LMS vs. LCMS vs. CMS vs. VLE
or E-learning vs. e+Learning

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    The primary objective of a learning management system (LMS) is to manage learners, keeping track of their progress and performance across all types of training activities. By contrast, a learning content management system manages content or learning objects that are served up to the right learner at the right time.

    LMS is a abbreviation used to describe software tools designed to manage user learning interventions. Learning Management Systems go far beyond conventional training records management and reporting. value-add for LMS is the extensive range of complementary functionality that they offer e.g. self-registration on instructor-led Training, Edu Workflow such as user notification, manager approval, waitlist management, the provision of on-line learning, on-line assessment, management of Continuous Professional Education, collaborative learning and training resource management are some of the additional dimensions to leading LMS Systems.

    A learning content management system is a multi-developer environment where developers can create, store, reuse, manage, and deliver learning content from a central object repository. An LCMS will generally have a majority of the characteristics on the following checklist. You can use this checklist to determine if a software application could be called a learning content management system. The primary differentiator to determine if a product is an LCMS is if it offers reusability of learning content and is generally constructed using a learning object model.

    Learning management systems (LMS) and learning content management systems (LCMS) really have two very different functions. It's unfortunate that both have such similar names and a shared acronym, which only serves to confuse e-learning buyers even more.

    Understanding the difference can be very confusing because most of the LCMS systems also have built-in LMS functionality. LCMS include LMS functionality as part of the system.

    Besides the embedded LMS functionality, there can also be significant overlap between LCMS and LMS capabilities and purpose. The following table is based on analyses of the both LMS and LCMS. While some products have functionality that crosses the boundaries, we found most systems generally focused on their own domain, as follows.

LCMS Common Characteristics Checklist

Based on a learning object model.

    Content is reusable across courses, curricula, or across the entire enterprise. Content is not tightly bound to a specific template and can be re-deployed in a variety of formats, such as e-learning, CD-ROM, print-based learning, Palm, EPSS, etc. Navigational controls are not hard coded at the content (or page) level. There is a complete separation of content and presentation logic. Content is stored in a central database repository.
Content can be represented as XML or is stored as XML. Content can be tagged for advanced searchability (both at the media level and the topic level). Pre-tests and post-tests can be automatically aggregated from test questions written for the primary instruction. In addition, the system can deliver the test and prescribe learning based on performance. The system manages the development process by providing some level of workflow tools to manage a multi-developer, team environment. Version controls and archiving capabilities to store previous versions of content. Advanced searching capabilities across all objects in the repository. Interoperability with third-party learning management systems. Includes a delivery engine for serving up content, automatically adapting to user or group profiles, adding navigation controls, collaboration tools, utilities, and look and feel (skins).

CMS is instructional tool

    The CMS became widely available in 1997, and its popularity and use have increased dramatically ever since. These software solutions have been widely marketed to and adopted by colleges and universities across the country. They have also been adopted by many publishers and e-learning companies that provide curriculum for the K-12 and corporate training markets. Given the increased adoption of the CMS as an instructional tool, it’s important to address how instructors are to make use of this technology. A review of extant literature shows that many articles have been written comparing the functionality of different systems (Hall 2003; Van de Pol 2001); how to incorporate this functionality into an existing course, however, rarely has been addressed.

    In this article, we will argue that university teachers approach the use of the CMS with a pre-existing “mental model” of how the technology should be used and that this mental model then constrains how the teachers use it, thereby using technology to reinforce traditional teaching styles. We will further dispute that there are at least two distinct mental models to account for these approaches, each with a different goal for how to use the CMS. According to the first mental model, CMS should be used to supplement a conventional course experience. According to the second model, the CMS could be used to organize a conventional course experience. We will contend that this subtle distinction between supplement and organize has dramatic consequences on how instructors use the technology. We will also argue that the organize model is a more effective model to adopt in order to improve student instruction.

CMS vs. LMS

    On the surface, the CMSs and LMSs seem similar. Both let you enroll participants in courses, communicate with learners, track performance, and launch learning materials. But the two were designed for very different uses. As a result, although one system may seem intriguing, if you use it for a purpose for which it was not originally designed, problems in applying the system may arise. To make sure that you choose the type of system that best meets your needs, this article compares CMSs and LMSs.

VLE, LMS, LSS ... Similar terms

    A VLE is a computer program that facilitates computerized learning or e-learning. Such e-learning systems are sometimes also called Learning Management System (LMS), Course Management System (CMS), Learning Content Management System (LCMS), Managed Learning Environment (MLE), Learning Support System (LSS) or Learning Platform (LP); it is education via computer-mediated communication (CMC) or Online Education.

