Lifelong Learning and Systems: A post-Fordist Analysis
Learning/Course Management Systems (L/CMS) have become an instructional backbone for online instruction. Yet over the course of their inception as a management framework, our knowledge of learning theory had advanced tremendously, resulting in what the authors feel is an antiquated instructional system. This study analyzes five most used L/CMS in K-20 education within a post-Fordist framework that analyzes current capacities of systems to support current learning theory. Findings indicate that L/CMS are largely lacking in effective instructional functions.