Academic and student use of a learning management system: Implications for quality


  • Debbi Weaver Swinburne University of Technology
  • Christine Spratt Monash University
  • Chenicheri Sid Nair Monash University



Many higher education institutions have implemented a learning management system (LMS) to manage online learning and teaching, with varying levels of support provided to staff and students, but often there is little subsequent investigation into the quality of the online sites or the use made of the support structures provided. This paper presents findings from an institutional survey investigating the use of WebCTby academic staff and students in their learning and teaching at a large Australian university. It was expected that student feedback would relate to technical and infrastructure issues, but instead, the survey elicited responses primarily on how WebCT was used in teaching and learning, indicating that quality control is a major issue for the University. Student opinions appear to reflect more the use of the technology made by teaching staff - students who have experienced a well-designed unit rich with resources, timely feedback and good interaction with staff reported a positive experience with the technology. Staff responses are more focused on the technical and administrative aspects of using WebCT rather than teaching issues. The findings in this paper have implications for quality teaching and learning with technology, and the way in which tertiary institutions support academic staff.


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How to Cite

Weaver, D., Spratt, C., & Nair, C. S. (2008). Academic and student use of a learning management system: Implications for quality. Australasian Journal of Educational Technology, 24(1).