Faculty Perspectives on Moving from Blackboard to the Moodle Learning Management System

Beatty, Brian J.; Ulasewicz, Connie

doi:10.1007/s11528-006-0036-y

Cited by 115 publications

(63 citation statements)

References 1 publication

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“…For students, LMS has improved their online communication with the instructors by motivating them to play an active role in the learning process, rather than playing a passive role of receiving information through traditional methods, such as instructors and textbooks (Liaw, 2008;Tella, 2011). According to Beatty and Connie (2006), Blackboard is one of the leading commercial learning management systems LMS software packages used by North American and European universities. This learning system is a software application to facilitate teaching and learning.…”

Section: An Overview Of Blackboard Learning Management System (Lms)mentioning

confidence: 99%

EFL Instructors’ Perceptions of Blackboard Learning Management System (LMS) at University Level

Tawalbeh¹

2017

ELT

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The present paper aims to investigate EFL instructors' perceptions of Blackboard learning management system (LMS) at Taif University in Saudi Arabia. To achieve this purposes, the researcher attempted to answer two questions. The first question investigates EFL instructors' perceptions of Blackboard LMS. The second question aims to identify instructors' suggestions to overcome difficulties encountered while using the system. A questionnaire of 4-Likert Scale was used to gather data from one hundred and two instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics. The results, on one hand, revealed that 75% of the instructors have not used Blackboard technology before coming to university, which would affect their perceptions of the system. It was also evident that most of the instructors believe that the different features of Blackboard LMS are either poor or very poor. In addition, the instructors, in most of their responses to the functionalities of using the Blackboard LMS, rarely or never used the system. On the other hand, the results revealed that the instructors have a positive attitude towards the system in terms of its impact on learning, which can be the starting point to help them be familiarized more with the system's features and functionalities through professional development. Based on the results, the researcher presented a number of conclusions and recommendations.

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Section: An Overview Of Blackboard Learning Management System (Lms)mentioning

confidence: 99%

EFL Instructors’ Perceptions of Blackboard Learning Management System (LMS) at University Level

Tawalbeh¹

2017

ELT

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“…The transition from commercial LMS to open-source systems (such as Moodle) is a growing trend. The spread of these online technologies has been widely analyzed at faculty level, as for example in San Francisco State University (SFSU), where the 70% of all courses use online technologies (Beatty & Ulasewicz, 2006). Moodle platforms are under continuous evolution.…”

Section: Introductionmentioning

confidence: 99%

The role of new technologies in the learning process: Moodle as a teaching tool in Physics

Martín-Blas

Serrano-Fernández

2009

Computers & Education

315

136

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“…According to Beatty and Ulasewicz (2006), three primary institutional perceptions for LMS adoption are 1. The nature of LMSs implies a vehicle for increasing the efficiency of teaching.…”

Section: Supporting Literaturementioning

confidence: 99%

“…Most importantly, the consideration of LMS migration must include instructional design (instructor support services) and faculty advisory committees along with student input since instructors and students are ultimately the final arbiters of LMS effectiveness (Beatty & Ulasewicz, 2006). There will arise, of course, faculty concerns and issues from an LMS change, including concerns about time demands and associated compensation, the possibility of instructor re-training, course re-design, assurances of knowledgeable support, copyright issues, communication issues, and a multitude of other concerns that could impact faculty and students attitudes and, therefore, the ultimate success of an LMS migration Harrington et al, 2006;Kremers & Dissel, 2000;Smart & Meyer, 2005;Ryan et al, 2012;Turner, 2011).…”

Section: Issues With Lms Migrationmentioning

confidence: 99%

Migrating Learning Management Systems: A Case of a Large Public University

Such¹,

Ritzhaupt²,

Thompson³

2017

AIJ

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In the past 20 years, institutions of higher education have made major investments in Learning Management Systems (LMSs). As institutions have integrated the LMS into campus culture, the potential of migrating to not only an upgraded version of the LMS, but also an entirely different LMS, has become a reality. This qualitative research study examines the perspectives of five stakeholders involved with the migration of an LMS at a major research institution in the

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Faculty Perspectives on Moving from Blackboard to the Moodle Learning Management System

Cited by 115 publications

References 1 publication

EFL Instructors’ Perceptions of Blackboard Learning Management System (LMS) at University Level

EFL Instructors’ Perceptions of Blackboard Learning Management System (LMS) at University Level

The role of new technologies in the learning process: Moodle as a teaching tool in Physics

Migrating Learning Management Systems: A Case of a Large Public University

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