Tuesday, September 28, 2010

20100928 - Chang, Faculty Perception & Utilization of LMS...

Faculty perceptions and utilization of a Learning Management System in higher education

by Chang, Chinhong Lim, Ph.D., Ohio University, 2008 , 302 pages; AAT 3319031



My Interest:

1) Blackboard LMS (learning management system).

2) Web survey.

3) Multiple regression analysis.

4) E-Learning.

5) Factor analysis.


Action:

To read specific parts of Dissertation in future.



Motivation


Past research has indicated that e-learning technology is not utilized to its full potential in education despite greater degree of access within higher education institutions. The issues of pedagogy in current elearning technologies and the importance of interface design in future e-learning systems have also been raised in past research studies.


Research Goal


The purpose of this study was to do close examinations of these issues and then investigate them through faculty's perceptions and utilization of Blackboard a commonly used Learning Management System, at a large Midwestern university.


Methodology


Two specific research questions guided the investigation.


The first research question investigated the relationship between faculty members' perception of Blackboard and their perception of Blackboard's design.


The second research question was designed to find the relationship between faculty members' capacity of use and their pedagogical perspective of e-learning, as well as the perceptions of Blackboard's design.


Open-ended questions were also designed to allow faculty to provide more in-depth description of their concerns with Blackboard.


Twenty-six common features of Blackboard were selected and subdivided into three groups--instructional features, interactive features, and visual features. Five Likert-type scales and one check-all-that-apply scale were designed by the researcher to collect empirical data.


A web survey was administered to 1208 faculty members. A total of 154 responses were received, which met the desired sample size of 117.


Multiple regression analysis was used to answer the two research questions.


Results Discussion


The result of analysis demonstrated a significant relationship between the perception of Blackboard and the perceptions of the designs of the respective aspects of Blackboard features.

A significant relationship was also found in the capacity of Blackboard use with pedagogical perspective of e-learning, as well as the perception of the design of visual features of Blackboard.

However, no significant relationship was found in the capacity of use with the perceptions of the design of instructional and interactive features of Blackboard.


Analysis of open-ended responses revealed a consistency with past research studies such that most faculty members used Blackboard primarily for administration of courses and very few faculty members considered pedagogical issues when using Blackboard in their teaching.


Recommendation


Recommendations for future studies are provided.



Learning Management System (LMS)

Instructional Features

Interactive Features

Visual Features


CHAPTER TWO: LITERATURE REVIEW

Introduction

What is E-learning?

Distance Learning, Computer-Assisted Learning, and E-learning

Advantages and Disadvantages of E-Learning

The Current E-Learning Environment

Limitations and Drawbacks of Current E-learning Environment

A Projection of Future E-Learning Environment

Some Current Problems with E-Learning Environments

Learners versus Users

Rediscovering Design

Problems with Literature of Past Instructional Design

Problems with Terminology

The Term Instructional Development in Educational History

Instructional Design, Pedagogy and Learning Theories

Pedagogical Considerations

Role of Context in Instructional Design

Learning Theories and Instructional Design

Media Design in an E-Learning Environment

Visual Aesthetics and Instructional Design

The Marriage of Instructional Design and Creativity

Learner and User

Processing of Information and Learning

Instructional Design and Emotional Intelligence


CHAPTER FOUR: FINDINGS

Data Collection Procedure

Data Screening

Descriptive Analysis

Overall Scores on the Perception of Blackboard Scale

Overall Scores on the Perception of Blackboard's Design Scale

Overall Scores on the Pedagogical Perspectives on E-Learning Scale

Results on the Capacity of Use Section

Reliabilities and Factor Analyses of the Scales

Internal Consistency of the Perceptions of Blackboard Scale

Factor Analysis of the Perceptions of Blackboard Scale

Internal Consistency of the Perception of Blackboard's Design Scale

Factor Analysis of the Perception of Blackboard's Design Scale

Internal Consistency of the Pedagogical Perspective on E-Learning Scale

Factor Analysis of the Pedagogical Perspective on E-Learning Scale

Internal Consistency of the Degree of Usefulness Scale

Factor Analysis of the Degree of Usefulness Scale

Multiple Regression Analysis: Research Question 1

Assessment of Regression Model

Method of Regression

Model Statistics

Multiple Regression Analysis: Research Question 2

Assessment of Regression Model

Method of Regression

Model Statistics

Supplemental Analysis 1: Open-Ended Questions Responses

Coding, Sorting and Categorization

Categorization for Responses on Open-Ended Question One

Categorization for Responses on Open-Ended Question Two

Categorization for Responses on Open-Ended Question Three

Supplemental Analysis 2: Faculty Group with No Blackboard Experience

Supplemental Analysis 3: Experience with Other LMS

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