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Good Teaching: Instructor and Student Perspectives  \nSystèmes de gestion de l'apprentissage et principes d'un bon enseignement: Perspectives de l’enseignant et de l’étudiant  \nAlyssa Lai, McMaster University  \nPhilip Savage, McMaster University  \nAbstract  \nThe blended learning environment in university courses integrates teaching technologies in traditional (i.e. non-technological) learning contexts, most evidently through the adoption of a Learning Management System (LMS) . Past studies on the use of LMSs have focused on the economic and technical challenges in LMS adoption (West et al., 2006; Morgan, 2003). Drawing from students' perceived value of an LMS, Kruger (2012) used a quantitative method to examine the link between an LMS and its impact on learning processes and performances. Yet, a minority of studies view LMSs from a theoretical lens, that is, to specifically explore how LMSs function as pedagogical tool to support teaching and learning. By referencing Chickering and Gamson’s (1987) Seven Principles of Good Practice in Undergraduate Education, this study will highlight areas in which LMS supports and/or hinders “good” teaching and learning. Instructors' and students' perceptions of LMS around these seven principles were examined through in-depth interviews and focus groups, consisting of fieldwork conducted with seven leading instructorsand three groups of undergraduate students. They broadly represent all faculties at McMaster University. Preliminary findings suggest that LMSs are particularly useful administratively but are perceived by students and instructors as a poor substitute to classroom teaching. Results further suggest students were most engaged in the learning process when instructors communicated their interests and passion in teaching through classroom environments that were then reflected in the on-line components of a university course.  \nRésumé  \nL’enseignement hybride dans les cours universitaires intègre des technologies d’enseignement en contextes d’apprentissage traditionnels (c’est- à-dire sans technologie), essentiellement par  \nl'adoption d'un système de gestion de l'apprentissage (SGA) . Des études antérieures sur  \nCJLT/RCAT Vol. 39(3)  \nl'utilisation des SGA ont examiné les défis économiques et techniques liés à l’adoption de SGA (West et al, 2006; Morgan, 2003) . S’appuyant sur la valeur subjective que les étudiants accordentau SGA, Kruger (2012) a utilisé une méthode quantitative pour examiner le lien entre un SGA et son impact sur les processus et les performances d'apprentissage. Seule une minorité d'études examinent les SGA dans une perspective théorique, c’est- à-dire explorent spécifiquement comment les SGA fonctionnent en tant qu’outil pédagogique facilitant l'enseignement et  \nl'apprentissage. En se fondant sur les sept principes d’une bonne pratique en enseignement de premier cycle de Chickering et de Gamson (1987), cette étude met en évidence les domaines dans lesquels un SGA favorise ou entrave le «bon» enseignement et l'apprentissage. Les impressions suscitées chez les instructeurs et les étudiants par le SGA quant à ces sept principesont été étudiées lors d’entretiens approfondis et de discussions de groupes témoins. Cette recherche de terrain a inclus des entretiens avec sept instructeurs éminents et trois groupesd’étudiants de premier cycle, représentatifs de l’ensemble des facultés de l'Université McMaster. Les résultats préliminaires suggèrent que les SGA sont particulièrement utiles d’un point de vue administratif, mais sont perçus, tant par les étudiants que par les enseignants, comme un piètre substitut à l'enseignement en classe. Les résultats suggèrent en outre que les étudiants étaient plus engagés dans le processus d'apprentissage lorsque les instructeurs communiquaient leursintérêts et leur passion pour l’enseignement lors des séances en classe, puis les reflétaient ","cbCairrxUExQzFdj","https://ap.wps.com/l/cbCairrxUExQzFdj","pdf",504617,21,"English","# Abstract\n# Introduction\n## Policy context for technology-enabled learning\n## Research questions on hybrid teaching and learning\n# Study focus and methodology\n## Chickering and Gamson’s Seven Principles\n## Data collection with instructors and students","[{\"question\":\"What research gap does the study address about LMS use?\",\"answer\":\"The study addresses the limited number of theoretical analyses that explain how LMS functions as a pedagogical tool supporting teaching and learning.\"},{\"question\":\"Which framework guides the evaluation of “good” teaching and learning?\",\"answer\":\"The study uses Chickering and Gamson’s Seven Principles of Good Practice in Undergraduate Education.\"},{\"question\":\"How did the study collect instructor and student perspectives on LMS?\",\"answer\":\"It used in-depth interviews and focus groups, involving seven leading instructors and three groups of undergraduate students across McMaster University faculties.\"}]","Learning Management Systems and Principles of Good Teaching - Instructor and Student Perspectives | PDF",1792085318,53]