Hoe gebruiken de leerkrachten hun ELO?       De Smet Cindy    Studiedag afstandsonderwijsHogent Campus Mercator – 22/12/2011
About• Lecturer media,  Ghent University College,  Faculty of Teacher Training• Ph.D.-student,  Department of Education,  ...
@drsmetty
LMS
Bron: Delta initiative
LMS Market Lifecycle CurveBron:Sage Road Solutions
Bron: Gartner, Hype Cycle for Higher Education 2008
LMS market in Flanders
Secondary education1)   Survey 20092)   The educational network mostly determines the LMS used
University55%    45%                            Dokeos/Chamilo                                      Blackboard            ...
University Colleges 73%       27%            Dokeos/Chamilo                      Blackboard
The Flemish teacherDe Smet, C., & Schellens, T. (2009). ELO’s in het Vlaamssecundair onderwijs: nieuw of alweer achterhaal...
LMS experienceNo experience         19%1 year                10%2 years               24%3 years               22%4 years ...
Blackboard: 1997Moodle: 1999
Outside the LMSSecondary education:• 69% uses learning objects found on the  internet or specialized content sites: (using...
LMS Study
This study aims to understandthe reasons behind thetechnology acceptation oflearning management systems(LMS) by secondary ...
Methods
Technology Acceptance Model (TAM)Perceived Ease of Use(gebruiksgemak)                                             UsePerce...
Informational Use   Communicational Use
Five levels of LMS interaction by Hamuy and Galaz (2010), Silvio et al. (2004)
Results
• Survey (N=505)• Construct validity  – Inf + Com use: measured by 12 items     • IBM SPSS: exploratory factor analysis   ...
Discussion
Conclusion• 46% of the variance in informational use, 27%  in communicational use• Instructional use: further explored and...
Conclusions• Perceived ease of use is the most important  factor (in this research) to predict the  instructional use of t...
Conclusion• Technical support is important for every LMS-  user, regardless his experience level.• Positive effect of pers...
Limitations• Future research should explore other variables  that may have an effect on instructional use,  as the current...
Hoe gebruiken leerkrachten hun ELO?
Hoe gebruiken leerkrachten hun ELO?
Hoe gebruiken leerkrachten hun ELO?
Hoe gebruiken leerkrachten hun ELO?
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Hoe gebruiken leerkrachten hun ELO?

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Hoe gebruiken leerkrachten hun ELO?

Cindy De Smet onderzoekt binnen haar doctoraat het gebruik van de Elektronische Leeromgeving (ELO).
In een eerste luik zocht ze een antwoord op de volgende 2 vragen: 1) op welke manier gebruiken leerkrachten de ELO, 2) welke factoren zorgen ervoor dat leerkrachten een ELO gebruiken. Op basis van vragenlijstonderzoek bevroeg ze 505 leerkrachten secundair onderwijs. De resultaten leverden niet alleen antwoorden op de vooropgestelde vragen, maar ook praktische inzichten voor leerkrachten en directies.

Het onderzoek werd gepubliceerd in Computers & Education.
Download deze paper via:
http://hogent.academia.edu/CindyDeSmet

Published in: Education, Technology
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Hoe gebruiken leerkrachten hun ELO?

  1. 1. Hoe gebruiken de leerkrachten hun ELO? De Smet Cindy Studiedag afstandsonderwijsHogent Campus Mercator – 22/12/2011
  2. 2. About• Lecturer media, Ghent University College, Faculty of Teacher Training• Ph.D.-student, Department of Education, Ghent University• The Research Fund of University College Ghent financially supports this research.
  3. 3. @drsmetty
  4. 4. LMS
  5. 5. Bron: Delta initiative
  6. 6. LMS Market Lifecycle CurveBron:Sage Road Solutions
  7. 7. Bron: Gartner, Hype Cycle for Higher Education 2008
  8. 8. LMS market in Flanders
  9. 9. Secondary education1) Survey 20092) The educational network mostly determines the LMS used
  10. 10. University55% 45% Dokeos/Chamilo Blackboard 1) Data based on the official student numbers (2009). 2) The LMS used is determined by the 6 Flemish associations between universities and university colleges 3) Most LMS are “Branded”
  11. 11. University Colleges 73% 27% Dokeos/Chamilo Blackboard
  12. 12. The Flemish teacherDe Smet, C., & Schellens, T. (2009). ELO’s in het Vlaamssecundair onderwijs: nieuw of alweer achterhaald. Advies& Educatie, 26, 12–14.
  13. 13. LMS experienceNo experience 19%1 year 10%2 years 24%3 years 22%4 years 20%5 years or more 15%
  14. 14. Blackboard: 1997Moodle: 1999
  15. 15. Outside the LMSSecondary education:• 69% uses learning objects found on the internet or specialized content sites: (using KlasCement.net, Google.com…)• 52% uses software and applications outside the the LMS (wikispaces.com, blogsoftware, Google documents, Facebook, Netlog….)
  16. 16. LMS Study
  17. 17. This study aims to understandthe reasons behind thetechnology acceptation oflearning management systems(LMS) by secondary schoolteachers and investigates theinstructional use of the LMS.
  18. 18. Methods
  19. 19. Technology Acceptance Model (TAM)Perceived Ease of Use(gebruiksgemak) UsePerceived Usefulness(bruikbaarheid) 1) Beliefs 2) Self-reported use 3) Predicts 40% of a systems’ use
  20. 20. Informational Use Communicational Use
  21. 21. Five levels of LMS interaction by Hamuy and Galaz (2010), Silvio et al. (2004)
  22. 22. Results
  23. 23. • Survey (N=505)• Construct validity – Inf + Com use: measured by 12 items • IBM SPSS: exploratory factor analysis • AMOS 17: confirmatory factor analysis – Other variables: • IBM SPSS: exploratory factor analysis• Measurement validity – Cronbach’s alpha & correlation matrix• Model testing: AMOS 17
  24. 24. Discussion
  25. 25. Conclusion• 46% of the variance in informational use, 27% in communicational use• Instructional use: further explored and refined• Focus on secondary school teachers, an understudied group
  26. 26. Conclusions• Perceived ease of use is the most important factor (in this research) to predict the instructional 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 consideration, probably followed by his or her perception of the system’s performance.
  27. 27. Conclusion• Technical support is important for every LMS- user, regardless his experience level.• Positive effect of personal innovativeness on preceived ease of use.• Administrative use was expected to be a prerequisite for interactive use and the data confirms this assumption.
  28. 28. Limitations• Future research should explore other variables that may have an effect on instructional use, as the current models explain maximum 46%.• This research did not include software or applications outside the institution’s LMS• Log files

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