Presentation ICHE 2012, Paris

1. ICHE 2012 : International Conference on Higher Education
INNOVATION, E-LEARNING AND HIGHER EDUCATION:
AN EXAMPLE OF A UNIVERSITY’ LMS ADOPTION
PROCESS
Ana Mafalda Gonçalves
Neuza Pedro
Institute of Education of the University of Lisbon
Paris, France, June 2012

2. UNIVERSITY OF LISBON S E-LEARNING PROGRAM
Publicizing and
dissemination
Support
Staff training systems
development
Monitoring
and evaluation
activities
Learning management system (LMS)

3. Innovation Diffusion Theory (Rogers)
5 stages:
1) Knowledge
2) Persuasion
3) Decision
4) Implementation
5) Confirmation

4. Objectives:
• The evolutional process of growth through 3 academic years:
2008/09, 2009/10 and 2010/11 in Moodle:
• Number of users (faculties + students)
• Number of courses
• Number of courses by scientific areas
• The intensity of use, in a global perspective and in each
scientific area.

5. NUMBER OF USERS REGISTERED IN MOODLE
Academic Year Faculties Students
2008/2009 73 1044
2009/2010 282 3893
2010/2011 794 7999
% of Moodle users (considering UL total numbers)
2008/2009 4% 5%
2009/2010 15% 17%
2010/2011 39% 34%
The platform of the UL grew (2008/09 – 2009/10)
In first year of e-learning program (2010-11)

6. NUMBER OF LMS COURSES BY ACADEMIC YEAR
292% growth in two first academic years
149% growth in the first year of E-learning program

7. SCIENTIFIC AREAS GROWTH

8. INTENSITY OF USE
No activity – course exists, but no actions were developed in it.
Moderate activity – courses provide resources for consultation.
Considerable activity – course provides resources for consultation and also interactive activities
(eg. discussion foruns, wikis, assessment submission, quizzes).

9. INTENSITY OF USE – 2010/11

10. CONCLUSION
• The results clearly adjust to Rogers’ distribution.
Rogers’ theory helps understand and estimate the level of
acceptance that can be expected in different moments in time.
• The adoption of LMS in teaching practices is growing but the
percentage of courses with considerable level of activity
didn’t increased.
• Most part of courses presented moderate levels of activity =
faculties are using Moodle mostly to provide access to digital
resources, not taking advantage of interactive activities.

11. CONCLUSION
• Different scientific areas = different levels of involvement
• A way to promote the diffusion of an innovation is to positively
affect leaders opinions and to take advantage of their
positive effect of having leaders as allies.
• Most faculties are now in the decision stage = new efforts
are needed to promote the transition of this innovation from
a cognitive level to a behaviour level.

12. ICHE 2012 : International Conference on Higher Education
THANK YOU
Ana Mafalda Gonçalves (ana.goncalves@campus.ul.pt)
Neuza Pedro (nspedro@ie.ul.pt)
Institute of Education of the University of Lisbon
Paris, France, June 2012