Secondary Teachers' Concerns in Adopting Learning Management Systems: A U.S. Perspective

Lochner, Bianca; Conrad, Rita-Marie; Graham, Edward M.

doi:10.1007/s11528-015-0892-4

Cited by 44 publications

(49 citation statements)

References 19 publications

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“…The findings of the current study aligned with the findings of similar research study that found that the availability of the LMS did not necessary mean that faculty members would implement it in their educational practice (Hussein, 2011;Untiedt 2014;Alghamdi & Bayaga, 2016) The results were consistent with some recent CBAM-related research findings that showed that practitioners had intense personal and task concerns about adopting LMS (Masrom, 2013;Untiedt, 014;Lochner, Conrad, & Graham, 2015;Matar, 2015). After determining faculty members' concerns about adopting LMS, educational leaders should provide faculty members with proper and timely programs, strategies, and support to help them in their evolution to higher-level concerns.…”

Section: Soc Stagessupporting

confidence: 89%

“…In another similar study, Lochner, Conrad, and Graham (2015) used CBAM to examine the concerns of 206 teachers regarding the adoption of LMS. They completed a questionnaire regarding their concerns about adopting LMS.…”

Section: Previous Studiesmentioning

confidence: 99%

“…The results showed that the educators' concerns regarding the LMS adoption, ranked from the most intense to the mildest, were related to the awareness, management, personal, informational and refocusing stages. The authors argued that the successful adoption of new technology in education depends on obtaining an understanding of educators' concerns, and obtaining that understanding is likely to depend on the use of CBAM (Lochner, Conrad, & Graham, 2015). Understanding educators' concerns regarding the adoption of new technology in education can help change the way agents and university administrators implement such technology.…”

Section: Previous Studiesmentioning

confidence: 99%

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Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

Gasaymeh

2017

EURASIA J MATH SCI T

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This study examined the concerns of faculty members regarding the adoption of a Learning Management System (LMS) employing the Concerns-Based Adoption Model (CBAM). Forty-seven faculty members from a university in Jordan completed the Stages of Concern Questionnaire (SoCQ). The SoCQ was used to assess the strength of faculty members' concerns in seven areas: awareness, information, personal impact, management, consequences, collaboration and refocusing. The results showed that the respondents' concerns were greatest in the early stages of the introduction of the LMS. Faculty members had a general lack of awareness about LMS and did not have enough information about it. The faculty members had little interest in or engagement with the LMS; they wanted to know more about the effect of LMS on them personally. Furthermore, faculty members had concerns about the management, time, and logistical aspects of the implementation of LMS.

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Section: Soc Stagessupporting

confidence: 89%

Section: Previous Studiesmentioning

confidence: 99%

Section: Previous Studiesmentioning

confidence: 99%

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Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

Gasaymeh

2017

EURASIA J MATH SCI T

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“…Hensigten er at effektivisere laereres arbejde, forbedre skole-hjem-samarbejdet og ikke mindst øge elevers laering (KL, 2016). Litteraturen om laeringsplatforme understøtter på den ene side, at laeringsplatforme har sådanne potentialer (Edmunds & Hartnett, 2014;Lu & Law, 2012;Psycharis, 2013), men samtidig påpeger litteraturen også, at der er vaesentlige udfordringer knyttet til brugen af dem (Lochner, Conrad, & Graham, 2015). Det netop afsluttede forskningsprojekt "Anvendelse af digitale laeringsplatforme og laeremidler" bekraefter denne dobbelthed.…”

Section: Indledningunclassified

Implementering af læringsplatforme – Brug, værdier og samarbejde

Misfeldt

Tamborg²,

Qvortrup³

et al. 2018

LOM

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I disse år implementeres laeringsplatforme på de danske folkeskoler som en del af et stort nationalt initiativ. Disse platforme griber ind i og skaber nye betingelser for laereres arbejde med undervisning og skolernes kommunikation og samarbejde.Denne artikel undersøger, hvordan skolerne forholder sig til laeringsplatformene og implementeringen af dem, og hvilke udfordringer og mulighedsrum der opstår i den forbindelse. Artiklen er baseret på data fra forskningsprojektet "Anvendelse af digitale laeringsplatforme og laeremidler", der med et paedagogisk/didaktisk, teknologisk og organisatorisk fokus har undersøgt 15 skolers anvendelse og ibrugtagning af laeringsplatforme i vinter 2016/ forår 2017. Centrale resultater fra projektet praesenteres gennem to cases, der illustrerer centrale opmaerksomhedspunkter og implementeringsudfordringer på skolerne.Udfordringerne består isaer i, at platformenes rammer opleves at gøre det vanskeligt for laerere at bevare og udvikle veletablerede paedagogiske praksisser, uden deres vaerdigrundlag samtidig kompromitteres. I artiklen beskriver vi gennem de to cases, hvordan disse udfordringer kan imødegås, og hvilke problematikker der består. Abstract in EnglishCurrently, learning platforms are being implemented in the Danish elementary schools as a part of a national initiative. These platforms have implications for teachers work and for communication and collaboration.

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“…LMSs are used to bring together collaborative and interactive aspects of a learning environment. This needs the developer to investigate the profiles of learners and use them to gain maximum feedback towards effective implementation of the LMS [13]. Most management systems are currently working towards adopting an LMS and considering the implications of adopting various LMS types in their regular practices.…”

Section: B Definitionmentioning

confidence: 99%

Using m-Learning as an Effective Device in Teaching and Learning in Higher Education in Saudi Arabia

Alkhalaf¹,

Amasha²,

Al-Jarallah³

2017

IJIET

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Abstract-E-learning is the use of technology to enable students to learn at anytime and anywhere. E-learning might also include the provision of information, and training in a timely manner, as well as guidance from experts. Technology can effectively enable learners to learn at any place and any time. Mobile learning or m-learning is defined as Learning through multiple channels, using smart devices, through social networking and content. Mobile devices such as mobile phones, PDAs, and tablets such as iPads are popular and attractive among consumers due to several factors. In Saudi Arabia, universities have explored the implementation of m-learning devices to support learning and teaching. The purpose of this qualitative research was to examine students' attitudes towards the use of m-learning for teaching and learning in Saudi Arabia. A questionnaire was designed with three pivots distributed across 20 questions, and was distributed to 93 students who were selected randomly from Nora University, Qassim University, and King Abdul-Aziz University. Chi-Square (x 2 ) was used to analyse data for comparison between frequencies (f) and expected frequencies (fe) around the phrases of the questionnaire. The results showed that students learnt a lot through the presence of m-learning. M-learning enhanced their awareness and recall of job-related information. However, they indicated that information from m-learning should be in a form that is readily usable. The students also confirmed that the quality of m-learning system was satisfactory.

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Secondary Teachers' Concerns in Adopting Learning Management Systems: A U.S. Perspective

Cited by 44 publications

References 19 publications

Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

Implementering af læringsplatforme – Brug, værdier og samarbejde

Using m-Learning as an Effective Device in Teaching and Learning in Higher Education in Saudi Arabia

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