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Acceptation of the LMS by the secondary school teacher

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This presentation is a translation of the original
Dutch version, as presented on the Surf
Onderwijsdagen conference, Utrecht (NL).

This research aims to understand the reasons behind the technology acceptation of learning management systems (LMS) by secondary school teachers and investigates the instructional use of the LMS.

More papers and presentations by Cindy De Smet can be found on Academia: http://hogent.academia.edu/CindyDeSmet

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Transcript of "Acceptation of the LMS by the secondary school teacher"

  1. 1. De Smet Cindy Acceptation of the LMS by the secondary school teacher
  2. 2. This presentation is a translation of the original Dutch version, as presented on the Surf Onderwijsdagen conference, Utrecht (NL). The research has recently been submitted as a conference proposal. Please do respect the proposed citations.
  3. 3. @drsme'y

  4. 4. www.slideshare.net/sme/y

  5. 5. 5 This
work
is
licensed
 under
a
Crea6ve
 Commons

 A/ribu5on‐ NonCommercial‐ ShareAlike
 2.0
Belgium
License.

  6. 6. About •  Lecturer
media,

 Ghent
University
College,

 Faculty
of
Teacher
Training
 •  Ph.D.‐student,
 Department
of
Educa6on,

 Ghent
University
 •  The
Research
Fund
of
University
College
 Ghent
financially
supports
this
research.

  7. 7. My research •  Study
1
aims
to
understand
the
 reasons
behind
the
technology
 accepta6on
of
learning
management
 systems
(LMS)
by
secondary
school
 teachers
and
inves6gates
the
 instruc6onal
use
of
the
LMS.

 •  Study
2
inves6gates
the
learning
 outcomes
of
learning
paths.

  8. 8. LMS

 The
Ugly
Duckling?

  9. 9. Source:
Delta
ini6a6ve


  10. 10. Survey
Research
 What
the
teacher
declares

  11. 11. Survey
data
 •  Flemish
secondary
school
teachers.
 •  LMS
(in
this
research):
soUware
used
by
the
learning
 ins6tu6on.
 •  57,3%
of
the
respondents
were
female,
which
is
 close
to
the
percentage
(61,5%)
of
the
global
 popula6on.
 •  Teacher
age
range
varied
from
22
to
61
years,
with
 an
average
age
of
40.
 •  Teacher
experience
ranged
from
1
to
42
years,
with
 an
average
of
15.

  12. 12. n
=
376

  13. 13. Please cite as De Smet, C., & Schellens, T. (2009). ELO’s in het Vlaams secundair onderwijs: nieuw of alweer achterhaald. Advies & Educatie, 26, 12–14.
  14. 14. LMS
market

 in
Flanders

  15. 15. Secondary
educa6on
 1)  Survey
2009
 2)  The
educa6onal
network
mostly
determines
the
LMS
used

 72%
 10%
 4%
 14%
 Smartschool
 Other
(Moodle,
 Dokeos)
 None
 elo‐V
 (Blackboard)

  16. 16. University
 1)  Data
based
on
the
official
student
numbers
(2009).
 2)  The
LMS
used
is
determined
by
the
6
Flemish
 associa6ons
between
universi6es
and
university
 colleges
 3) 
Most
LMS
are
“Branded”

  17. 17. University
Colleges

  18. 18. Outside
the
LMS
 Secondary
educa6on:
 •  69%
uses
learning
objects
found
on
the
 internet
or
specialized
content
sites:
(using
 KlasCement.net,
Google.com…)
 •  52%
uses
soUware
and
applica6ons
outside
the
 the
LMS
(wikispaces.com,
blogsoUware,
Google
 documents,
Facebook,
Netlog….)

  19. 19. The
Flemish
teacher

  20. 20. LMS
experience
 No
experience
 19%
 1
year
 10%
 2
years
 24%
 3
years
 22%
 4
years
 20%
 5
years
or
more
 15%

  21. 21. 19%

  22. 22. 15%

  23. 23. Blackboard:
1997
 Moodle:
1999

  24. 24. Self‐reported
skills
 Sufficient
technical
skills:
69%
 Insufficient
technical
skills:
14%
 Insufficient
didac6c
skills:
47%

  25. 25. Policies
 
57%
doesn’t
know
where
to
find
 addi6onal
training
 
79%
of
the
teachers
doesn’t
know
 about
the
existence
of
any
policy
 concerning
the
use
of
the
LMS
at
 school
level

  26. 26. Teacher
LMS
sa6sfac6on
 Sa6sfied:
45%
 Unsa6sfied:
20%
 No
opinion:
35%

  27. 27. Conclusions:
 – The
LMS
is
not
a
new
technology,
but
the
teacher
 LMS
experience
stays
low.
 – Almost
all
schools
have
an
LMS
at
their
disposal,
 but
s6ll
19%
of
the
teachers
doesn’t
use
it.
 – The
teacher
believes
his
technical
skills
are
 adequate,
but
he
doesn’t
know
how
to
use
the
 LMS
for
didac6c
purposes.
 – The
teacher
is
not
aware
of
exis6ng
training
 opportuni6es.
 – Schools
lack
an
LMS‐policy.

