International Journal of
Information and Education Technology

Abstract

The advancement in ubiquitous computing has made the process of learning more accessible to many students, particularly those in geographically dispersed locations around the world. The recent introduction of Massive Open Online Courses (MOOCs) and other disruptive technologies into the eLearning landscape has also brought into question formerly held pedagogical notions and in many instances, heralded changes aligned with both student expectations and technological drivers. This transition has challenged not only teaching practices, but also the vehicle with which to deliver the learning content. The Learning Management System (LMS) has hitherto been a popular tool of use to deliver a range of, mostly static, learning artefacts in educational institutions, often as an “online” and “supplementary” medium to support face-to-face offerings. The LMS is now expected to align with emerging technological developments such as mobile computing and synchronous lecture engagement activities within the classroom environment. This paper explores the recent advancement of teaching practice and proposes methods by which the LMS can evolve to meet the needs and expectations of its users.