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This presentation is a translation of the original Dutch version, as presented on the Surf Onderwijsdagen conference, Utrecht (NL). This research aims to understand the reasons behind the technology acceptation of learning management systems (LMS) by secondary school teachers and investigates the instructional use of the LMS. More papers and presentations by Cindy De Smet can be found on Academia: http://hogent.academia.edu/CindyDeSmet
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De Smet Cindy
Acceptation of the LMS by the secondary school teacher
This presentation is a translation of the original Dutch version, as presented on the Surf Onderwijsdagen conference, Utrecht (NL). The research has recently been submitted as a conference proposal. Please do respect the proposed citations.
@drsme'y
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About • Lecturermedia,GhentUniversityCollege,FacultyofTeacherTraining
• Ph.D.‐student,DepartmentofEduca6on,GhentUniversity
• TheResearchFundofUniversityCollegeGhentfinanciallysupportsthisresearch.
My research • Study1aimstounderstandthereasonsbehindthetechnologyaccepta6onoflearningmanagementsystems(LMS)bysecondaryschoolteachersandinves6gatestheinstruc6onaluseoftheLMS.
• Study2inves6gatesthelearningoutcomesoflearningpaths.
LMS
TheUglyDuckling?
Source:Deltaini6a6ve
SurveyResearch
Whattheteacherdeclares
Surveydata• Flemishsecondaryschoolteachers.
• LMS(inthisresearch):soUwareusedbythelearningins6tu6on.
• 57,3%oftherespondentswerefemale,whichisclosetothepercentage(61,5%)oftheglobalpopula6on.
• Teacheragerangevariedfrom22to61years,withanaverageageof40.
• Teacherexperiencerangedfrom1to42years,withanaverageof15.
n=376
Please cite as De Smet, C., & Schellens, T. (2009). ELO’s in het Vlaams secundair onderwijs: nieuw of alweer achterhaald. Advies & Educatie, 26, 12–14.
LMSmarketinFlanders
Secondaryeduca6on
1) Survey20092) Theeduca6onalnetworkmostlydeterminestheLMSused
72%
10%
4%14% Smartschool
Other(Moodle,Dokeos)None
elo‐V(Blackboard)
University
1) Databasedontheofficialstudentnumbers(2009).2) TheLMSusedisdeterminedbythe6Flemish
associa6onsbetweenuniversi6esanduniversitycolleges
3) MostLMSare“Branded”
UniversityColleges
OutsidetheLMS
Secondaryeduca6on:• 69%useslearningobjectsfoundontheinternetorspecializedcontentsites:(usingKlasCement.net,Google.com…)
• 52%usessoUwareandapplica6onsoutsidethetheLMS(wikispaces.com,blogsoUware,Googledocuments,Facebook,Netlog….)
TheFlemishteacher
LMSexperience
Noexperience 19%1year 10%2years 24%3years 22%4years 20%5yearsormore 15%
19%
15%
Blackboard:1997
Moodle:1999
Self‐reportedskills
Sufficienttechnicalskills:69%
Insufficienttechnicalskills:14%
Insufficientdidac6cskills:47%
Policies
57%doesn’tknowwheretofindaddi6onaltraining
79%oftheteachersdoesn’tknowabouttheexistenceofanypolicyconcerningtheuseoftheLMSatschoollevel
TeacherLMSsa6sfac6on
Sa6sfied:45%
Unsa6sfied:20%
Noopinion:35%
Conclusions:– TheLMSisnotanewtechnology,buttheteacherLMSexperiencestayslow.
– AlmostallschoolshaveanLMSattheirdisposal,buts6ll19%oftheteachersdoesn’tuseit.
– Theteacherbelieveshistechnicalskillsareadequate,buthedoesn’tknowhowtousetheLMSfordidac6cpurposes.
– Theteacherisnotawareofexis6ngtrainingopportuni6es.
– SchoolslackanLMS‐policy.
