Learning Management Systems (LMS) used in Southern Europe

Dias, Ana; Dias, Paulo; Pimenta, Pedro

http://hdl.handle.net/10400.2/16556

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Authors

Dias, Ana

Dias, Paulo

Pimenta, Pedro

Abstract(s)

This part of the study refers to Southern Europe. Research and interviews were applied to a number of institutions, experienced in e-Learning and using Learning Management Systems (LMS) to support their e-courses provisions and eLearning structures. A total of 21 interviews were carried out all over the concerned countries Portugal, Spain, Italy, France and Greece. A Southern Europe overview puts in evidence the regions figures in terms of Internet users. In fact 17,5% of Southern European population uses Internet, much less then the 50% of Internet users in the Nordic Countries, the 33% in Northwestern Europe, the 30% in Germany, 10% in Czech Republic (similar to Portugal and Greece). Interviews include 11 self developed LMSs and 5 commercially available LMSs. From the commercially available LMSs in use, 4 Institutions use Web CT (3 are Universities), 2 other Institutions use Blackboard, 2 other use Learning Space and one institution uses Docent and another institution uses Intralearn. There are a total of 561 online courses that are using the 16 LMS systems. Important is to note that 4 institutions have from 1 to 3 courses, 7 institutions have from 4 to 15 courses and only 10 have from 16 to 85 courses. These mean that 50% of the researched institutions have less then 15 courses online. There are a total of 470 online tutors and a total of 41296 only students. At present there is a tendency to organise and structure the e-Learning offer using a type of software somewhere classified has Learning Management System. Those systems are dedicated to some issues of the learning process, but in almost all the cases (commercially available systems or self developed) the systems are not able to perform all the activities the institutions need. Administration aspects, integration with existing software and content management are some of the issues not well treated by most part of the LMS studied. Language is a main issue in Southern Europe and LMSs not translated to Countries languages can be easily unsuccessful. The research also led us to observe that most part of the e-Learning managers assume a position of experimentation and initiation on the e-Learning process (50% of the researched institutions have less then 15 courses online). An overall evaluation allows us to observe that the commercially available platforms can be very practical to start with but they have problems with linguistic issues, as well as with assessment tools adequacy to target groups and pricing. Own developed systems are simpler and directly related to the target groups; they surpass the linguistic problems of the commercially available platforms and are constantly updated, being able to improve their features according to trainers, trainees and administration evolution. Besides the linguistic advantage national marketing strategies together with competitive pricing contribute to the great use of those own developed LMSs. Another important issue is the Universities e-Learning managers concern with the University policy and strategies for this field. Apparently Southern European Universities are note dedicating enough importance and attention to this subject.