The Integration of Learning Management Systems (LMS) on Blended Learning Courses:
An effective approach in teaching the Natural Sciences
Randolf L. Flores, MA
Department of Natural Sciences, Jose Rizal University
Mandaluyong City, Philippines
[email protected] Faculty of Education, University of the Philippines Open University
Los Banos, Laguna, Philippines
[email protected] ABSTRACT
The effectiveness of the Blended Learning approach is anchored on the power of the internet
using a Learning Management System (LMS), an educational platform which provides a wide-
ranging benefit to teachers and students. It allows teachers to plan, manage and be creative in
their respective lessons. In a very similar way, the platform provides students a personalized
learning experience suitable to their learning needs and styles. In the field of natural science
(particularly Chemistry, Physics, Life Science and Earth Science), the use of LMS has been
proven to be a significant force in achieving a good academic performance.
Keywords: Blended Learning, Learning Management System, Natural Science, Teaching
Methods, E-Learning, Educational Management
I. INTRODUCTION
The technological revolution is unstoppable. Every day, new discoveries are emerging
from different areas or fields of discipline. The continuous technological upgrades are now
becoming an essential part of every human affair, including education and learning. Today,
several educational institutions, including universities, are harnessing on the power of blended
learning in maximizing the students’ potential to acquire knowledge of the subject at hand.
Blended Learning, in its simplest definition, refers to the integration of the traditional
learning approach and the modern learning approach. In other words, it is a mixture of the face-
to-face classroom setting and the use of various modern technologies in facilitating the learning
process. The computer and the internet are two of the most widely used technologies in this
present time. Using these technologies, in the form of a Learning Management System (LMS), to
blend into the traditional delivery of courses provides a much wider horizon in terms of teaching
methodology and the availability of learning resources.
Learning Management Systems (LMS) are products of information technology where
teachers can organize and deliver their lessons through synchronous and asynchronous mode of
instructions (Oliveira et al., 2016). In technology education, the word synchronous means
teaching real-time in an online environment with live interaction from the students. Whereas,
asynchronous means recorded teaching or lessons where students can watch or learn on a later
time.
The use of Learning Management Systems on blended learning courses can provide
satisfaction to the different learning styles of the students. Visual and auditory learners can
acquire better understanding of a certain topic because the lessons are always published in LMS
in an easy to understand modules with pictures and videos. In addition, LMS also provides room
to develop critical and analytical thinking among students by means of an interactive forum
where they can express their own opinions and provide constructive criticisms against the
opinion of others, all at the same time. The similarity of the features of LMS to different social
media platforms, like facebook and twitter, makes it a lot appealing to the younger generations
where convenience and accessibility of materials matters most. Hence, LMS provides a much
more personalized learning experience to the students. Personalized Learning or individualized
instruction, by the way, is an approach where the mode and methodology in teaching are
customized to satisfy the learning needs of the students.
In the field of natural science, the use of LMS on blended learning is becoming a trend,
an emerging technology (Dziuban et al., 2018) which can provide the necessary help, not just for
students, but also for faculty members alike.
II. DISCUSSION
The scope of natural science is very broad. It seeks to understand various phenomena
found in the natural and physical world. It includes the study of physics, chemistry, life science
and earth science. Hence, teaching the subject to students is quite challenging and demanding. It
requires a lot of planning, management, and creativity in delivering the contents effectively to
the students.
The Benefits of LMS to Teachers
The integration of a Learning Management System (LMS) to the Blended Learning
approach allows teachers to plan a better learning strategy that will encourage a free-flowing
scheme of the learning process. Most LMS, like Canvas and Moodle, has functional and user-
friendly tools which allow teachers to upload the course curriculum, create a schedule for course
modules, initiate an interactive forum, give assignments, and, even, create a password-protected
examination. Moreover, teachers can also monitor students’ activities and, somehow, study
habits because most LMS provides a course analytics. In the course analytics, teachers have a
clear visibility in the way their students participate in the course and this includes the number of
pages viewed, the last log in date and time, the duration of log in, assignment submissions, how
many interactive forums were answered, examination scores, among others. In the learning
theory of cognitivism, these observable behaviors of students who uses LMS can provide an
insight on the extent of students’ learning. It gives teachers opportunity to identify the common
strengths and weaknesses among students which is an important consideration in creating a much
learner-centered pedagogy. The convenience offered by LMS to teachers can be considered
phenomenal. Phenomenal, in the sense that, teachers can free up a lot of desk work and can now
focus more in engaging the students during the face-to-face instruction part of the blended
learning approach.
The Benefits of LMS to Students
Since LMS is an internet-based educational platform, its benefits among the students are
very evident and easy to observe. The observable benefits can be categorized as follows:
flexibility, accessibility, user-friendliness, and personalized learning experience.
In terms of flexibility, LMS provides students with the option to study anywhere and
anytime. Some LMS also allow students to download the modules and other learning materials
so they can study offline, or even without an internet connection. In terms of accessibility, most
of the LMS available now are accessible, not only through a desktop computer, but also through
a smart phone. Most LMS today are compatible with all kinds of smart phones making it more
convenient for students to study. In terms of user-friendliness, LMS have easy-to-navigate tools.
