the Internet. In the SaaS model, uptime and security-related
issues are the responsibility of the LMS vendor. However, if
you are hosting LMS software, you have full control of LMS
software and the server. You are also responsible for the
uptime and security-related issues of the LMS server.
3.7 Key Features of Learning Management
Systems
LMSs offer ways to organize and manage learning and
teaching resources for learners and educators. Although
‘higher level’ features (such as lesson activity module, Wiki
activities, Blackboard collaboration, Blackboard Instructors,
and Blackboard Apps for students) are available in many
LMSs, the researcher compiled the most standard features
used by most of the instructors (Jill, 2016; “LMS Software:
Key Features,” 2016; Woods, Baker, & Hopper, 2004).
The features used by most of the instructors include:
• Instructional Features: Instructional features of LMS
include course creation, implementation, assignments,
Gradebook, assessments, tests, and management of
courses.
• Content Management Features: Instructors can manage
and update all of their teaching material such as files,
slides, PDFs, audio files, videos, images, and much more
to a centralized location.
• User Management Features: User accounts and groups
of users can be imported or exported into the LMS. User
management includes creating and managing user
accounts, importing and exporting user and group
accounts, and maintaining user-profiles and password
issues.
• Interactive Features: Interactive features of LMS consist
of a discussion board, chat room, messaging, mutual
uploading or downloading of files, digital drop boxes, and
transfer of files between LMS and other application
software (e.g. Microsoft Excel and Microsoft Word).
Synchronous communication is one of the most important
features of the LMS which is a real-time virtual classroom
with an interactive whiteboard, application sharing,
two-way communication, and file transferring. Discussion
on LMS is another feature for posting questions and
answers from the users on a discussion board. Similarly,
instant messaging is sending and receiving text messages
to other users and trainers of the LMS.
• Visual Features: Visual features of LMS deal with the
visual appearance of the entire LMS platform. Visual
features include graphic interfaces, colors, shapes of
buttons, font types, font sizes, and linking of all elements
with each other.
3.8 Summary
The use of LMS in teaching and learning has witnessed
exponential growth because the Internet and smart devices
have changed the millennial learners. This chapter also
includes a description of various types of LMS and their
functions used in education. A study and comparison of
important features of LMS and the market of LMS are also
carried out.
References
Alghamdi, S. R. (2016). Use and attitude towards Learning Management Systems (LMS) in Saudi Arabian universities. Eurasia
Journal of Mathematics, Science & Technology Education, 12(9),
2309–2330. https://doi.org/10.12973/eurasia.2016.1281a.
Alharbi, S., & Drew, S. (2014). Using the technology acceptance model
in understanding academics’ behavioural intention to use learning
management systems. International Journal of Advanced Computer
Science and Applications, 5, 143–155.
Antonenko, P. D., Derakhshan, N., & Mendez, J. P. (2013). Pedagogy
2 go: Student and faculty perspectives on the features of mobile
learning management systems. International Journal of Mobile
Learning and Organisation, 7(3–4), 197–209. https://doi.org/10.
1504/IJMLO.2013.057161.
Avgeriou, P., Papasalouros, A., Retalis, S., & Skordalakis, M. (2003).
Towards a pattern language for learning management systems.
Educational Technology & Society, 6(2), 11–24.
Balkovich, E., Lerman, S., & Parmelee, R. P. (1985). Computing in
higher education: The Athena experience. Communications of the
ACM, 28(11), 1214–1224.
Bogarín, A., Cerezo, R., & Romero, C. (2018). Discovering learning
processes using Inductive Miner: A case study with Learning
Management Systems (LMSs). Psicothema, 30(3), 322–329. https://
doi.org/10.7334/psicothema2018.116.
Chu, L. F., Erlendson, M. J., Sun, J. S., Clemenson, A. M., Martin, P.,
& Eng, R. L. (2012). Information technology and its role in
anaesthesia training and continuing medical education. Best Practice & Research. Clinical Anaesthesiology, 26(1), 33–53. https://
doi.org/10.1016/j.bpa.2012.02.002.
Desire2Learn Campus Life. (2011). Desire2Learn announces release of
latest mobile platform—Desire2Learn campus life. Retrieved from
https://www.d2l.com/newsroom/releases/desire2learn-announcesrelease-of-latest-mobile-platform-desire2learn-campus-life/.
Gautreau, C. (2011). Motivational factors affecting the integration of a
learning management system by faculty. The Journal of Educators
Online, 8(1).
Gilhooly, K. (2001). Making e-learning effective: Industry trend or
event. Computerworld, 35(29), 52–53.
Jafari, A., McGee, P., & Carmean, C. (2006). Managing courses
defining learning: What faculty, students, and administrators want.
Educause Review, 4(4), 50–51.
Jill, W. (2016). The 10 Must-Have LMS Features. https://www.
skillbuilderlms.com/10-must-have-lms-features/.
Jordan, M. M., & Duckett, N. D. (2018). Universities confront ‘Tech
disruption’: Perceptions of student engagement online using two
learning management systems universities confront ‘Tech disruption’: Perceptions of student. 10(1).
