Learning Management Systems in a Changing Environment

Stone, David E.; Zheng, Guangzhi

doi:10.4018/978-1-4666-6046-5.ch056

Cited by 49 publications

(29 citation statements)

References 7 publications

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“…Despite the anticipated usefulness of the implementation of LMS in educational practice reported in some of the previously discussed research studies (Lonn & Teasley, 2009;Stone & Zheng, 2014), the current study found that the faculty members had not implemented LMS in their educational practice. The findings of the current study aligned with the findings of similar research study that found that the availability of the LMS did not necessary mean that faculty members would implement it in their educational practice (Hussein, 2011;Untiedt 2014;Alghamdi & Bayaga, 2016) The results were consistent with some recent CBAM-related research findings that showed that practitioners had intense personal and task concerns about adopting LMS (Masrom, 2013;Untiedt, 014;Lochner, Conrad, & Graham, 2015;Matar, 2015).…”

Section: Soc Stagesmentioning

confidence: 40%

Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

Gasaymeh

2017

EURASIA J MATH SCI T

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This study examined the concerns of faculty members regarding the adoption of a Learning Management System (LMS) employing the Concerns-Based Adoption Model (CBAM). Forty-seven faculty members from a university in Jordan completed the Stages of Concern Questionnaire (SoCQ). The SoCQ was used to assess the strength of faculty members' concerns in seven areas: awareness, information, personal impact, management, consequences, collaboration and refocusing. The results showed that the respondents' concerns were greatest in the early stages of the introduction of the LMS. Faculty members had a general lack of awareness about LMS and did not have enough information about it. The faculty members had little interest in or engagement with the LMS; they wanted to know more about the effect of LMS on them personally. Furthermore, faculty members had concerns about the management, time, and logistical aspects of the implementation of LMS.

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Section: Soc Stagesmentioning

confidence: 40%

Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

Gasaymeh

2017

EURASIA J MATH SCI T

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“…It occurs when learners' perception of reality is different from their prior experiences. A technology system like a LMS is a sophisticated technology framework that supports the delivery, management, tracking, and assessment of learning activities (Stone & Zheng, ). Training is typically developed on some learning or teaching philosophy, which may be drastically different from the old on‐site training system they were used to.…”

Section: Transformative Learningmentioning

confidence: 99%

An Examination on the Effect of Prior Knowledge, Personal Goals, and Incentive in an Online Employee Training Program

Zha

Adams

Calcagno-Roach

et al. 2017

New Horizons in Adult Education and Human Resource Development

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This study explored factors that predicted learners' transformative learning in an online employee training program in a higher education institution in the U.S. A multivariate multiple regression analysis was conducted with a sample of 74 adult learners on their learning of a new learning management system. Four types of participants' behaviors were measured and aligned with 3 phases of transformative learning, namely, number of active visits in Phase 1, alignment of personal goals with actual actions in Phase 1, number of posted messages in Phase 4, and program completion in Phase 6. Results showed that prior knowledge was the strongest predictor of the early stages of transformative learning. Financial incentive had an effect on participants' Phase 1 of transformative learning. No significance was observed regarding the impact of personal goals. Implications and suggestions on providing and improving technology online training to employees were discussed in the end of this article for practitioners and researchers.

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“…Typically, an LMS provides an instructor with a way to create and deliver content, monitor student participation, and assess student performance. An LMS may also provide students with the ability to use interactive features, such as threaded discussions, video conferencing, and discussion forums (Stone & Zheng, 2014). The LMS that was shared during the entire RUN course is called Ping Pong (http://pingpong.se) 6 .…”

Section: Tools For Blended Learningmentioning

confidence: 99%

Evaluation of Parallel Authentic Research-Based Courses in Human Biology on Student Experiences at Stanford University and the University of Gothenburg

Lindh

Annerstedt

Besier

et al. 2016

JoSoTL

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Under a previous grant (2005-08), researchers and teachers at Stanford University (SU) and the University of Gothenburg (GU) co-designed a ten-week interdisciplinary, research-based laboratory course in human biology to be taught online to undergraduate students. Essentials in the subject were taught during the first four weeks of this course. Subsequently, student groups at SU and GU developed their own research questions, conducted live-streamed experiments remotely, processed their unique data with support from multiple interactive resources, cross-cultural collaboration and an interdisciplinary network of expert consultants, and presented original scientific results remotely. Student course-perceptions were evaluated using online questionnaires, scientific logbooks, and observations. In student teams from both universities, the course concept clearly improved student abilities to conduct research using laboratory experiments while learning theoretical basics. A comparison of pre and post course scores from student surveys showed that post course student comfort levels with several research-related tasks increased radically at both universities. All participating staff generally agreed that the methods and tools were valuable in this type of course and should be evaluated at other levels and areas of higher education, and shared in an expanded network of universities.

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Learning Management Systems in a Changing Environment

Cited by 49 publications

References 7 publications

Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

An Examination on the Effect of Prior Knowledge, Personal Goals, and Incentive in an Online Employee Training Program

Evaluation of Parallel Authentic Research-Based Courses in Human Biology on Student Experiences at Stanford University and the University of Gothenburg

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