Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Salina Shrofel

Abstract

In 2019, the college administrators at a large 2-year college located in Canada implemented a Learning Management System (LMS) policy for all instructors. The goal of the LMS policy was for faculty members to demonstrate committed professionalism and high degree of competence in teaching. The problem was that instructors underutilized the LMS to provide feedback to students, make course content available in a variety of accessible formats to students, and promote student engagement in learning. In this study, the factors that influenced instructors’ use of the LMS in accordance with the LMS usage policy were explored. The expanded technology acceptance model grounded this study. The research questions were designed to explore how faculty members from the School of Business perceived that the system quality, their self-efficacy and facilitating conditions influenced their use of the LMS in accordance with the LMS policy. A basic qualitative study was conducted, and 11 faculty members employed by the School of Business were interviewed. Data were analyzed using open coding followed by axial coding. The results revealed that participants perceived system quality, self-efficacy and facilitating conditions influenced their use of the LMS in accordance with the LMS policy. The study findings led to the development of a policy paper for administrators at the School of Business that made recommendations regarding interventions to improve faculty member professional practices and the overall student experience. Positive social change could result from the administrators using these recommendations to provide interventions that will improve instructor use of the LMS to provide learning opportunities so that students will become successful learners.

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