Post on 20-Oct-2014
description
Submitted by: Leslie PirtleTo: Dr. Anne Hird
As a final requirement for the Master of Education, Instructional TechnologyApril 19, 2013
Instructor Perceptions and Utilization of Learning Management Systems in Post-Secondary Education
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MoodleModular Object-Oriented Dynamic EnvironmentOpen source codeInternal or subcontracted support $
Content Management System (CMS)Web-based platform used to plan, deliver &access course content Lacks the interactive features of an LMS
Learning Management System (LMS)Web-based platform used to plan, deliver, and assess course content Includes interactive features
Definitions
BlackboardProprietary source codeSubscription fee $$$
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)
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Medium-sized public university in New England 775 facultyBlackboard since 1999Moodle since 2008LMS use is voluntaryFall 2013 Blackboard to be decommissionedMoodle training needs
Program Description
Conducted my research at
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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
Problem Statement
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To inform specialists who assist instructors to achieve targeted administrative and pedagogical outcomes through the use of an LMS
Research Objective
ID
PD
IT
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 objectives
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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?
Research Questions
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There is a real dearth of solid research on LMSs (Watson & Watson, 2007)
LMSs most used for content delivery or teacher to student communication(Hsui-Ping & Shihkuan 2008; Little-Wiles & Naimi 2011; Lonn and Teasley 2009)
Instructors have different perceptions of Moodle than of Blackboard(Cheung, Lam, & Yau, 2009; Payette & Gupta, 2009)
It is widely accepted that e-learning should be learner-centered and pedagogy driven (Cheung, Lam, & Yau, 2009)
Professional Development should focus on the users needs, not the softwares capabilities and limitations (Lawler 2011)
Review of the Literature
Research Design
Online Survey
Faculty at large
11.5% return (n=89*)
10 (forced answer) questions
Feb 20 to Mar 1
40 willing to interview
Interviews
All 40 willing survey respondents were invited
12* self-selected participants
3 open-ended questions w/ probes
March 4-18
Server Log Data
Only run initially
Caused Moodle server to crash
QuantitativeInstrument
QualitativeInstrument
AdditionalTriangulation
*All participants indicated consent
Survey5 check all that apply and 5 check all that apply with text field40 willing to participate in an interview
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Respondents
83% (n=74) taught at least one 100% F2F class
Survey Results
28% (n=25) taught at least one online class
(n=43)
43
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16
7
4
1
(n=21)
(n=16)
(n=7)
(n=4)
(n=1)
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LMS Features Most Used for Administration
Survey Results
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LMS Features Least Used for Administration
Survey Results
All LMS Features Used for Assessment
Survey Results
Survey Results
LMS Utilization by Platform
65% (n= 22) by Fall 2013, and 1 instructor, by Spring 2014
of the 34 not using Moodle, 18% (n= 6) will adopt for Summer 2013
12% (n= 4) will never adopt it (1 n/a response)
Are you interested in using Moodle more extensively in the future? Yes, I would like to.... or No, because....
Moodle appears overly complicated
Blackboard is much more user-friendly..
I need more training
Discussion forums& attendancetracking
checking papers for plagiarism
Not sure. Waiting for Inspiration.
Videos & real time chat
Survey Results
80 of 89 left comments
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Interview Findings
LMS Utilization by Platform
All but 1 will use Moodle in upcoming semesters
1 was hesitant:
I was thoroughly frustrated. Im not really super technologically oriented. I know what I know[i]f I get frustrated, it might be the end. Ive found Blackboard to be much more user friendly
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I use Blackboard as sort of a document storage system -Bb 58
All used LMS to post content
Syllabi, handouts, lecture summaries, urls
Only 1 never gave hard copies
A back up
Interview Findings
Content Distribution
Apri 2013
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Moodle took the burden of correcting exams off my back this allows me to spend more time on course development. Thats a crucial benefit. Also, its much more equitable. I dont have any questions about Why dont you give me more points on this answer? -M69
Quizzes
Writing assignments
Moodle QuizzesTime saverLearning Curve
Fit
Academic Integrity ConcernsOnline quizzes Plagiarism Detector
Interview Findings
Assessments
Fit Wrong curriculum or Inappropriate for F2F class
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Interview Findings
Apri 2013
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Announcements,e-mail, or both
Updates or missed information
A back-up
Typically 1-way communication
Redundant or inconsistent
Communication
one of the main criticisms I got from my students was that I sent them too many emails. This time, I said to the students, how many would prefer to get the info by e-mail versus Blackboard?.every hand went up for e-mail; one hand went up for Blackboard. I was shocked. students did not complete referencesno one had looked at Blackboard where the criteria was.
Unpredicatable for students
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Limited use of forumsPeer review assignments
Fit
Inappropriate for F2F class
Encouraged but seldom required
Students of quantitative subjects perceived as individualistic
Interview Findings
Collaboration
I have used discussion boards in the past. Especially for hybrid classes. I did use it once because of a snow day. It didnt gain a lot of participation because students are not used to looking at that in our class structure. -M39
Fitf2f or my curriculum not appropriate
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Satisfaction with Blackboard grade bookMoodle grade book perceived as challengingConvenience was typically cited benefitStudents were keen to see their grades1 indicated no interest in using LMS grade book1 described plans to deliver feedback via video
Interview Findings
Grade book Functions
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Media-enriched content
Want to create & incorporate
Lectures recorded with Jing, Adobe Captivate and MS PowerPointPodcastsSocial mediaDiagrams, images
Interview Findings
Future Content Distribution With Moodle
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Interview Findings
Future Communication With Moodle
I would love to be able to video conference or have some sort of built in Skype feature What I have in mind, if I have someone off sitea guest that we could do via video through Moodle People not in class could participate as well. Something like that, that would be really cool.
Video conferencing
Interactive, real time review sessions
Blogs & Wikis
1-way communication
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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 problem- based learning with the LMS
Survey evoked strong reactions regarding the migration from Blackboard to Moodle
Those comfortable with Moodle tended to have experience
Discussion
Apri 2013
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PD should bridge technology with pedagogy and show relevance of LMS to subject matter and course delivery mode
Hold discussions of how the LMSs can be used to promote higher order thinking & active, student-centered learning
Implications for Practice (PD)
Office of Teaching and Learning with Technology Office of Faculty Development
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Focus Moodle training on
Grad book & RubricsQuiz generatorForum, blogs & wikiActivity reportsQuickmail featureHTML blocks
Offer an online training, too
Implications for Practice
How can LMS use enhance F2F instruction, while upholding the academic rigor and integrity present in the physical classroom?How would an increased awareness of LMS functionalities impact adoption rates?
Implications for Practice (Research ?s)
Study Limitations
Possibly disproportionate # of interviewees on the Moodle bandwagon
Survey question #4 might have been misinterpreted
Original strategy included plans to collect user data from the institutions M and Bb servers
Because they were self-selecting
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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:10.1145/1330311.1330324Hsui-Ping, Y., & Shihkuan, H. (2008). Designing a learning management system to support instruction. Communications Of The ACM, 51(4), 59-63. doi:10.1145/1330311.1330324Lawler, 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.htmlLittle-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
Works Cited
Questions?
Thank you
Leslie PirtleBSU Graduate Assistantwww.linkedin.com/in/lesliepirtleLPirtle@Bridgew.edu