Course Management Systems

Online Learning
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With ages nine to seventeen reportedly being the largest group of technology users (Gillard & Bailey, 2007), the premise of the American education system must switch modalities in order to best meet the needs of these primarily visual learners (2007). Web-based Course Management Systems (CMS) provides a platform for today’s digital learners to interact with content knowledge within their preferred learning style. “The result: Students gain time, more learning-pace flexibility, more engaging course material, and more individualized attention from teachers” (Young, Birtolo, & McElman, 2009). An effective and well-constructed example of a web-based CMS is Rcampus with features that include access to threaded discussions, embed content, grade book, rubrics and Eportfolios.

Reduction of instructional gaps occurs when students receive rigorous standard based instruction through differentiated instruction in a protected, supportive and risk free environment. Cavanaugh and Clark (2007) state:
Recent advances in K-12 online learning technology provide solutions to some of the most important perplexing issues in K-12 education today: teaching core literacy skills to young learners, teaching complex math and science skills at advanced levels, and teaching problem solving in authentic context.
Using CMS, systematic scaffolding for individual students occurs automatically based on real time performance feedback (2007). It eliminates time consuming tasks such as individualizing lesson planning and instruction and record keeping, enabling teachers to channel their attention toward building relationships with students. “In virtual schools, participants seek both deeper and stronger relationships, and they also value frequent and timely responses to questions (2007).

The 21st century workforce requires proficiency in digital communication, production, and collaboration. “[CMS]… reinvented the educational delivery system with the end use students in mind, using tools, content, and teaching strategies that help students develop critical thinking skills, build global awareness, and gain 21st century skills (Young, Birtolo, & McElman, 2009). The advantage to using CMS over traditional means happens when students are authentically and actively engaged in learning within their preferred learning style. “Strong academic, motivation, discipline, and course structure compatible with one’s learning style are conducive to success in K-12 online learning (2007). By providing students relevant context in which to demonstrate their knowledge, self-motivation becomes the driving force for success and achievement.

Successful transition into the 21st century workforce is imperative for students’ future success. It is our job as future producers to enable all students with the necessary skills set to be productive consumers, users, and producers of technology. CMS affords all teachers the ability to transcend instructional gaps and gift to students a learning experience to last a lifetime.

References

Cavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.

Gillard, S., & Bailey, D. (2007). Technology in the Classroom: Overcoming Obstacles, Reaping Rewards. International Journal of Learning, 14(1), 87-93. Retrieved from EBSCOhost.

Young, J., Birtolo, P., & McElman, R. (2009). Virtual Success. Learning & Leading with Technology, 36(5), 12-17. Retrieved from EBSCOhost.