    A more correct term may be a virtual environment for learning, rather than virtual learning environment. This removes any ambiguities and identifies that it is the environment which is virtual and not the learning.

    In the United States, CMS and LMS are the more common terms, however LMS is more frequently associated with software for managing corporate training programs rather than courses in traditional education institutions.

    In the United Kingdom and many European countries the terms VLE and MLE are favored, however it is important to realize that these are two very different things. A VLE can be considered a subsystem of an MLE, whereas MLE refers to the wider infrastructure of information systems in an organization that support and enable electronic learning on a wider scale. In fact a rather pedantic reading of the term MLE could be extended to encompass the physical environment in which learning takes place (i.e. a school). Also the use of VLE avoids confusion with the use of LMS to mean "Library Management System" (which is more commonly referred to as Integrated Library System, or ILS, in the United States).

    Becta, in the UK, have coined the term learning platform to cover both MLE and VLE as used in the schools sector. 'The term learning platform describes a broad range of ICT systems used to deliver and support learning. Through a learning platform, hardware, software and supporting services are brought together to enable more effective ways of working within and outside the classroom. At the heart of any learning platform is the concept of a personalized online learning space for the pupil. This space should offer teachers and pupils access to stored work, e-learning resources, communication and collaboration with peers, and the facility to track progress.' – DfES Making IT Personal leaflet, March 2006.

    Greenhead College is one notable user of the VLE system, where it is used extensively by both students and members of staff, and this was noted by Becta in an awards ceremony. Another user of VLE is Woodhouse College.

LCMS Common Characteristics Checklist

• Based on a learning object model.

• Content is reusable across courses, curricula, or across the entire enterprise.

• Content is not tightly bound to a specific template and can be re-deployed in a variety of formats, such as e-learning, CD-ROM, print-based learning, Palm, EPSS, etc.

• Navigational controls are not hard coded at the content (or page) level.

• There is a complete separation of content and presentation logic.

• Content is stored in a central database repository.

• Content can be represented as XML or is stored as XML.

• Content can be tagged for advanced searchability (both at the media level and the topic level).

• Pre-tests and post-tests can be automatically aggregated from test questions written for the primary instruction. In addition, the system can deliver the test and prescribe learning based on performance.

• The system manages the development process by providing some level of workflow tools to manage a multi-developer, team environment.

• Version controls and archiving capabilities to store previous versions of content.

• Advanced searching capabilities across all objects in the repository.

• Interoperability with third-party learning management systems.

• Includes a delivery engine for serving up content, automatically adapting to user or group profiles, adding navigation controls, collaboration tools, utilities, and look and feel (skins).

    Course management systems (CMSs) are online systems that were originally designed to support classroom learning in academic settings, such as universities and high schools.

LMS LCMS Primary target users Training managers, instructors, administrators Content developers, instructional designers, project managers Provides primary management of... Learners Learning content Management of classroom, instructor-led training Yes (but not always) No Performance reporting of training results Primary focus Secondary focus Learner collaboration Yes Yes Keeping learner profile data Yes No Sharing learner data with an ERP system Yes No Event scheduling Yes No Competency mapping - skill gap analysis Yes Yes (in some cases) Content creation capabilities No Yes Organizing reusable content No Yes Creation of test questions and test administration Yes Yes Dynamic pre-testing and adaptive learning No Yes Workflow tools to manage the content development process No Yes Delivery of content by providing navigational controls and learner interface No Yes

CMSs provide instructors with the ability to perform the following tasks:

•    Place course materials online. Most CMSs provide pre-programmed buttons for the course syllabus, course schedule, and course materials linked to specific lessons, such as copies of readings and PowerPoint slides from lectures.

•   Track student progress through assessment features, which enable instructors to give quizzes and tests online, and an online gradebook, where instructors can post student grades.

•   Discussion board, where instructors and students can discuss readings and continue class discussions between formal class sessions.

•   Other communications tools, which let instructors send announcements to classes and communicate individually with students

•   Lock box for students, where students can store class materials in a safe place—either a presentation to give later in class or backing up class assignments in a safe place.

•   Course statistics, which provide information on the use of the course site, including who used the course site and when.

 

Comparing CMSs and LMSs

    Because they were initially designed for different environments—CMSs for universities and other academic environments and LMSs for workplace learning environments—the two systems have several distinct differences.

 Differences among LMSs and CMSs

	Course Management Systems (CMS)	Learning Management Systems (LMS)
Support for ongoing classroom courses	ü
Enrollment		ü
Automatically generated confirmation notes		ü
Course catalog		ü
Skills management list		ü
Checks for prerequisites before allowing enrollment