Open AccessNOT ALL OF LMS ARE EQUALLY USEFUL [FOR EDUCATION]
Author(s) -
Semen Levin
Publication year - 2021
Publication title -
nacionalʹnaâ associaciâ učënyh/nacionalʹnaâ associaciâ učenyh
Language(s) - English
Resource type - Journals
eISSN - 2782-2869
pISSN - 2413-5291
DOI - 10.31618/nas.2413-5291.2021.3.66.420
Subject(s) - learning management , context (archaeology) , transition (genetics) , function (biology) , section (typography) , work (physics) , computer science , knowledge management , mathematics education , e learning , distance education , open learning , educational technology , psychology , teaching method , engineering , cooperative learning , mechanical engineering , biochemistry , chemistry , evolutionary biology , biology , gene , operating system , paleontology
In the context of a massive transition to distance learning, learning management systems have become the primary tool for implementing the pedagogical function of universities. The study aims to identify the possibility of using the above systems as a full-fledged analogue of full-time education to implement pedagogical theories in the context of the transition to the learning paradigm. The work results exposed in concrete conclusions; in the discussion section, some recommendations given on the choice of learning management systems.