  28. 28. Instruc6onal
LMS
use

  29. 29. Survey
research
 The
teacher…
declared

  30. 30. n
=
505

  31. 31. Please cite as: De Smet, C., Bourgonjon, J., De Wever, B., Schellens, T. & Valcke, M. (2010). “Acceptation of the LMS by the secondary school teacher”. Surf onderwijsdagen 2010. Utrecht, Netherlands. 10 Oct. 2010.
  32. 32. 
Perceived
Ease
 
of
Use
(PEOU)
 Perceived
Usefulness
 (PU)
 Use
 Technology
Acceptance
Model
(TAM)1
 1)  Beliefs
 2)  Self‐reported
use
 3)  Predicts
40%
of
a
systems’
use

  33. 33. 
Perceived
Ease
 
of
Use
 Perceived
 Usefulness
 Use
 TAM:
3
examples
 1)  Secondary school teachers 2 2)  Students (higher education) 3 3)  Engineers (company) 4
  34. 34. Perceived
Usefulness
 Use
 More
experience

  35. 35. 
Perceived
Ease
 
of
Use
 Perceived
Usefulness
 Use
 Important
others
 Important
others
 (subjec6ve
norm)2

  36. 36. 
Perceived
Ease
 
of
Use
 Perceived
Usefulness
 Use
 ICT
support
 Important
others

 ICT
 support
2

  37. 37. http://www.flickr.com/photos/alancleaver/2381170336 by Alan Cleaver
  38. 38. Opera6onaliza6on
of
instruc6onal
use
into
two
different
 constructs:
Administra6ve
use
and
Interac6ve
use
2
 A/I
 %
 Document
publishing

 A
 82%
 Sending
announcements

 A
 75%
 Upload
or
publish
excercises

 A
 51%
 Receive
assignments

 A
 51%
 Assessment
modules

 I
 18%
 Chat
 I
 9%
 Learning
path
 I
 27%
 Forum
 I
 27%
 Wiki
 I
 25%
 n=505,
A=
administra6ve,
I
=
interac6ve;
n
=
292,
experience
≥
1
(%)

  39. 39. 
Perceived
Ease
 
of
Use
 A
 I
 Research
outcomes
2
 
Perceived
 Usefulness


  40. 40. Observa6ons2
 A
 I
 TAM
(%)
 35%
 15%
 TAM
 PEOU
(1),
PU
(2)
 PU
 Innova6veness
 Indirect
 Direct
 ICT
support
 Indirect
 Direct

  41. 41. Conclusions
 •  Perceived
ease
of
use
is
the
most
important
 factor
(in
this
research)
to
predict
the
 instruc6onal
use
of
the
LMS.
 •  As
soon
as
a
teacher
gets
more
advanced
in
using
 the
LMS,
perceived
usefulness
becomes
more
 important.
 •  This
suggests
that
when
a
teacher
wants
to
use
 an
LMS,
the
ease
of
use
of
the
system
will
be
the
 first
considera6on,
probably
followed
by
his
or
 her
percep6on
of
the
system’s
performance.

  42. 42. Conclusion
 •  Technical
support
is
important
for
every
LMS‐ user,
regardless
his
experience
level.

 •  Administra6ve
use
was
expected
to
be
a
 prerequisite
for
interac6ve
use
and
the
data
 confirms
this
assump6on.

  43. 43. Limita6ons
 •  Future
research
should
explore
other
variables
 that
may
have
an
effect
on
instruc6onal
use,
 as
the
current
models
explain
maximum
36%.
 •  This
research
did
not
include
soUware
or
 applica6ons
outside
the
ins6tu6on’s
LMS

  44. 44. http://www.flickr.com/photos/raggle/3163752268 by Rachel Carter
  45. 45. References
 Note
1
 Davis,
F.
D.
(1989).
Perceived
usefulness,
perceived
ease
of
use,
and
user
acceptance
of
 informa6on
technology.
MIS
Quarterly,
13,
319–340.
 Venkatesh,
V.,
Morris,
M.,
Davis,
G.,
&
Davis,
F.,‐
(2003).
User
acceptance
of
 informa6on
technology:
Toward
a
unified
view.
MIS
Quarterly,
27,
425–478.

 Note
2
 De
Smet,
C.,
Bourgonjon,
J.,
De
Wever,
B.,
Schellens,
T.
&
Valcke,
M.
(2010).
 “Accepta6on
of
the
LMS
by
the
secondary
school
teacher”.
Surf
onderwijsdagen
 2010.
Utrecht,
Nederland.
10
Oct.
2010.
 Note
3
 Sánchez,
R.
A.,
&
Hueros,
A.
D.
(2010).
Mo6va6onal
factors
that
influence
the
 acceptance
of
Moodle
using
TAM.
Computers
in
Human
Behavior,
26,
1632–1640.
 Note
4
 Ong,
C.‐S.,
Lai,
J.‐Y.,
&
Wang,
Y.‐S.
(2004).
Factors
affec6ng
engineers’
acceptance
of
 asynchronous
e‐learning
systems
in
high‐tech
companies.
Informa=on
&
 Management,
41,
795–804.

  46. 46. Contact •  My
profile
page
Ghent
University
 •  h'p://twi'er.com/drsme'y
 •  h'p://www.drsme'y.com/
 •  h'p://www.slideshare.net/sme'y

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