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A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School

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Date Issued:
2017
Abstract/Description:
The purpose of this study is to explore teacher perceptions, concerns, and integration of a Learning Management System (LMS) in a K-12 public school. With more educational institutions adopting LMSs, it is imperative to examine teachers' concerns regarding the tool as teachers have an important role in how effectively an innovation(-)such as an LMS(-)is implemented (Lochner, Conrad, (&) Graham, 2015). Ultimately, adoption of an innovation can be successful if teachers have an understanding of the components leading to the innovation's success, such as the innovation's value in enhancing both the curriculum and the students' learning experiences (Lochner et al., 2015). This study used the Concerns-Based Adoption Model (CBAM) as a main framework to not only measure implementation of the LMS, but to also increase the likelihood of the LMS effecting positive change in schools (George, Hall, (&) Stiegelbauer, 2006). The framework's Stages of Concern Questionnaire (SoCQ) was used with participants to determine teachers' concerns. The sample population for this study consisted of secondary teachers at a public high school in central Florida in 2017. Out of the 125 teachers employed at the school, a total of 36 (n = 36) participated in the online survey. Three of the teachers surveyed then participated in interviews to provide additional insight.Data was analyzed and organized into five main topics: (a) Stages of Concern Profile; (b) teacher concerns; (c) benefits of the LMS; (d) barriers to the LMS; and (e) teacher needs. An analysis of the survey data revealed that the study's survey participants, on average, had the highest concerns at Stage 0 (Unconcerned), Stage 1 (Informational) and Stage 2 (Personal), thus indicating the group conformed to a non-user profile when it comes to LMS use. An analysis of the interview data revealed an overall positive disposition toward the LMS with the self-awareness that participants have more to learn about its capabilities. Results suggested that LMS implementation should be refined in order to allow participants to advance to higher stages of concern (George et al., 2006). Further research should be conducted on other areas of LMS implementation, including the students' perceptions and concerns when it comes to using the LMS.
Title: A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School.
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Name(s): Franzese, Victoria, Author
Gunter, Glenda, Committee Chair
Swan, Bonnie, Committee Member
Hartshorne, Richard, Committee Member
Vitale, Thomas, Committee Member
Rath, Victoria, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study is to explore teacher perceptions, concerns, and integration of a Learning Management System (LMS) in a K-12 public school. With more educational institutions adopting LMSs, it is imperative to examine teachers' concerns regarding the tool as teachers have an important role in how effectively an innovation(-)such as an LMS(-)is implemented (Lochner, Conrad, (&) Graham, 2015). Ultimately, adoption of an innovation can be successful if teachers have an understanding of the components leading to the innovation's success, such as the innovation's value in enhancing both the curriculum and the students' learning experiences (Lochner et al., 2015). This study used the Concerns-Based Adoption Model (CBAM) as a main framework to not only measure implementation of the LMS, but to also increase the likelihood of the LMS effecting positive change in schools (George, Hall, (&) Stiegelbauer, 2006). The framework's Stages of Concern Questionnaire (SoCQ) was used with participants to determine teachers' concerns. The sample population for this study consisted of secondary teachers at a public high school in central Florida in 2017. Out of the 125 teachers employed at the school, a total of 36 (n = 36) participated in the online survey. Three of the teachers surveyed then participated in interviews to provide additional insight.Data was analyzed and organized into five main topics: (a) Stages of Concern Profile; (b) teacher concerns; (c) benefits of the LMS; (d) barriers to the LMS; and (e) teacher needs. An analysis of the survey data revealed that the study's survey participants, on average, had the highest concerns at Stage 0 (Unconcerned), Stage 1 (Informational) and Stage 2 (Personal), thus indicating the group conformed to a non-user profile when it comes to LMS use. An analysis of the interview data revealed an overall positive disposition toward the LMS with the self-awareness that participants have more to learn about its capabilities. Results suggested that LMS implementation should be refined in order to allow participants to advance to higher stages of concern (George et al., 2006). Further research should be conducted on other areas of LMS implementation, including the students' perceptions and concerns when it comes to using the LMS.
Identifier: CFE0006739 (IID), ucf:51834 (fedora)
Note(s): 2017-08-01
Ed.D.
Education and Human Performance, Teach Learn and Ldrshp, Schl of
Doctoral
This record was generated from author submitted information.
Subject(s): Learning Management System -- LMS -- LMS adoption -- LMS implementation -- technology -- teacher perceptions -- K-12 public school -- K-12 -- public school -- formative evaluation -- evaluation
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006739
Restrictions on Access: campus 2018-08-15
Host Institution: UCF

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