and like to learn on their own. Teachers are being moved to more of a facilitator and students should be taking more responsibility for their own learning. Therefore, another item that LMSs help with and is personal learning environments. This is yet another example of, what I feel, is another tool in the toolbox with LMSs. Personal learning environments make it possible for students to learn on their own time in their own way. It would be easy for an instructor to set up a self-paced class for a student to learn at their own pace and in their own way with an LMS an thus also making it a personal learning environment for that student. I have been in several classes where the modules and topics are open at the start for the entire class and I can go through the class as quick or on schedule as I would like. To me this has given me choice and it is made possible because of this technology that is a great tool. 
	There is also another side to the future of LMSs with the personal learning environments. One article states that, “students are to take ownership over their learning they must own the software that manages it; the software should not sit on a server controlled by an institution.” (Sclater, 2008, p. 4). The client group with personal learning environment argues that, “open source PLEs will emerge, as will vendor products, and that learners will be able to download the learning environment of their choice.” (Sclater, 2008, p. 4). One voiced their opinion stating, “that institutions should no longer try to provide e-learning facilities for their students and should instead tap into free resources on the internet.” (Sclater, 2008, p. 4). As a teacher myself, I find that would be hard for several of my students.
	In conclusion, “LMSs are powerful technology that have yet to reach their full potential and are important for the Information Age paradigm of education.” (Watson & Watson, 2007, p. 28). Since there is a great importance on them there also needs to be a better understanding of their true purpose. The true purpose isn’t to be a “trap” but a “toolbox” that can lead to great actions happening in an institution and classroom on into the future.
	
REFERENCES
Black, E., Beck, D., Dawson, K., Jinks, S., DiPietro, M. (2007). The other side of the LMS: Considering Implementation and Use in the Adoption of an LMS in Online and Blended Learning Environments. Tech Trends, Volume 51(Number 2). Pages 35-39. http://www.litteacher.com/StuffFromMac/Walden/Application/Considering%20implementation%20of%20an%20lms%20in%20blended%20environments.pdf

Graf, S.(2007). Adaptivity in Learning Management Systems Focussing on Learning Styles. Pages i-195. http://sgraf.athabascau.ca/publications/PhDthesis_SabineGraf.pdf

Lane, L. (2008). Toolbox or Trap? Course Management System and Pedagogy. Education Quarterly. Number 2 2008. Pages 4-6. https://er.educause.edu/-/media/files/article-downloads/eqm0820.pdf

Sclater, Niall. (2008). Web 2.0, Personal Learning Environments, and the Future of Learning Management Systems. Center for Applied Research, Volume 2008(Issue 13), Pages 1-13.

Simonson, M., Smaldino, S., and Zvacek, S. (2019). Teaching and Learning at a Distance. 7th Edition. Charlotte, North Carolina: Information Age Publishing, Inc.

Watson, W., Watson, S. (2007). What are Learning Management Systems, What are They Not, and What Should They Become. Tech Trends, Volume 51 (Number 2). Pages 28-34. http://cardinalscholar.bsu.edu/bitstream/handle/123456789/194513/Watson_Argument_Clarity_Techtrends_2007.pdf?sequence=1&isAllowed=y