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Towards Assessing Pedagogical Support in Learning Management Systems: Validation of a Multidimensional Scale
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, , Simon Fraser University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper presents a preliminary analysis of both quantitative and qualitative data collected as part of a larger study involving the development and validation of a scale designed to assess pedagogical utility in learning management systems (LMSs). The pedagogical utility of LMSs has been described as the perceived usefulness of the system to support the pedagogical goals of end users including learners, instructors, and designers of instruction. The validity of the scale is critical to the credibility of any research which uses this instrument. Scale development methodology requires various types of validation throughout the process in an effort to optimize the instrument’s construct validity. This initial analysis confirms the use of learning strategies associated with self-regulated learning as a valid theoretical model for the scale (content validity). Results also indicate that learning design issues affect the pedagogical utility of LMSs in terms of the perceived capabilities of the system and its actual use.

Citation

Bratt, S. & McCracken, J. (2008). Towards Assessing Pedagogical Support in Learning Management Systems: Validation of a Multidimensional Scale. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 3604-3611). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

Keywords

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Cited By

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    Sharon Bratt, Grant Macewan University, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1830–1839

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