Technology Update - Summer 2013
Learn LMS Update – the First Year
Drexel moved to a single learning management system (LMS) last June. Since we have been using Learn for a full year now, this Special Edition of IRT’s Tech Update will highlight some of the performance metrics. Drexel is using its LMS in new ways and at unprecedented levels. There were more than 17 million log-ins to Learn in our first full year of use. That figure represents an increase in adoption and usage of the system – by a factor of three – versus prior years.
As a longitudinal look, since 2004 enrollment in face-to-face sections has steadily declined with a corresponding rise in enrollments in both fully online and hybrid courses at Drexel. Face-to-face enrollments have diminished below the 80% level while, over time, enrollment in hybrid classes has gone from zero to 5-6% of all enrollments at the University – and fully online enrollments have now passed the 15% level.
When it comes to Learn usage, per se, the second chart highlights actual numbers of graduate and undergraduate course sections in which there is active Learn usage by professors and students. These columns represent the terms in the first full year of Learn usage. It is likely that this summer’s (and certainly this fall’s) numbers will eclipse even these record levels. Learn is now more feature-rich and connected; professors are taking advantage of particularly useful elements such as:
- Blogs and Journals
- CampusPack elements
- ConnectYard social spaces
- Enhanced Grade Center and Discussion Board tools
- Links to social media platforms like Facebook, Twitter, and Flickr
When viewing LMS activity on a percentage basis, one can see in this next chart that on a term-over-term basis more than half of all course sections have leveraged the Learn LMS.
This is significant because the dataset includes all sections regardless of what course they represent, the subject matter, the delivery method, how many students are enrolled, etc. If the course section exists in Banner, its characteristics are (a) in this dataset, (b) used in these global calculations, and (c) represented in these charts, i.e., no course sections are excluded.
Over many years, we have examined overall LMS impact – how many faculty are using the system and how many students are being touched by it. The numbers have reached unprecedented levels.
As you can see from this chart (right), at this time, 65-75% of all faculty teaching at the undergraduate level, on a term-over-term basis are, in fact, using Learn in their online, hybrid, or face-to-face courses. For faculty teaching graduate courses, the levels are even higher, i.e., in the 70-80% range.
When it comes to student experiences with the Learn LMS, we have long examined these questions: "How many students have been touched by this system?," and, "How much of the student learning experience has been impacted by faculty use of the LMS in their sections?" As you can see, the impact on students has been considerable, or, at the very least, the potential for significant impact is certainly there – because students are exposed to Learn features and functions in some way. Right now, over 80% of both undergraduate and graduate students are experiencing the power and capabilities of the LMS – because their professors are using Learn – an outstanding and powerful trend.