The course, modules, and other activities are arranged in a very orderly manner. Furthermore,
most LMS have notification systems (similar to social media platforms) which alert students for
upcoming quizzes, assignment due, and other announcements related to the course. All these
benefits can be summarized into one: personalized learning experience.
The use of LMS in the Natural Sciences Subjects
The benefits of LMS transcend academic boundaries. It benefits, not just the liberal arts
courses, but also the natural sciences. In the field of chemistry, the use of LMS in blended
learning has been regarded as an important tool in improving the students’ problem solving and
practical skills in the laboratory, particularly in difficult-to-understand topics such as Gas Laws,
Chemical Reactions and the different Biomolecules – Carbohydrates, Proteins, Nucleic Acid and
Lipids (Hinampas et al., 2018). In the field of physics, the creation of virtual simulators in LMS
to teach and demonstrate the relativity of time has been proven to increase the academic
performance of students. It is a powerful technological tool which allow students to learn some
of the hard concepts in physics (Li and Tang, 2017). Surprisingly, LMS also provides an
effective approach in teaching anatomy as a life science subject among students specializing in
the health profession. The new technology offers a fresh methodology in explaining the beauty
and complexities of the human body prior the hands-on experience in an actual specimen. The
asynchronous lectures being uploaded in LMS extends a big help in making the learning
experience as flexible as possible (Colon and Perez, 2018). Moreover, it is also interesting to see
the infusion of digital storytelling or Video Blogs in LMS. Video blogs or Vlogs are becoming
popular nowadays, specifically among the younger generations. The use of such medium has a
strong appealing factor to the viewers because the contents are delivered in an environment
where the actors are natural and authentic. Digital Storytelling, in teaching Biology subjects, has
been proven to be an effective tool to encourage learning and increase the academic performance
of students (Karakoyun and Yapier, 2019).
III. CONCLUSION
The world is fast changing. The development of various technologies has aided mankind
in its quest towards a much better world. The application of these technologies in the field of
education has bear so much fruits in the recent years. One of the significant contributions of
technology in education is the development of Learning Management Systems (LMS) for
Blended Learning. The integration of LMS on Blended Learning provides a more convenient
teaching experience for the teachers and, at the same time, a more personalized learning
experience for the students. The use of LMS and its tools for lesson planning and management
allow teachers to free-up a huge chunk of their desk work and giving them more time to focus on
engaging students to the topic at hand. It also provides teachers the power to monitor their
students’ study habits and positively affects it. It is an established fact that aside from the student
factor that affects study habits, teacher and peer factors also have an important role to play in
encouraging and developing study habits among students. According to Yazdani and Godbole
(2014), teachers can improve the study habits of students by introducing “creative work; various
mental problems; solving games and exercises, while enforcing a spirit of competition.”
Furthermore, “teachers can involve students in collaborative learning activities which can be
implemented through the use of some e-learning facilities” (such as LMS), since “peers
encouragement has a positive correlation with effective study habits. Teachers should also use a
variety of teaching techniques and encourage students to participate in classroom activities and
help them become autonomous learners (Alrefaai et al., 2013).” In like manner, improved
academic efficiency and performance are observed in students who are exposed to LMS.
IV. BIBLIOGRAPHY
Burchett, S. (2016). Blended learning in chemistry laboratory courses: Enhancing learning
outcomes and aligning student needs with available resources. Doctoral Dissertations.
2469. https://scholarsmine.mst.edu/doctoral_dissertations/246
Colon, D. and Perez, G. (2018). Blended Learning: An Alternative for Undergraduate Anatomy
Teaching in Developing Countries. International Journal of Scientific and Technology
Research, Volume 7, Issue 3, pages 55 to 60.
Dziuban, C., Graham, C.R., Moskal, P.D. et al. (2018). Blended learning: the new normal and
emerging technologies. Int J Educ Technol High Educ 15, 3 (2018) doi:10.1186/s41239-
017-0087-5
Godbole, V. and Yazdani, K. (2014, September). Studying the role of habits and achievement
motivation in improving students’ academic performance. European Online Journal of
Natural and Social Sciences 2014, Vol.3 No.4, pp. 827-839.
Hinampas, R., et al. (2018, November). Blended Learning Approach: Effect On Students’
Academic Achievement And Practical Skills In Science Laboratories. International Journal
of Scientific and Technology Research, Volume 7, Issue 11, pages 63 to 69.
Li, L. and Tang, H. (2017). Teaching Physics with Blended Learning. Journal of Modern
Education Review, ISSN 2155-7993, USA, April 2017, Volume 7, No. 4, pp. 231–241.
Oliveira, P., et al. (2016). Learning Management Sysems (LMS) and E-Learning Management:
An Integrative Review and Research Agenda. JISTEM - Journal of Information Systems
and Technology Management, 13(2), 157-180. https://dx.doi.org/10.4301/S1807-
17752016000200001
Karakoyun, F. and Yapier, I. (2016). Use of Digital Storytelling in Biology Teaching. Universal
Journal of Educational Research, Volume 4, Issue 4, pages 895 to 903.
