Learning Strategies for Faculty during a Learning Management System Migration

• Published in: Online journal of distance learning administration 2020, Vol.23 (1)
• Main Authors: Bove, Lisa Anne, Conklin, Sheri
• Format: Article
• Language: English
• Subjects: Adoption (Ideas); College Faculty; Integrated Learning Systems; Learning Strategies; Teacher Attitudes; Teacher Education; Technology Uses in Education; Training; Usability
• ISSN: 1556-3847; 1556-3847

Learning Management Systems (LMS) provide a variety of tools and functions to support teaching and learning that include, but are not limited, to group chats, threaded discussions, document sharing, assignments, quizzes, grading and course evaluations. Migrating to a new LMS can be a challenge for faculty, in fact, changes in technology have been noted as one of the top ten challenges in academia. Training is an integral aspect for faculty acceptance of new technologies, particularly a new LMS. This study compared faculty reported comfort, ease of use and usability with the old (pre-test) and the new LMS (post-test) and the type and amount of training attended. In the pre-test, only the relationship between training and comfort level showed a positive correlation (t = 2.017, ?=0.046). In the post-test results, there was no correlation between training and comfort level, ease of use or usability scores. In addition, no significance was found when controlling for years teaching or faculty rank. When comparing ease of use pre- and post-test, overall, faculty rated the new LMS more useful to their work (mean pre mean = 2.25, post mean = 2.45), and easier to use (pre mean = 182 and post mean = 2.97). While there was limited significance in this study, it is imperative to offer a variety of support methods such as 24/7 access, one-on-one support in person, and quick reference guides.