Understanding Faculty Perspectives on Using a Learning Management System at a Caribbean University in Guyana

Date of Conferral

11-10-2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Deanne Otto

Abstract

In this basic qualitative study, faculty hesitation toward using Moodle learning management system (LMS) for instructional delivery was investigated. The research question focused on how faculty perspectives on their hesitation toward using the institution’s LMS in the Faculty of Social Sciences at a Caribbean university in Guyana reflect the tenets of Rogers’ diffusion of innovation theory (DIT). Rogers’ DIT formed the conceptual framework for this study. Eleven lecturers in the faculty of Social Sciences who actively use the institution’s learning management system (LMS) for instructional delivery were purposefully selected for semistructured interviews. Data were analyzed using Saldana’s coding manual for coding and thematic analysis. Six themes emerged to answer the research question: (a) Moodle features used, (b) benefits of using Moodle, (c) Moodle use comfort levels, (d) social influencers, (e) professional development, and (f) enabling conditions. These results provide knowledge informing stakeholders of what can lead to improved faculty use of educational technology. Faculty use of LMSs is integral to improving access to higher education globally. These research findings may contribute to understanding why faculty hesitated to use Moodle LMS for instructional delivery. Reduced faculty hesitation in using LMSs at higher education institutions can lead to the realization of Sustainable Development Goal Four, the delivering of quality education effectively. Student access to personalized, continuous learning using LMSs will foster positive social change.

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