LMS Research Presentation for Graduate Symposium

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Instructor Perceptions and Utilization of Learning Management Systems in Post-Secondary Education

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  • CMS- focus on distributing course materialsLMS- focus on learner activity and engagementBB-sometimes considered easier to navigateM-Designed to be flexible. Social Constructivist approach. Focus on building learning communities (we learn from each other)
  • Conducted my research at…
  • http://sho-guide.com/wp-content/uploads/2012/10/wondering-2.jpg
  • Produce a report that could be referenced by specialists who help instructors to achieve improved results through the use of LMSs. These include in with LMS deployment that best meets their administrative and pedagogical objectiveshttp://www.nwlink.com/~donclark/hrd/isd/design.gifhttp://divzweszgzypc.cloudfront.net/lib/graphics/Professional_development.jpghttps://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=KJVCmJARYYaamM&tbnid=rB1VEvD0PvM2CM:&ved=&url=http%3A%2F%2Fwww.dailytitan.com%2F2013%2F02%2Fits-all-geek-to-me-lets-play-the-blame-game-press-x-to-point-the-finger%2F&ei=AbBtUbecE8S00QGNqID4Cg&bvm=bv.45175338,d.dmQ&psig=AFQjCNFcRKXarhL3Z6j1vV7K8aFtvUIVCQ&ust=1366229377513822
  • http://sho-guide.com/wp-content/uploads/2012/10/wondering-2.jpg
  • Survey5 check all that apply and 5 check all that apply with text field40 willing to participate in an interview
  • 80 of 89 left comments
  • http://media.asue.am/images/178.jpghttp://popularteacher.com/wp-content/uploads/2012/12/ID-10081312.jpg
  • Fit Wrong curriculum or Inappropriate for F2F class
  • Unpredicatablefor studentshttp://media.asue.am/images/178.jpghttp://popularteacher.com/wp-content/uploads/2012/12/ID-10081312.jpg
  • Fit…f2f or my curriculum not appropriate
  • Office of Teaching and Learning with Technology Office of Faculty Development http://www.thinkfinity.org/servlet/JiveServlet/showImage/2-13456-1552/Picture+3.png
  • Because they were self-selecting
  • LMS Research Presentation for Graduate Symposium

    1. 1. Submitted by: Leslie Pirtle To: Dr. Anne Hird As a final requirement for the Master of Education, Instructional Technology April 19, 2013
    2. 2.  Medium-sized public university in New England – 775 faculty  Blackboard since 1999  Moodle since 2008  LMS use is voluntary  Fall 2013 Blackboard to be decommissioned  Moodle training needs
    3. 3.  Time, technical, and budgetary limitations often prevent the collection of detailed data on instructor LMS utilization and perceptions  Impact of a mandated transition from Blackboard to Moodle on instructors’ training needs and pedagogical objectives is unclear
    4. 4. To inform specialists who assist instructors to achieve targeted administrative and pedagogical outcomes through the use of an LMS ID PD IT
    5. 5. To what extent do instructors use Blackboard or Moodle in their teaching practice? What features and for what purposes do instructors use LMSs in their teaching practice?
    6. 6. Online Survey Interviews Server Log Data Faculty at large Only run initially 11.5% return (n=89*) All 40 willing survey respondents were invited 10 (forced answer) questions 12* self-selected participants Feb 20 to Mar 1 3 open-ended questions w/ probes 40 willing to interview March 4-18 *All participants indicated consent Caused Moodle server to crash
    7. 7.  LMS was not an integrated tool for the F2F classroom  Primarily lecture-oriented, sequential content delivery  Communication tended to be 1-way (teacher to student)  Minimal description of collaboration or inquiry-, and problembased learning with the LMS  Survey evoked strong reactions regarding the migration from Blackboard to Moodle  Those Apri 2013 comfortable with Moodle tended to have experience 23
    8. 8. Cheung, K, Lam, J. & Yau, J. (2009). “A review on functional features of e-learning platforms in the continuing education context.” International Journal Of Continuing Education & Lifelong Learning, 2(1), 103-116. Hsui-Ping, Y., & Shihkuan, H. (2008). Designing a learning management system to support instruction. Communications Of The ACM, 51(4), 59-63. doi:10.1145/1330311.1330324 Hsui-Ping, Y., & Shihkuan, H. (2008). Designing a learning management system to support instruction. Communications Of The ACM, 51(4), 59-63. doi:10.1145/1330311.1330324 Lawler, A. (2011). LMS transitioning to Moodle: A surprising case of successful, emergent change management. Australasian Journal of Educational Technology, 27(7), 1111-1123. http://www.ascilite.org.au/ajet/ajet27/lawler.html Little-Wiles, J.D. Ed.D., J., & Naimi, L. L. (2011). “Faculty perceptions of and experiences in using the blackboard learning management system.” Conflict Resolution & Negotiation Journal, (4), 1-13. Lonn, S & Teasley S., (2009) “Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems,” Computers & Education, 53 (3), 686-694. Retrieved from: http://www.sciencedirect.com/science/article/pii/S0360131509001006. Meyer, K. A., & McNeal, L. (2011). How Online Faculty Improve Student Learning Productivity. Journal Of Asynchronous Learning Networks, 15(3), 37-53. Payette, D. L., & Gupta, R. (2009). “Transitioning From Blackboard To Moodle - course management software: faculty and student opinions.” American Journal Of Business Education, 2(9), 67-74. Watson, W. and Watson S. (2007). An Argument for Clarity: What are Learning Management Systems, What are They Not, and What Should They Become?. Techtrends: Linking Research & Practice To Improve Learning, 51(2), 28-34

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