Instruc6onalLMSuse
Surveyresearch
Theteacher…declared
n=505
Please cite as: De Smet, C., Bourgonjon, J., De Wever, B., Schellens, T. & Valcke, M. (2010). “Acceptation of the LMS by the secondary school teacher”. Surf onderwijsdagen 2010. Utrecht, Netherlands. 10 Oct. 2010.
PerceivedEaseofUse(PEOU)
PerceivedUsefulness(PU)
Use
TechnologyAcceptanceModel(TAM)1
1) Beliefs2) Self‐reporteduse3) Predicts40%ofasystems’use
PerceivedEaseofUse
PerceivedUsefulness
Use
TAM:3examples
1) Secondary school teachers 2
2) Students (higher education) 3
3) Engineers (company) 4
PerceivedUsefulness Use
Moreexperience
PerceivedEaseofUse
PerceivedUsefulness
Use
Importantothers
Importantothers(subjec6venorm)2
PerceivedEaseofUse
PerceivedUsefulness
Use
ICTsupport
Importantothers
ICTsupport2
http://www.flickr.com/photos/alancleaver/2381170336 by Alan Cleaver
Opera6onaliza6onofinstruc6onaluseintotwodifferentconstructs:Administra6veuseandInterac6veuse2
A/I %
Documentpublishing A 82%
Sendingannouncements A 75%
Uploadorpublishexcercises A 51%
Receiveassignments A 51%
Assessmentmodules I 18%
Chat I 9%Learningpath I 27%
Forum I 27%
Wiki I 25%
n=505,A=administra6ve,I=interac6ve;n=292,experience≥1(%)
PerceivedEaseofUse
A I
Researchoutcomes2
PerceivedUsefulness
Observa6ons2
A ITAM(%) 35% 15%TAM PEOU(1),PU(2) PU
Innova6veness Indirect Direct
ICTsupport Indirect Direct
Conclusions
• Perceivedeaseofuseisthemostimportantfactor(inthisresearch)topredicttheinstruc6onaluseoftheLMS.
• AssoonasateachergetsmoreadvancedinusingtheLMS,perceivedusefulnessbecomesmoreimportant.
• ThissuggeststhatwhenateacherwantstouseanLMS,theeaseofuseofthesystemwillbethefirstconsidera6on,probablyfollowedbyhisorherpercep6onofthesystem’sperformance.
Conclusion
• TechnicalsupportisimportantforeveryLMS‐user,regardlesshisexperiencelevel.
• Administra6veusewasexpectedtobeaprerequisiteforinterac6veuseandthedataconfirmsthisassump6on.
Limita6ons
• Futureresearchshouldexploreothervariablesthatmayhaveaneffectoninstruc6onaluse,asthecurrentmodelsexplainmaximum36%.
• ThisresearchdidnotincludesoUwareorapplica6onsoutsidetheins6tu6on’sLMS
http://www.flickr.com/photos/raggle/3163752268 by Rachel Carter
ReferencesNote1
Davis,F.D.(1989).Perceivedusefulness,perceivedeaseofuse,anduseracceptanceofinforma6ontechnology.MISQuarterly,13,319–340.
Venkatesh,V.,Morris,M.,Davis,G.,&Davis,F.,‐(2003).Useracceptanceofinforma6ontechnology:Towardaunifiedview.MISQuarterly,27,425–478.
Note2
DeSmet,C.,Bourgonjon,J.,DeWever,B.,Schellens,T.&Valcke,M.(2010).“Accepta6onoftheLMSbythesecondaryschoolteacher”.Surfonderwijsdagen2010.Utrecht,Nederland.10Oct.2010.
Note3
Sánchez,R.A.,&Hueros,A.D.(2010).Mo6va6onalfactorsthatinfluencetheacceptanceofMoodleusingTAM.ComputersinHumanBehavior,26,1632–1640.
Note4
Ong,C.‐S.,Lai,J.‐Y.,&Wang,Y.‐S.(2004).Factorsaffec6ngengineers’acceptanceofasynchronouse‐learningsystemsinhigh‐techcompanies.Informa=on&Management,41,795–804.
Contact • MyprofilepageGhentUniversity• h'p://twi'er.com/drsme'y
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