learning - Academic Conferences Limited

Arno Louw
Occasionally other resourceful web sites can be visited as to allow for access to more resources.
Consultation times are setup so that all students are aware.
Teaching assistants and tutors become maintainers of the online component of certain courses.
(The young ones know how the system works…).
The LMS can be remotely accessed when necessary.
The evaluation of the online component of courses, proofs delivers ‘dump’ sites and the
functionality is largely underutilised.
This occurrence is observable with many lecturers although there are the few champion users who
use the integrated approach differently. However, I question the students’ involvement in the learning
process as commended by Orlando (2011). Thus far, I conclude that the stipulated occurrences tend
more towards classical classroom management and not the actual learning management expected
from an LMS in use. Herein lies the topic of this paper and I shall now refer to these concepts.
5. Classroom management versus learning management
Many authors describe the term Classroom management. Objective to being partial, classroom
management emphasises a manager in a classroom (in this paper referred to as the ‘lecturer’), who
mediates the process of implementing a curriculum as efficiently as possible. (Allyn & Bacon, 1986;
Moskowitz & Hayman, 1976; Berliner, 1988; Brophy & Good, 1986; Allen,1986; Gootman, 2008;
Pintrich & De Groot,1990).
On the other hand, it becomes a challenge to describe Learning management. However, bearing this
caveat in mind, the research followed a direction that greatly resembles the discussions of many
authors. Bart (2011) denotes Jacoby who recommends four steps towards designing and planning
critical reflection which adds to breadth and death to student learning. Furthermore, also bearing in
mind that learning should be designed as a blended approach interrelated between a F2F and online
ecology, I refer to chain the work of Bart (2011) and Shibley (2011). In this instance, Shibley (2011)
accurately explains that: “Blended learning combines the best elements of face-to-face classes and
online classes. Get proven strategies on how to create a blended course that improves the teaching
and learning experience.”
5.1 The confusion between classroom management and learning management
Lecturers and students are both exposed to the opportunities available for implementing successful
blended learning. To make a decision on which aspects are classroom management related and
which are learning management related is difficult at this stage although examples can be given as to
which is the most appropriate for each aspect. At UJ, the following list of contributing factors causes
confusion for distinguishing between classroom management and learning management when using
the LMS:
There is a general confusion about administration and housekeeping of certain courses;
Unexpected increases in student numbers;
Changing curricula;
Late student registration;
First generation students;
Freedom of choice from students;
Late organisational adjustments;
Large classes (600+ students);
Increased responsibility for both lecturer and students;
Getting class lists in time after registration;
More frequent assessments which results in shorter tests;
Student tracking capabilities;
Saving paper, and
Extended degree courses to give all students an equal opportunity.
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