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

21

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