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Learning Management System Adoption by Academics: A Perspective Following the Forced Lockdown of NZ Universities due to COVID-19 in 2020

Brown, S; Murphy, L; Hammond, K
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http://hdl.handle.net/10292/14977
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Abstract
An academic’s adoption of online learning during the 2020 lockdown required new levels of engagement with the learning management system (LMS). In this position piece, we suggest that academics are pivotal to online course development, and they should determine alternative means of instruction and assessment during any transition to online learning. We present two models of an academic’s interactions with the LMS and propose that the academic’s engagement with the LMS, and their willingness to be in partnership with experts in e-learning, should remain central to their university’s strategic development. The 2020 lockdown presented both challenges and opportunities to academics regarding their engagement with the LMS and online teaching—we suggest that the role of the academic is critical for successful implementation of the post-pandemic online ambitions of New Zealand universities.
Keywords
Online learning; e-Learning; Flexible delivery
Date
2021
Source
Journal of Open, Flexible and Distance Learning, 25(2), pp. 55–65.
Item Type
Journal Article
Publisher
Flexible Learning Association of New Zealand (FLANZ)
Publisher's Version
https://www.jofdl.nz/index.php/JOFDL/article/view/477
Rights Statement
Copyright (c) 2021 Stephen Brown. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

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