Explorations in Learning Management System Adoption (original) (raw)
Related papers
Exploring and Facilitating Learning Management System Adoption
The International Journal of E-Learning and Educational Technologies in the Digital Media, 2016
The implementation of learning technologies across organisations is rarely uniform despite apparent equity in access to training and support. The research aims to explore the origins of differential adoption in the context of the introduction of a learning management system. Three exploratory studies are described, conducted as parts of a longitudinal insider action research project. The first draws on one of the authors' reflective journal that transcends the introduction, launch, and implementation of a pan-university Learning Management System. The second analyses focus group data, firstly, from technology staff supporting the adoption process and, secondly, from teaching staff who adopted the new system. The third reviews training feedback questionnaires filled out by teaching staff who attended training sessions. By triangulating data from three approaches, we provide insights into the antecedent attitudes and capacities which shape the adoption of learning technologies by academic teaching staff. The implications for supporting learning technology adoption is outlined.
Experts on super innovators: understanding staff adoption of learning management systems
Higher Education Research & Development
Learning management systems (LMSs) are widely used in Higher Education and offer a gateway to innovative, technology-enhanced teaching and learning. However, many university staff still choose not to adopt them or do not explore the more creative functionality. Previous research has developed models of technology adoption which map observed behaviour but provide limited insight into the development of pedagogy and the conceptual issues affecting adoption. This EXPERTS ON SUPER INNOVATORS 2 paper reports findings from a research study which gathered rich, qualitative data from LMS administrators to investigate the development of LMS usage and explore, from their perspective, the attitudes of the many teaching staff they support. These experts are well-placed to observe actual LMS use across hundreds of courses and to report the beliefs and concerns expressed by the many teaching staff they support. In-depth interviews were conducted in two institutions and the transcripts coded using thematic analysis. Our results partly support previous research indicating lack of development in LMS use and pedagogy by most teaching staff, and confirm that barriers such as fear of the technology and apprehension concerning negative effects of adoption are still widespread. However, unlike previous findings, the minority of teachers developing innovative pedagogy (the 'super innovators') did not conform to an age stereotype but were distinguished by personal characteristics. We identify a commonly-occurring (although not represented in current models) state of inertia in LMS adoption and explore underlying causes linking to technology, but to disruption of pedagogy and, ultimately, to conceptions of teaching. It is important to understand these issues in order to meet the concerns of teaching staff and tackle conceptual barriers which conventional LMS training fails to address.
IJASC, 2019
Background/Objectives: The study sought to investigate technology adoption and use of learning management system (LMS) in a university. The study included antecedents of behavioral intention (BI) namely: performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC) and its relationship with actual use LMS. Methods/Statistical analysis: The research used self-administered on-line survey method and actual use based on data registers from LMS. Random samples were drawn from the faculty population who are using LMS. A multivariate statistical analysis and factor analysis were applied to find structural relationship among the variables and latent constructs (structural equation modeling). The instrument registered high internal consistency and validity. Findings: The results revealed that PE, EE, SI significantly explained the variation in BI. The BI and FC are not significantly related to LMS actual usage. Overall, there is a strong positive intercorrelation among the BI,PE, EE, and SI. Moderating effects were found in age and experience in the relationship between FI and actual usage; between EE and BI. Improvements/Applications: Data suggested a strong faculty behavioral intention to use LMS, but this did not translate into a substantial level of actual usage.
Adopting learning technologies: from belief to practice
Educational Studies, 2011
A challenge faced by most heads of academic departments around the world is to manage the adoption and use of appropriate learning technologies in order to support the department's learning offerings to students. Earlier research undertaken by the authors revealed that lecturers within the Department of Marketing and Retail Management at the University of South Africa believed a learning management system (LMS) to be the most appropriate technology to use. The experience of the Chair of Department, however, is that lecturers are using the university's proprietary LMS, myUnisa, either to a limited extent or hardly at all. Consequently, further research was undertaken targeting the other Chairs of Departments and selected senior lecturers within the School of Management Sciences, to which the Department of Marketing and Retail Management belongs, in order to identify ways of increasing the use of myUnisa amongst lecturers.
Assessing the Adoption of Learning Management Systems in Higher Education
GATR GLOBAL JOURNAL OF BUSINESS AND SOCIAL SCIENCE REVIEW, 2019
Objective - At present, higher educational institutions are heavily reliant on Learning Management Systems (LMS) to effectively manage communication with students and to enable technology-based learning. However, the success of LMS depends mostly on the adoption of LMS by students and teachers. The aim of this study is to incorporate different important factors of the Technology Acceptance Model to compare the behavioural intention of students and teachers to adopt LMS. Methodology/Technique – Structured instruments are used for a sample of academics and undergraduates as the main contributors of LMS. The attitude towards LMS adoption of academics and students was compared. Finding - The results suggest that the attitudes of teachers and students towards LMS adoption significantly differ as both contributors and users of LMS. Novelty - In addition, the research highlights different aspects of LMS that can be manipulated for the successful adoption of LMS Type of Paper: Empirical. Ke...
