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