Submitted in partial fulfillment of the requirements
for the degree of Doctor of Philosophy
in Education Policy, Organization and Leadership
with a concentration in Learning Design and Leadership
in the Graduate College of the
University of Illinois at Urbana-Champaign, 2019
Over the past 20 years, Learning Management System (LMS) software has become a standard part of teaching practices in higher education institutions. These platforms were developed and sold with the promise of increasing student involvement, supporting teaching pedagogies, and enabling more distance learning programs. While instructors and administrators have embraced various platforms that they feel will serve them best, there is need of a better theoretical framework to compare them.