Browsing by Subject "LMS"
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Item Attributes and Barriers that Influence the Adoption and Diffusion of a Learning Management System(2014-04-03) Walker, Darrell ScottSeveral theories and technology acceptance models have been developed over the last several decades to predict user adoption. Most all of the models and theories have a foundation based from psychological and environmental factors that affect behavior intention, perception, and attitude towards accepting or rejecting a new innovation or technology. This study will examine such factors of influence towards adoption of a learning management system (LMS) at a large-scale university. The population for the study included participants from the three user groups: faculty (4,014), staff (5,997), and students (48,460). A stratified random sample from each group was determined using Cochran?s correction formula for categorical data. Sample size calculations assumed a confidence level a priori at .05 and an acceptable level of sampling error at 5% with a degree of variability of .5 and yielded sample sizes of faculty (350), staff (360), and students (381). A conceptual model was used for the study based from the Technology Acceptance and the Unified Theory of Acceptance and Use of Technology models which proved useful in determining the relationships of external factors on user perception and attitude towards adoption and diffusion. Strategies can therefore be formed and implemented to aid in the diffusion process for the LMS at the university. The study used a cross-sectional research design to observe how the different user groups were influenced by the external factors. Data collection was done over a four-week period with data analysis done afterwards using SPSS. Results revealed 92.1% of the respondents used the LMS with 91.6% agreeing that web based education (e-Learning) is an important delivery strategy used by faculty. Length of use ranged from less than one year to over six years with the level of experience ranging from a low level to a fully online level. The LMS showed widespread representation encompassing all colleges and departments of the university. Results also showed 61.6% of the respondents felt comfortable with using the LMS. Differences were identified between several of the attributes and barriers of adoption. However, one attribute and two barriers showed no statistical significant difference between the user groups. The study findings support the relationship between behavioral intention and actual behavior as presented by the Theory of Reasoned Action and Theory of Planned Behavior towards adoption of the LMS. As observed, the external factors played a role in user perception and attitude towards adopting and using the LMS, although the results showed no predictability of LMS preference based on university role or the combined factors of influence on user perception and attitude.Item Classifying learning management platforms by examining features and educational affordances(2011-08) Sung, Woon Hee; Liu, Min, Ed. D.; Veletsianos, GeorgeLearning management systems(LMSs) have become one of the most common computer systems adopted at universities, colleges and distance learning organizations. In order to identify different features and accordance of each LMS, LMSs’ features were compared by using four different categories; communication tools, productivity and student involvement tools, course delivery tools, and administration tools. Based upon the comparison of the different features affecting different usage patterns, this paper proposes a classification of seven selected LMSs; ANGEL, Blackboard, Moodle, Sakai, WebCT, Ning and Elgg. These seven LMSs are classified into three groups according to systems’ pedagogical adaptability and technological usability. The classification seeks to understand the possibilities and limitations of what these classified groups of LMSs can accomplish and is used to suggest a suitable usage in order to support teaching and learning. The proposed classification implies the need of future exploratory case study analyzing teaching and learning practices according to the classification.Item Session 17B | One Step at A Time: Transforming Three Lock-Step Courses to The Alternative Textbook Format(2021-03-12) DeFranco, Agnes; Conerly, Tonja; Pike, UrsulaThis session aims to alleviate any fear professors may have in transforming a course from a regular format using textbooks to an alternative textbook format. While this seems to be a daunting undertaking, many already have the necessary tools at their disposal. Using an LMS, be it Blackboard, Canvas, Moodle, or others, as the basis for establishing the desired flow and appropriate context for the course, eliminating the cost of textbooks for students is possible.