—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.
—Learning management systems, disruptive
technology, evolution, mobile learning.
Ross Yates is with the University of Western Australia, Australia (e-mail:
Cite:Ross Yates, "Educational Technologies to Support New Directions in Teaching Practice," International Journal of Information and Education Technology vol. 3, no. 6, pp. 602-606, 2013.