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In: E-learn 2006: world conference on e-learning in corporate government, healthcare and higher education, 13-17 Oct 2006, Honolulu, Hawaii.
Learning management systems are ubiquitous in higher education, bringing many benefits to both learners and teachers. However, they have a darker side. Structure influences behavior, with the large and slow moving influencing the small and fast moving more than vice versa. In this paper it is argued that the structural and systemic features of Learning Management Systems and their uses in higher education may lead to the domination of the teacher and the learner by the system designers, the managers and the institution, an educational Fordism which may not always be in the best interests of the learner. Suggestions are made as to ways this dominance may be subverted and turned to advantage
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