Learning platforms: design, features, and applications

Learning Platforms

A Comparison of Learning Management Systems for Online Hosting of K-12 Learning Modules: Blackboard v. WebCT

In assessing the efficacy of two learning management systems -- such as Blackboard and WebCT -- commonly identified elements of consideration are authentication, scalability, tool, training, and the business and commercial products of the LMS (Boyd 2000). In the K-12 educational setting, ease of use must be added to this list, and indeed made paramount. Generally, Blackboard offers a wider degree of instructor control and student shaping of the course and individual experience and involvement with the LMS, respectively (Boyd 2000; Reed 2006).

This initially suggests that WebCT might actually be a more effective tool in the K-12 setting, as its greater rigidity in structure allows for a greater consistency of use by faculty members and students, aiding in the transfer of knowledge and reducing difficulties arising in learning how to manipulate and utilize the LMS (Reed 2006). Both products provide essentially the same capabilities; it is only in the specifics of the interface and the degree of scalability adjustments that can be made in each of the LMSs that the two differ significantly (Reed 2006).

Security is also a major concern in K-12 education, and WebCT's in-program email service will no doubt assuage many parental and administrative fears regarding the privacy of educational information (Reed 2006). The reliability of the software itself and the company behind it are also necessary considerations; as both are now owned by the dame company (Blackboard), both WebCT and Blackboard are likely to have solid support for years to come (Jaschik 2005).