| Autor: |
Little-Wiles, Julie, Naimi, Linda L. |
| Předmět: |
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| Zdroj: |
Conflict Resolution & Negotiation Journal; Dec2011, Issue 4, p1-13, 13p, 7 Charts |
| Abstrakt: |
What are the attitudes, perceptions and usages of university faculty feel regarding learning management systems in use at their institutions? Do faculty believe they are making effective use of LMSs in course instruction? What elements do they consider to be crucial or important features in a learning management system? Do they believe LMSs benefit students and aid instruction? This study examined faculty uses, perceptions and attitudes toward an online learning management system (Blackboard). Respondents were full time professors in the College of Technology at Purdue University. Survey questions focused on two main areas of inquiry, faculty usage and faculty perceptions of and attitudes toward the learning management system (LMS). We also gave faculty the opportunity to respond to four open-ended questions including what they liked most and least in the system; suggestions for improvement in relationship to their use of the learning management system; and finally, how they could utilize the learning management system more effectively in their courses. The last section of questions concentrated on faculty's perceptions of online courses to help us gauge interest, experience, and opinions on the subject. Traditional tools such as textbooks, lectures, videos and group activities have long kept students engaged in a traditional classroom setting. This research focused on how faculty utilize the features in an online learning management system to aid their students in the learning process and engage them in the material at hand. Specific elements were identified that faculty commonly populate in their learning management systems with and those elements faculty perceive students respond best to as well as care most about. Some of the findings will guide administrators and faculty in developing an online learning environment. General tools available in most learning management systems will be evaluated. This study also examined the extent of training faculty received in an LMS. And finally, we summarize our understanding of faculty perceptions of a learning management system. [ABSTRACT FROM AUTHOR] |
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