Using learning management systems in business and economics studies in Hungarian higher education

• Published in: Education and information technologies 2016-07, Vol.21 (4), p.897-917
• Main Author: Nagy, Judit T
• Format: Article
• Language: English
• Subjects: Business Administration Education; College Faculty; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Correlation; Economic aspects; Education; Education, Higher; Educational Technology; Electronic Learning; Foreign Countries; Higher Education; Hungary; Information Systems Applications (incl.Internet); Instructional Materials; Learning management systems; Management Systems; Mathematics; Mathematics Instruction; Questionnaires; Teacher Attitudes; Teachers; Teaching; Teaching Methods; Undergraduate Students; Undergraduate Study; User Interfaces and Human Computer Interaction
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-014-9360-6

This paper explores all uses of LMS in teaching Business Mathematics in Hungarian undergraduate training from the point of view of the instructors. Since no similar survey had been carried out in Hungary earlier, the aim was to fill in this gap and to investigate which LMS systems are being used by the instructors, to what specific purposes and how intensively. The importance of this study is that it highlights the local correlations and shortcomings thus making the adoption of LMS systems in Business Mathematics more effective. The survey was carried out by using questionnaires compiled by the author (survey method). All the institutions of Business Mathematics were questioned, one instructor in each ( N  = 28), so the data survey was comprehensive. The results of the article show that the proportion of instructors using LMS systems in undergraduate Business Mathematics training is lower than might be expected from the literature. Correlations have been demonstrated (elements characteristic of the country) with which the phenomena can be explained. This study shows – consistent with other studies – that LMS was commonly used by instructors for text-based communication and for delivering text-based learning materials. Even special tools and activities supporting mathematics are used for such purposes in a small number of cases; solutions outside the scope of LMS are used in a larger proportion.