Learning management system migration:  An analysis of stakeholder perspectives

Ryan, Thomas G.; Toye, Mary; Charron, Kyle; Park, Gavin

doi:10.19173/irrodl.v13i1.1126

Cited by 21 publications

(13 citation statements)

References 8 publications

(3 reference statements)

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“…These results indicated that faculty members rarely to sometimes use the training or support tools provided to them. This seemed to be in line with Ryan et al.’s (2012) study which specified that faculty members did not attend much of the training or used the resources that the university had provided them.…”

Section: Discussionsupporting

confidence: 67%

“…For an example, a few faculty members stated that they wished the university had held training sessions on different times and days. Again, Ryan et al. (2012) strongly urged universities to offer multiple training options or even train faculty members by departments.…”

Section: Discussionmentioning

confidence: 99%

“…Educational technology is always changing, which often leads to universities and colleges to migrate or upgrade to new technologies. According to Ryan, Toye, Charron, and Park (2012), “change is one of the top ten information technology (IT) issues” (p. 222) facing any organization or university. In their study, Ryan et al.…”

Section: Literature Reviewmentioning

confidence: 99%

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Migrating Learning Management Systems in Higher Education: Faculty Members’ Perceptions of System Usage and Training When Transitioning From Blackboard Vista to Desire2Learn

Rucker

Frass

2017

Journal of Educational Technology Systems

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This study examined a migration from Blackboard Vista to Desire2Learn (D2L) within a multiuniversity system. Faculty members’ perceptions from two of the systems’ colleges were evaluated using a questionnaire based on Davis’ technology acceptance model. Researchers analyzed responses for differences in system usage experience of faculty and in faculty usage of training and support services. Overall, faculty had positive experiences (or experienced few issues) with use of D2L and seemed to use fewer training and support resources during the migration. Although no statistically significant difference was found, recommendations were made to inform future migrations’ success.

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Section: Discussionsupporting

confidence: 67%

Section: Discussionmentioning

confidence: 99%

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Migrating Learning Management Systems in Higher Education: Faculty Members’ Perceptions of System Usage and Training When Transitioning From Blackboard Vista to Desire2Learn

Rucker

Frass

2017

Journal of Educational Technology Systems

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“…The theory offers that courses will differ in the degree of desired autonomy, on the basis of course format and dialogue. The conception of autonomy is coordinated with other theories that connect to learner inspiration and aptitude to work autonomously, such as self-determination [70], [71] and self-directed learning [57]. Several research attempts are autonomous to be success factor for online learning settings [72], [73], [74], [75].…”

Section: Students' Learning Autonomymentioning

confidence: 99%

Examining Students' Satisfaction and Learning Autonomy through Web-Based Courses

Abuhassna¹

2020

IJATCSE

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Web-based learning settings are more convenient than face-to-face learning settings, whereas they present additional opportunities for education that occurs in various environments. However, many educational institutions specially in the third world countries are not prepared for the challenges involved in offering quality Web-based courses. This research aimed to identify Web based courses effects on students' satisfaction and learning autonomy based on Moore's transactional distance theory (TDT) through web-based courses. Therefore, this study seeks to develop a model to measure students' background, students' experience, students' learning autonomy, students' dialogue with their instructor, and students' satisfaction. A quantitative approach was implemented in this study. Whereas a questionnaire was the major data collection tool, thus it was distributed amongst 377 learners. Furthermore, the obtained data was examined using AMOS-SEM. More specifically, SEM was applied for the independent variables which were dependent in a subsequent dependent correlation. The results showed that students' background, students' experience, students' learning autonomy, and students' dialogue there were positive and significant relationship with students' satisfaction. Additionally, the students had a feeling of satisfaction. Therefore, the results proposed a guideline for instructors of institutions of higher learning in Palestine to design and create webbased courses that would increase students' autonomy and satisfaction in the Web-based learning settings.

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“…Converting a course from conventional face-to-face to the online format is time consuming and requires the instructor’s familiarity with (or willingness to learn about) online learning pedagogy and instructional tools, including the learning management system (LMS) [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

An observational study of engineering online education during the COVID-19 pandemic

et al. 2021

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The COVID-19 pandemic compelled the global and abrupt conversion of conventional face-to-face instruction to the online format in many educational institutions. Urgent and careful planning is needed to mitigate negative effects of pandemic on engineering education that has been traditionally content-centered, hands-on and design-oriented. To enhance engineering online education during the pandemic, we conducted an observational study at California State University, Long Beach (one of the largest and most diverse four-year university in the U.S.). A total of 110 faculty members and 627 students from six engineering departments participated in surveys and answered quantitative and qualitative questions to highlight the challenges they experienced during the online instruction in Spring 2020. Our results identified various issues that negatively influenced the online engineering education including logistical/technical problems, learning/teaching challenges, privacy and security concerns and lack of sufficient hands-on training. For example, more than half of the students indicated lack of engagement in class, difficulty in maintaining their focus and Zoom fatigue after attending multiple online sessions. A correlation analysis showed that while semi-online asynchronous exams were associated with an increase in the perceived cheating by the instructors, a fully online or open-book/open-note exams had an association with a decrease in instructor’s perception of cheating. To address various identified challenges, we recommended strategies for educational stakeholders (students, faculty and administration) to fill the tools and technology gap and improve online engineering education. These recommendations are practical approaches for many similar institutions around the world and would help improve the learning outcomes of online educations in various engineering subfields. As the pandemic continues, sharing the results of this study with other educators can help with more effective planning and choice of best practices to enhance the efficacy of online engineering education during COVID-19 and post-pandemic.

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Learning management system migration: An analysis of stakeholder perspectives

Cited by 21 publications

References 8 publications

Migrating Learning Management Systems in Higher Education: Faculty Members’ Perceptions of System Usage and Training When Transitioning From Blackboard Vista to Desire2Learn

Migrating Learning Management Systems in Higher Education: Faculty Members’ Perceptions of System Usage and Training When Transitioning From Blackboard Vista to Desire2Learn

Examining Students' Satisfaction and Learning Autonomy through Web-Based Courses

An observational study of engineering online education during the COVID-19 pandemic

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