learning - Academic Conferences Limited

Learning Management Versus Classroom Management in
Technology-Supported Blended Learning
Arno Louw
Centre for Technology Assisted Learning (CenTAL), University of
Johannesburg, South Africa
alouw@uj.ac.za
Abstract: The comprehensive University of Johannesburg (UJ), South Africa, had to adapt to a fast growing
student and academic community. Since 1998 a learning management system (LMS) has been introduced as to
broaden the physical boundaries of classrooms over four campuses, student residences and residential areas
(worldwide). The Centre for Technology Assisted Learning (CenTAL) was established to accommodate students,
teaching and research staff and empower them to keep up with current and future trends in technology-assisted
learning. Currently a blended learning approach, with direct face-to-face (F2F) contact with students, is followed
and driven by the “learning to be” philosophy of teaching and learning. F2F contact is supplemented with a
remote e-learning environment hosted in an LMS. Consequently, the implementation of technology in teaching
and learning became an adopted phenomenon and promised increased success in higher education. However,
changing curricula, staff turnover and increasing student numbers resulted in the efficacy of the LMS used, to be
questioned. Moreover, the actual learning experiences of students are often dismissed as a new paradigm and
statistical evidence leads to a contradiction about blended learning efficacy during annual course evaluations.
This occurrence often causes confusion when effective use of an LMS is discussed. Subsequently, this inception
forces the perception of key role players in two directions: managing virtual learning environments and managing
learning within an electronic learning environment. Ultimately, learning management as viewed by the
constructivist, and classroom management as viewed by the behaviourist, are aligned by presenting various
examples from an LMS for operational e-learning. Therefore, this paper points out the different perceptions of
lecturers towards the effective use of an LMS as remote component for blended learning at UJ. Emerging from
the above rationale, this paper points out traditional perceptions of lecturers towards e-learning and further poses
the question: Is learning management or classroom management the platform for effective blended learning
design? Findings and conclusions further addresses the consolidated data substantiated over a period of three
years in nine faculties during research in professional development of faculty members related to effective,
blended learning. The data and examples are presented as qualitative and, where more clarity is required,
substantiated by quantitative data. The actual examples presented, point out teaching practices where classroom
management was used as point of departure and then contrasted with examples where learning management
was used as a starting point. This paper further reveals e-learning environments where this dichotomy becomes
distinguishable but inseparable. An in-depth discussion extrapolates instructivist and constructivist approaches to
be extremes of a continuum whereby ideal balance becomes a superlative teaching application for both F2F and
online learning environments. In this case study this pedagogical paradigm escalates to an imperative for
implementing effective technology-supported blended learning at the University of Johannesburg.
Keywords: technology-assisted learning; e-learning environment; learning management system (LMS); learning
management; classroom management; technology-supported blended learning
1. Introduction
Blended learning at UJ mainly uses ICTs and specifically an LMS whereby on and off line activities
and participation encompasses the style of teaching. This approach is conducted from a policy on
teaching and learning strategies. The background to this is presented followed by a brief description
on the methodology followed. Thereafter, the perception of students, as the Y generation is described.
The discussion about the impact and considerations escalates into the perceptions of students and
lecturers. After the perceptions have been clarified, the context of classroom management and
learning management within blended learning is discussed. This is then followed by examples as part
of the findings and conclusions followed by a summary.
2. Background and the adopted philosophy
Recognising the change which enhances teaching and learning strategy, the University of
Johannesburg (UJ) has adapted a philosophy for teaching and learning. This philosophy has become
university policy and is circumscribed under Section 1 of the Principles of a Teaching and Learning
Strategy as follows: UJ recognizes the complexity and rapidly changing nature of the social, economic
and intellectual environment for which its students are being prepared. It is imperative, therefore, that
teaching and learning at UJ should transform from a primary concern with the transmission of
knowledge (learning about) to a primary concern with the practices of a knowledge domain (learning
to be). Therefore, in its teaching and learning activities and in the design of its modules and
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