https://files.eric.ed.gov/fulltext/EJ1286531.pdf
Introduction:
History and Definition:
of LMS
Watson and Watson (2012) list computer-based instruction (CBI), computer-assisted instruction (CAI), and
computer-assisted learning (CAL), as general terms, to describe computer adoption throughout history. These
terms apply to computer application programs, teaching, and design preparation. The terms also refer to
monitoring, giving approval, and disseminating materials (see Appendix for the key terms and definitions).
An LMS has multiple online operations and behaves as a framework to capture numerous layers of progressive
learning (Jung & Huh, 2019; Kuosa et al., 2016; Oakes, 2002; Watson & Watson, 2012). An LMS behaves as a
platform to distribute and oversee pedagogical material (Watson & Watson, 2012). LMS functions include
promoting specially designed information for capturing learner progress in meeting expectations (Oakes, 2002;
Watson & Watson, 2012). An LMS platform cultivates an environment for engagement and learner
achievement, allowing learners to register for classes, track their grades, and check updates and course
announcements (Al-Fraihat et al., 2020; Oakes, 2002; Watson & Watson, 2012).
Watson and Watson (2012) recommend that as school districts integrate the use of an LMS, they should make
LMS use a functional requirement. They discuss LMS administrative management techniques, including
enabling profile features, guidelines for following the curriculum, guidelines for managing assignments,
discussion boards, resources for writing, and updates from the instructor. LMS users gain access to material and
information disseminated by the instructor in synchronous or asynchronous settings (Jung & Huh, 2019; Kuosa
et al., 2016; Watson & Watson, 2012).
An LMS provides users with a productive learning environment to assimilate multiple components of systematic
applications (Jung & Huh, 2019; Watson & Watson, 2012). In an educational setting, computer users have
access to operations with non-traditional terms, and many computer users in education could have access to
applications with non-traditional terms and confusing acronyms to understand (Kuosa et al. 2016; Watson &
Watson, 2012). Thus, users may not understand which interpretations are suitable to use; it is fundamental to
differentiate an LMS from similar technologies (Watson & Watson, 2012