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The effect of learning management systems on student and faculty outcomes
Internet and Higher Education (2010)
  • Beth Rubin, DePaul University
  • Ron Fernandes, DePaul University
  • Maria Avgerinou, DePaul University
  • James Moore, DePaul University
This study examines the effects of interactive and learning structures enabled by different Learning Management Systems (LMS) on satisfaction and learner engagement in online courses. An LMS can support or hinder active engagement, meaningful connections between segments of the course, easy communication, and formative feedback by making it easier or more difficult for faculty to communicate course requirements, provide open-ended feedback, and place course elements that are used together contiguous to one another. This study compares sections of the same course, offered by the same instructors using the same course materials in at least two different LMSs. It examines whether the LMS in which the course is taught affects faculty and student communication behaviors, satisfaction, and social presence, teaching presence and cognitive presence as measured by the Community of Inquiry (COI) survey. Approximately twelve courses, taught in four different schools at DePaul University, will be studied.
  • Learning Managemetn System,
  • Community of Inquiry,
  • Blackboard,
  • Desire2Learn,
  • Communication,
  • Formative feedback,
  • Course layout
Publication Date
January, 2010
Citation Information
Beth Rubin, Ron Fernandes, Maria Avgerinou and James Moore. "The effect of learning management systems on student and faculty outcomes" Internet and Higher Education Vol. 13 Iss. 1-2 (2010)
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