Learning Management Systems Adoption Conundrums; Technological and Pedagogical Dilemmas that arise for Higher Education

Abstract

Technology is used in many higher learning institutions for a multitude of reasons including distributing learning materials, organizing group projects, calculating grades, facilitating online discussions, turning in homework, creating class content, etc. When these separate technologies merge in one place, it is called a Learning Management System (LMS). Implementing an LMS in Higher Education can enhance a learning environment and assist in deploying pedagogy in a positive and efficient way while engaging students. However, there are dilemmas that arise that can hinder the solution that the technology seeks to solve. This paper discusses the divides created by the pedagogical and technological interests of LMS adoption in higher education and outlines future research needed for more successful implementation and subsequent continued use. In a sea of options, the solutions that are strongest include individual customization flexibility and have strong peer support; these are the ones that seem to last.Keywords: LMS, Learning Management Systems, Pedagogy, EdTech, Educational Technology, Technology Adaptation, Higher Education BackgroundTechnology use in education with tools combined in learning management systems (LMS) is commonplace in Higher Education (Almarashdeh, 2016) There are many types of separate technology that can satisfy diverse learning, pedagogical, and organizational needs for instructors in Higher Education. The (LMS) is the combination of all these separate technology systems and learning resources in one place. It is a grade book, assignment distributor, assignment collector, grade giver, attendance taker, conversation facilitator, collaboration tool, instant messaging platform, e-mail client, and more all in one. Kasim et al. ISSN 2330-9709 2017 www.macrothink.org/jet 125 note that "Learning Management Systems represent an evolution from the processes and systems developed by certain institutions to register students on specific courses and keep records of students' activities." (Kasim & Khalid, 2016) A recent article in PC Mag also points out, that many universities, business and organizations are now using them to meet educational goals. (Fenton, 2017) Therefore, confirming that higher education institutions have directives for these resources to be set up and implemented. With all of this help developed to assist learning and help the students and teachers, why then do instructors hate their LMS? David Wentworth of the Brandon Hall Group does an annual study on employee LMS satisfaction; In 2014 they found that "47.7% of respondents are looking to leave their current LMS platform and move to a new provider." (PR Web Newswire, 2014)These chosen LMS systems are generally robust and appear to solve the abundance of time consuming and ordinary administrative tasks to free up the educator, placing the focus where it should be; students learning and engagement. However, challenges emerge when the technology is incompatible with the purposes of an instructor's pedagogy and teaching style ...