Objective-At present, higher educational institutions are heavily reliant on Learning Management Systems (LMS) to effectively manage communication with students and to enable technology-based learning. However, the success of LMS depends mostly on the adoption of LMS by students and teachers. The aim of this study is to incorporate different important factors of the Technology Acceptance Model to compare the behavioural intention of students and teachers to adopt LMS. Methodology/Technique-Structured instruments are used for a sample of academics and undergraduates as the main contributors of LMS. The attitude towards LMS adoption of academics and students was compared. Finding-The results suggest that the attitudes of teachers and students towards LMS adoption significantly differ as both contributors and users of LMS. Novelty-In addition, the research highlights different aspects of LMS that can be manipulated for the successful adoption of LMS Type of Paper: Empirical.
Overcoming Barriers to Instructor Adoption of a Learning Management System
Cases on Educational Technology Implementation for Facilitating Learning, 2013
Following a realization that a Web-based Learning Management System (LMS) deployed by a University in Ghana remained largely unused by instructors, the university's management intervened. The university wishes to expand access to its educational resources through the use of Information and Communication Technologies (ICTs). Since instructors play a pivotal role in this direction, all instructors were trained, motivated, and appropriately resourced to enable them to use the LMS effectively to deliver courses. Five years down the line, however, most instructors are still ambivalent towards using the LMS software. This chapter discusses the case extensively and concludes by suggesting that one approach that might help solve the problem will be to engage all instructors in participatory activities aimed at collectively identifying and addressing the issues and challenges.
Understanding academics' adoption of learning technologies: A systematic review
Computers & Education
Learning technologies are implemented in higher education institutions to enhance teaching and meet external challenges and demands. The adoption of the technologies by academics, however, frequently falls short of organisational aspirations. Academics respond in different and sometimes unpredictable ways. To advance understanding of factors influencing adoption, we systematically reviewed literature regarding academics' adoption of learning technologies. One hundred and thirty-one articles met the inclusion criteria and were analysed. The findings suggest that adoption is a complex process that is influenced by the learning technology, academics, context and strategies. To advance our understanding of learning technology adoption, we call for studies that challenge the current research assumption and address methodological issues. To facilitate staff adoption, we identify a list of effective strategies derived from the literature.
Factors affecting the use and non-use of Learning Management Systems (LMS) by academic staff
South African Computer Journal, 2017
The purpose of this research was to identify the factors that affect the use and non-use of a Learning Management System (LMS) by lecturers in a South African university. This research involved a qualitative case study of lecturers, and utilised questionnaires for data collection. Findings showed that both internal and external factors are important in shaping use of LMS. Contrary to the literature, high levels of use were found amongst the respondents with a high perception of ease of use and usefulness. However, due to issues such as lack of ongoing training, more advanced features of the technology were not being utilised. It also emerged that patterns of use were affected by pre-existing practices and that the perception of the system was affected by differences to the previous system. This study contributed to literature by providing in-depth analysis of why certain factors affect lectures' decision regarding LMS usage. Future research should consider the use of extended features of LMSs and the prior practices and systems used within the context of study to understand how they affect use or non-use of an LMS. This study contributes to practice through promoting understanding of why there is underuse of extended features of an LMS among lecturers.
Journal of Language, Technology & Entrepreneurship in Africa, 2010
Universities world over are increasingly deploying learning management systems to enhance the quality of teaching and learning as well as to increase access to higher education. However, since technology rejection is common, the future of universities depends on their instructor's capacity to adopt and diffuse such technologies to meet the intricate needs of the academic masses. Consequently, the purpose of this paper is to investigate the factors that inhibit or accelerate the adoption and diffusion of Learning Management System (LMS) by academic staff for teaching and learning activities. The paper is based on a questionnaire survey completed by 82 lecturers from a selected sample of public and private universities in Kenya. The results of analysis indicate that Vice Chancellors/Chief Executive Officer (CEO) characteristics, namely:keenness on modern information communication and technologies (ICTs), Influence on ICTs development, and, visionary ICT leadership are important determinants of LMS adoption and diffusion by instructors in higher education. Further, organizational variables of Subjective norm (SN), availability of ICTs (AICT), Organizational support (OS), Organizational readiness (OR), and top management support (TMS) were related to behavioural intentions to use (BIU) LMS by academic staff for teaching and learning. In addition, in this paper, the technology acceptance model (TAM) was also extended to include VCs/CEO characteristics, and organizational readiness. Results from the research also determined the factor that was dominant in predicting the acceptance of LMS which was top management support. This paper further validated the use of TAM, as a supportive framework for investigating the academic staff intentions to use Learning Management Systems for teaching and learning.