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Changes in a Learning Management System (LMS) require instructors to learn and adjust, but not much is known about these learning experiences. Framed by Kolb’s experiential learning theory, the purpose of this this qualitative case study was to explore and understand how instructors learned and adjusted within the LMS. The research questions addressed how the instructors learned and adjusted when experiencing new functions, updates, or expectations within the LMS and what internal and external factors supported them. Eight instructors were selected through purposeful sampling and then interviewed by phone. The purposeful sampling method ensured that selected participants met the following criteria: (a) must be an online undergraduate instructor and may come from different disciplinary educational backgrounds, (b) who teach or taught online at this specific college for at least 3 years, and (c) who have learned and adjusted within the LMS. The data retrieved from the interviews was analyzed using the thematic analysis approach. The themes included common approaches is support, self-learning, communication, and preparation that aligned well with Kolb’s experiential learning theory. Conclusions were based on the analysis of the themes and the results were interpreted. These results could provide organizations and administrators with guidance on how instructors learn and adjust within the LMS. The results could promote social change for the organization and the institution when they invest in creating more online supportive measures, self-learning opportunities, continued communication among the organization, and adopt preparation steps for learning and adjusting within the LMS.
Johns, Helen, "Online Instructors’ Experiences and Adaptations to Transitions Within a Learning Management System" (2020). Walden Dissertations and Doctoral Studies. 9157.