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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