学习管理系统在自定进度学习中的应用：南非公共访问中心的案例
The Use of Learning Management Systems for Self-paced Learning: The Case at a South African Public Access Centre
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中文总结 AI 辅助
本研究以南非I-CAN公共访问中心为案例，通过访谈分析学习管理系统在自定进度学习中的应用，发现其兼具优势与挑战，提出需升级基础设施并采用以用户为中心的设计以优化应用。
中文摘要 AI 辅助
本研究以南非I-CAN中心为案例，调查学习管理系统（LMS）在南非公共访问中心（PAC）支持自定进度学习的应用情况。通过对38名学习者进行半结构化访谈并开展主题分析，研究探索了采用LMS的机遇与挑战。研究结果显示，PAC在推广信息通信技术（ICT）技能、促进数字包容方面发挥关键作用，为学习者提供灵活的学习资源获取途径并培养其能力。尽管LMS的使用提升了便利性，并支持混合学习成为首选方式，但持续存在的诸如连接性差、基础设施过时、课程说明不清晰等挑战限制了其有效性。这些研究结果强调，需升级基础设施并采用以用户为中心的设计，以优化LMS在社区学习环境中的应用。
英文摘要
This study investigates the use of a Learning Management System (LMS) to support self-paced learning at a South African Public Access Centre (PAC), using the I-CAN Centre as a case study. Through semi-structured interviews with thirty-eight learners and thematic analysis, the research explores opportunities and challenges associated with LMS adoption. Findings reveal that PACs play a critical role in promoting ICT skills and digital inclusion, offering learners flexible access to learning resources and fostering empowerment. While LMS use enhances convenience and supports blended learning as the preferred approach, persistent challenges, such as poor connectivity, outdated infrastructure, and unclear course instructions, limit its effectiveness. These findings highlight the need for infrastructural upgrades and user-centric design to optimise LMS implementation in community-based learning environments.
