How to Survive a Learning Management System (LMS) Implementation?

Ekuase-Anwansedo, Ajayi; Craig, Susannah F.; Noguera, Jose

doi:10.1145/3235715.3235735

Cited by 7 publications

(5 citation statements)

References 19 publications

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“…Some researchers claimed that if learning technologies were not used at all, it could be assessed as useless. Frameworks or intervention strategies were needed to map the needs of all stakeholders in a given implementation (Botha, et al, 2018;Ekuase-Anwansedo, et al, 2018). Some researchers were rather blunt in that they claimed that there were grave mismatches between LMS learning design architecture and institutional realities (Gwamba, et al, 2018).…”

Section: Part I: a Sociomaterials Practice Lens On Educationmentioning

confidence: 99%

Implementation as a constitutive entanglement: Framing sociomaterial pedagogical practices emerging from the implementation of a learning management system

Haugsbakken

2023

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Are there concealed ways of using a learning management system (LMS) among educators in higher education? This paper argues that it is the case, and uses a sociomaterial bottom-up perspective to understand how a group of educators used a new LMS that was implemented at a Nordic university. Understanding an implementation as a constitutive entanglement, a sociomaterial research lens is applied to explain that in an implementation current technology usage evokes previous knowledge and assumptions about technologies and shapes the engagement with new technologies. This study found that when educators engaged with a new LMS, they viewed it as complex and needed to perform strategies that reduced technology complexities into practices that they knew. This engagement formed three sociomaterial pedagogical practices. A sociomaterial perspective might cast new light on how we understand the outcomes of technology implementation processes in educational contexts.

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Section: Part I: a Sociomaterials Practice Lens On Educationmentioning

confidence: 99%

Implementation as a constitutive entanglement: Framing sociomaterial pedagogical practices emerging from the implementation of a learning management system

Haugsbakken

2023

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“…Tahap evaluasi dilakukan dengan survei online menggunakan Google Form kepada seluruh guru. Penentuan tahapan implementasi dan pelibatan para pemangku kepentingan telah mempertimbangkan penelitian dari Ekuase-Anwansedo et al (2018).…”

Section: Metodeunclassified

Implementasi Learning Management System untuk Mendukung Pembelajaran Jarak Jauh Sekolah Menengah Kejuruan

Santosa

Nugraha

2022

dinamisia

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Around 19.8 million high school children in Indonesia are currently studying under the threat of the COVID-19 pandemic. To prevent the transmission of the COVID-19 in the school environment, the Minister of Education and Culture has issued a circular letter regarding online learning and work from home, which requires all schools to implement the “Learn from Home” policy. This policy must be applied from the new semester of 2020-2021 and needs to be supported by a Learning Management System (LMS) along with the competence of all stakeholders. Moodle was chosen because it is free, customizable, and can be deployed in a dedicated server to be fully managed by the school. Implementation stages include requirements gathering, installation and configuration, testing, training, and evaluation. The evaluation noted some needs for the next program, such as simplifying the input process for quiz questions, exploring deeper features, and providing more informative tutorials.

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“…LMS are a tool for course management where course content and assignments are housed and online learning activities occur (Abazi-Bexheti et al, 2018). Ekuase-Anwansedo et al (2018) explain that the "goal of every LMS implementation is to ensure the use of the system by instructors and students to enhance teaching and communication thereby enhancing learning outcomes of the students" (p. 165). Abrami et al (2006) state that eLearning is a general term that includes the application of computer and online technology to education.…”

Section: Literature Review Elearning and Learning Management Systemsmentioning

confidence: 99%

Teachers Perceptions of Google Classroom: Revealing Urgency for Teacher Professional Learning

Martin

2021

CJLT

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As the use of educational technology is at the forefront of today’s educational revolution, it is imperative that educators are employing online learning environments such as Google Classroom to enhance 21st century pedagogy and student learning. Through this mixed method research study, it has been concluded that using Google Classroom will assist educators in creating learning environments which boast organization, accessibility, mobility, and 21st century learning skills. This research reveals there continues to be gaps between the possibilities of eLearning and the training of teachers to use it and develop their teaching practices within a technological mainstream that moves beyond positivism about its value. The researcher recommends that teachers receive immediate and sustained professional learning regarding the use of Google Classroom. This learning should focus on the pedagogical side of technology integration in order to enhance 21st century learning.

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How to Survive a Learning Management System (LMS) Implementation?

Cited by 7 publications

References 19 publications

Implementation as a constitutive entanglement: Framing sociomaterial pedagogical practices emerging from the implementation of a learning management system

Implementation as a constitutive entanglement: Framing sociomaterial pedagogical practices emerging from the implementation of a learning management system

Implementasi Learning Management System untuk Mendukung Pembelajaran Jarak Jauh Sekolah Menengah Kejuruan

Teachers Perceptions of Google Classroom: Revealing Urgency for Teacher Professional Learning

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