Diffusing Change: Implementing a University-Wide Learning Management System Transition at a Public University (original) (raw)
Related papers
2010
A qualitative study using the cross-case analysis method investigated the experiences of faculty members as they transitioned from one Learning Management System (LMS) to another. The study has several implications for administrators, researchers, instructional designers, trainers, and educators on how to implement a new instructional technology and to facilitate transitioning efforts. Based on the findings of this study, we have identified several contributing factors to a successful transition to and implementation of a new LMS at the institutional level, including (a) the critical importance of ongoing systemic support at different levels and in different formats, (b) the demands for pedagogical support in addition to technological assistance, and (c) the requirements for customized support to address discipline-specific challenges. Lastly, we discuss why faculty should be empowered to join in decision-making processes regarding community-wide technology innovations.
Learning Management Systems in Higher Education: A Faculty Perspective
The pace of technological change exerts powerful influences on dynamic systems in higher education, including the development of administrative policy, allocation and deployment of scarce financial resources, faculty-driven course content and delivery, and student demand and use of computer networks, among others. Nowhere else is such acute pressure felt than the core roles of higher education, in teaching and learning. In this case study, we examine forces that drive the evolution of some education technology at a large, urban university, and resulting manifest challenges and opportunities. We find that limited resources are only one of a number of factors that constrain responses to technological change, and that the speed of change itself may be a more important barrier to faster progress.
Understanding Faculty Use of the Learning Management System
Online Learning, 2017
The learning management system (LMS) has become a critical tool for nearly all institutions of higher education, and a driving force in online learning. According to a 2014 report by the Educause Center for Analysis and Research, 99% of higher education institutions have an LMS in place, and the LMS is used by 85% of faculty and 83% of students. This was not always the case, however. There was a time in the not-so-distant past when using an LMS was considered highly innovative. Understanding the growth and adoption of the LMS is a stepping stone to understanding how faculty may choose to adopt other technological and pedagogical innovations. This study was conducted at a large, research-intensive public university in the Midwest, which has used the same LMS for 15 years. From a small pilot, adoption has grown to nearly universal use. This study used system logs and database queries to examine how faculty used the LMS. The results identified the features that were used most frequentl...
2011
The pace of technological change exerts powerful influences on dynamic systems in higher education, including the development of administrative policy, allocation and deployment of scarce financial resources, faculty-driven course content and delivery, and student demand and use of computer networks, among others. Nowhere else is such acute pressure felt than the core roles of higher education, in teaching and learning. In this case study, we examine forces that drive the evolution of some education technology at a large, urban university, and resulting manifest challenges and opportunities. We find that limited resources are only one of a number of factors that constrain responses to technological change, and that the speed of change itself may be a more important barrier to faster progress.
Exploring the Future of the Learning Management System
International Journal on Innovations in Online Education
In the past decade, learning management systems (LMSs) have become the standard on college campuses. However, some professors are growing increasingly frustrated with the LMS and its limitations, especially within online classrooms. The 2017 New Media Consortium Horizon Report for higher education identifies next-generation LMSs as a key trend in the next two to three years. This article explores issues with current LMSs along with several possible visions for the next-generation LMS.
Journal of Educational Technology Systems, 2017
This study examined a migration from Blackboard Vista to Desire2Learn (D2L) within a multiuniversity system. Faculty members' perceptions from two of the systems' colleges were evaluated using a questionnaire based on Davis' technology acceptance model. Researchers analyzed responses for differences in system usage experience of faculty and in faculty usage of training and support services. Overall, faculty had positive experiences (or experienced few issues) with use of D2L and seemed to use fewer training and support resources during the migration. Although no statistically significant difference was found, recommendations were made to inform future migrations' success.
Factors in the deployment of a learning management system at the University of the South Pacific
2007
This paper describes how a new Learning Management System (LMS) was introduced into the University of the South Pacific with the aim of improving teaching and learning. The development process from test and selection of the platform through to project planning, gathering of political support within the institution, technical factors, the design and roll out of training, the impact and consequences, the growth and future prospects of the platform are discussed, with a focus on the university’s redesigned online law program. The paper concludes with the main lessons learned, emphasising the point that the process was characterised by a lack of a formal process or deployment model per se.
ctools.umich.edu
Learning Management Systems (LMS) are web-based systems allowing instructors and/or students to share materials and interact online. We explored the differences between undergraduate students at a large residential campus with students at a smaller commuter campus who used the same LMS. We examined students' survey responses, focusing on items related to materials management and interactive teaching and learning. We also examined aggregated log data to see if students' use was consistent with their beliefs. Students from both campuses rate highly all activities and tools within the LMS. Findings suggest, however, that residential students value activities and tools for materials management more than commuter students, while commuter students value activities and tools fostering interactive teaching and learning more than residential students.
Lessons Learned from a Course Management System Review at the University of Florida
Best Practices in Online Education, 2013
In 2008-2009, the University of Florida (UF) undertook a process of selecting a new course management system (CMS) to replace the existing CMS. This chapter presents the process developed to evaluate CMS options, discusses the data gathered during that process and interesting implications of that data, and then presents broader implications of course management system adoption to inform other institutions during their own evaluation and adoption processes. This information will be of value to higher education institutions and also to instructors who may benefit by considering this discussion while looking to maximize their own use of a local CMS and/or to choose tools that enable personal learning environments, as well as other online tools to support teaching and learning.
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