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.

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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.

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