Lang, L., & Pirani, J. A. (2014). The learning management system
evolution learning management systems: Now and beyond. In
16
3 Learning Management Systems
issues are the responsibility of the LMS vendor. However, if
you are hosting LMS software, you have full control of LMS
software and the server. You are also responsible for the
uptime and security-related issues of the LMS server.
3.7 Key Features of Learning Management
Systems
LMSs offer ways to organize and manage learning and
teaching resources for learners and educators. Although
‘higher level’ features (such as lesson activity module, Wiki
activities, Blackboard collaboration, Blackboard Instructors,
and Blackboard Apps for students) are available in many
LMSs, the researcher compiled the most standard features
used by most of the instructors (Jill, 2016; “LMS Software:
Key Features,” 2016; Woods, Baker, & Hopper, 2004).
The features used by most of the instructors include:
• Instructional Features: Instructional features of LMS
include course creation, implementation, assignments,
Gradebook, assessments, tests, and management of
courses.
• Content Management Features: Instructors can manage
and update all of their teaching material such as files,
slides, PDFs, audio files, videos, images, and much more
to a centralized location.
• User Management Features: User accounts and groups
of users can be imported or exported into the LMS. User
management includes creating and managing user
accounts, importing and exporting user and group
accounts, and maintaining user-profiles and password
issues.
• Interactive Features: Interactive features of LMS consist
of a discussion board, chat room, messaging, mutual
uploading or downloading of files, digital drop boxes, and
transfer of files between LMS and other application
software (e.g. Microsoft Excel and Microsoft Word).
Synchronous communication is one of the most important
features of the LMS which is a real-time virtual classroom
with an interactive whiteboard, application sharing,
two-way communication, and file transferring. Discussion
on LMS is another feature for posting questions and
answers from the users on a discussion board. Similarly,
instant messaging is sending and receiving text messages
to other users and trainers of the LMS.
• Visual Features: Visual features of LMS deal with the
visual appearance of the entire LMS platform. Visual
features include graphic interfaces, colors, shapes of
buttons, font types, font sizes, and linking of all elements
with each other.
3.8 Summary
The use of LMS in teaching and learning has witnessed
exponential growth because the Internet and smart devices
have changed the millennial learners. This chapter also
includes a description of various types of LMS and their
functions used in education. A study and comparison of
important features of LMS and the market of LMS are also
carried out.
References
Alghamdi, S. R. (2016). Use and attitude towards Learning Management Systems (LMS) in Saudi Arabian universities. Eurasia
Journal of Mathematics, Science & Technology Education, 12(9),
2309–2330. https://doi.org/10.12973/eurasia.2016.1281a.
Alharbi, S., & Drew, S. (2014). Using the technology acceptance model
in understanding academics’ behavioural intention to use learning
management systems. International Journal of Advanced Computer
Science and Applications, 5, 143–155.
Antonenko, P. D., Derakhshan, N., & Mendez, J. P. (2013). Pedagogy
2 go: Student and faculty perspectives on the features of mobile
learning management systems. International Journal of Mobile
Learning and Organisation, 7(3–4), 197–209. https://doi.org/10.
1504/IJMLO.2013.057161.
Avgeriou, P., Papasalouros, A., Retalis, S., & Skordalakis, M. (2003).
Towards a pattern language for learning management systems.
Educational Technology & Society, 6(2), 11–24.
Balkovich, E., Lerman, S., & Parmelee, R. P. (1985). Computing in
higher education: The Athena experience. Communications of the
ACM, 28(11), 1214–1224.
Bogarín, A., Cerezo, R., & Romero, C. (2018). Discovering learning
processes using Inductive Miner: A case study with Learning
Management Systems (LMSs). Psicothema, 30(3), 322–329. https://
doi.org/10.7334/psicothema2018.116.
Chu, L. F., Erlendson, M. J., Sun, J. S., Clemenson, A. M., Martin, P.,
& Eng, R. L. (2012). Information technology and its role in
anaesthesia training and continuing medical education. Best Practice & Research. Clinical Anaesthesiology, 26(1), 33–53. https://
doi.org/10.1016/j.bpa.2012.02.002.
Desire2Learn Campus Life. (2011). Desire2Learn announces release of
latest mobile platform—Desire2Learn campus life. Retrieved from
https://www.d2l.com/newsroom/releases/desire2learn-announcesrelease-of-latest-mobile-platform-desire2learn-campus-life/.
Gautreau, C. (2011). Motivational factors affecting the integration of a
learning management system by faculty. The Journal of Educators
Online, 8(1).
Gilhooly, K. (2001). Making e-learning effective: Industry trend or
event. Computerworld, 35(29), 52–53.
Jafari, A., McGee, P., & Carmean, C. (2006). Managing courses
defining learning: What faculty, students, and administrators want.
Educause Review, 4(4), 50–51.
Jill, W. (2016). The 10 Must-Have LMS Features. https://www.
skillbuilderlms.com/10-must-have-lms-features/.
Jordan, M. M., & Duckett, N. D. (2018). Universities confront ‘Tech
disruption’: Perceptions of student engagement online using two
learning management systems universities confront ‘Tech disruption’: Perceptions of student. 10(1).
Lang, L., & Pirani, J. A. (2014). The learning management system
evolution learning management systems: Now and beyond. In
16
3 Learning Management Systems