Academic Summary

The Challenge of Online Learning as a Learning System

Goldin-Jones (2012) suggests that the design of most of the learning management system (LMS) has not really changed, remaining intact even though the Web environment has changed dramatically. He also states that notwithstanding the huge variety of new interactive, collaborative, and synchronous LMS, the instruction is led by a particular pedagogical approach. He observes that “The essential model is a closed, self-contained system using cognitive-behavioral learning, with emphasis on information presentation and measureable performance assessment” (p.4).   

Regarding technological models, Goldin-Jones (2012) highlights Moodle as the most outstanding LMS. He claims that it has many advantages, but the most important one is the fact that it is free of charge.

Furthermore, the author also argues that the fact that most LMS are very similar across disciplines is an advantage it can also have its drawbacks since “The static and controlled environment of an LMS is unlikely to either attract or stimulate such students” (Goldin-Jones, 2012, p.6).  According to the writer, students need to be informed in a bid to be technology literate. As regards this, Goldin-Jones (2012) asserts

That kind of knowledge is as important to language learners today as is meta-knowledge of how language and language learning work. They will need both the technology know-how and the awareness of their own language learning styles/aptitudes to function fully in a multicultural, multilingual world. (p. 6)

Goldin-Jones (2012) declares that in spite of popular belief, technology tools are not culturally neutral. However, most LMS are created taking into account students’ diversity. He declares “Universal design calls for consideration in all steps of development of the variety of users who might use the product” (p.7).

Lastly, Goldin-Jones (2012) mentions Dropbox and Google Docs as useful features of LMS for students to share files and write collaboratively. He points out this is a way of exposing the students to the tools and services that are available to build their knowledge so as to become a technology literate.  

Reference

Gowdin-Jones, R. (2012). Emerging technologies. Challenging hegemonies in online learning. Language Learning and Technology, 16(2), 4-13. Retrieved October, 2012, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=20168