Date of Conferral
Information Systems and Technology
Management professionals at many colleges are transitioning to new learning management systems (LMS), such as Moodle, for reasons such as lower costs, greater outreach, and student preference. Transitioning to a new LMS may result in faculty problems with learning a new technology platform in addition to teaching. The purpose of this study was to explore the impact that an LMS transition had on faculty attitudes, experiences, and workload. The conceptual framework of the study was the unified theory of acceptance and use of technology and the diffusion of innovation theory. A phenomenological design was employed with a purposeful sample of 13 faculty who had transitioned a course from Blackboard to Moodle during 2009-2013. Interview data were analyzed through open coding, resulting in 7 emergent themes: time, stability, usability of features, preparation, support, support staff, and benefits. These themes were substantiated by observation of member checking and use of an external auditor. Results indicated that when faculty were required to transition to a new LMS, there were impacts to their workload such as extra time requirements for course development, learning the new LMS, delivering instruction, and technology training. All 13 faculty expressed a need for additional support in the form of either a course release, compensation, or mentoring. Administrators who apply these findings may influence positive social change through a better understanding of the complexity of an LMS transition. This new knowledge may result in increased alignment between administration and faculty, improvement of the student's experience, and improved faculty job satisfaction.
Jones, Karla Page, "Impacts on Faculty Workload During a Learning Management System Transition" (2015). Walden Dissertations and Doctoral Studies. 1384.
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