Understanding the experiences of instructors as they adopt a course management system

Abstract

In this study, we used qualitative methods to help us better understand the experiences of instructors as they are persuaded to adopt a course management system and integrate it into their teaching. We discuss several patterns explaining how instructors implemented Blackboard, a CMS, by experimenting with individual features, facing both technical and integration challenges, and attempting to adapt Blackboard features to match their goals and practices. We also give explanations for why instructors either (a) embraced the tool and grew more dependent on it, (b) reduced their use of the tool to only some features, or (c) discontinued the tool and actively sought replacement options. In this paper we explain why instructors fell into any one of these three areas and what implications this may have for training and support needs.

Course Management System’s Compatibility with Teaching Style Influences Willingness to Complete Training

“…Also, although the literature suggests that faculty IT training is one factor that influences adoption of IT in the classroom (deNoyelles et al, 2012;Goktas et al, 2009;Kidd, 2010;Masalela, 2009;McBride & Thompson, 2011;Porter, 2011;Potter & Rockinson-Szapkiw, 2012;Samarawickrema & Stacey, 2007;Smolin & Lawless, 2011), it also suggests that many faculty members are unwilling to complete formal IT training (Hassan, 2011;Hurtado et al, 2012;Pereira, 2015;Yohon & Zimmerman, 2006). Because of the low faculty adoption rates (Green, 2010;Unwin et al, 2010) and costs associated with implementing a CMS at higher education organizations, many researchers have focused on studying barriers to CMS adoption, as well as studying factors that may improve faculty adoption rates (Bennett & Bennett, 2003;Green, 2010;Keesee & Shepard, 2011;Mallinson & Krull, 2013;Samarawickrema & Stacey, 2007;West, Waddoups, & Graham, 2007). For example, Bennett and Bennett (2003) studied 20 higher education faculty members and concluded that workshop-based training improves faculty attitudes toward the CMS, and West et al (2007) asserted that this indicates that faculty training increases the probability of CMS adoption.…”

“…Because of the low faculty adoption rates (Green, 2010;Unwin et al, 2010) and costs associated with implementing a CMS at higher education organizations, many researchers have focused on studying barriers to CMS adoption, as well as studying factors that may improve faculty adoption rates (Bennett & Bennett, 2003;Green, 2010;Keesee & Shepard, 2011;Mallinson & Krull, 2013;Samarawickrema & Stacey, 2007;West, Waddoups, & Graham, 2007). For example, Bennett and Bennett (2003) studied 20 higher education faculty members and concluded that workshop-based training improves faculty attitudes toward the CMS, and West et al (2007) asserted that this indicates that faculty training increases the probability of CMS adoption.…”

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

“…It does take time, '' (West et al, 2006, p. 15) Once an instructor takes the time to adapt to the technology they become dependent on it and even though it doesn't work 100% for them they still use it in spite of other emerging technologies that could help them better; they do not have time to try out all the available resources. (West et al, 2006) A recent report from the Educause Center for Analysis and Research (ECAR) notes that it is expensive and complex for institutions to replace existing LMS systems. (Lang & Pirani, 2016) Nevertheless, the LMS and other technology that a university may use is in continually in danger of becoming obsolete.…”

“…(MindWires LLC, 2017, p. 6) The dilemma here is, even if an LMS implementation appears to solve technological and pedagogical needs, there is still a chance that the technology may not be used later and becomes a wasted resource. (Lanzolla & Suarez, 2012 page 843) The converse of that is, if an instructor becomes dependent on a system and that technology becomes obsolete, as homegrown systems sometimes do, they have to go through the technology adaptation cycle all over again (West, Waddoups, & Graham, 2006) 'You also have to balance as a teacher how much time you spend on things ... how much time the technology is going to cost you. It does take time, '' (West et al, 2006, p. 15) Once an instructor takes the time to adapt to the technology they become dependent on it and even though it doesn't work 100% for them they still use it in spite of other emerging technologies that could help them better; they do not have time to try out all the available resources.…”

Digital Learning Environments

“…Veletsianos, Kimmons, and French (2013), for example, found that when a social networking site was introduced into a university setting to replace the existing LMS, a number of instructors viewed the site as a "repository for information to disseminate to students, " and perceived the platform as "a virtual filing cabinet, " a "dumping ground for ideas, " and a place that would help students to "either put documents or take documents away. " On the other hand, instructors may change their teaching practice to accommodate a specific technology (West, Waddoups, and Graham 2007). For example, the introduction of a new learning management system might allow instructors to embrace more student-centered practices by effortlessly managing discussion forums.…”