Exploring staff and student experiences of learning management system transition

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2022-11-24 DOI:10.1080/00131881.2022.2147854
E. Pechenkina, Elizabeth Branigan
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引用次数: 1

Abstract

ABSTRACT Background In higher education (HE) settings, staff and students are often end-users of a variety of educational technologies, tools and platforms, including Learning Management Systems (LMSs). As technological evolution is constant, transitioning to a new system may be a familiar occurrence. For technology to support educational purpose more fully, further insight needs to be gained into how staff and students actually experience the process of transition. This article focuses on this area in the context of institution-wide transition to a new LMS. Purpose The study’s aim was to explore how academic teaching staff and students experienced a university-wide technological change process: namely, a process of changing to a new LMS. Method Data were collected through a series of interviews with staff who were involved in the first stage of the change process. In addition, students enrolled in the first tranche of subjects undergoing transition participated in surveys. Data were analysed using a qualitative, comparative analysis approach; student and staff perspectives were compared, and the points of intersections and divergences between the viewpoints were located. Finding Detailed analysis helped identify factors that contributed to a smooth transition, while also showing how staff expectations of student behaviours and needs were not always aligned with students’ own approaches to technology-assisted teaching and learning, which tended to be predominantly pragmatic. Conclusions Feedback gleaned from investigating stakeholders’ transition experiences can contribute in a valuable way to informing change processes and support empowering change. The findings highlight how positioning LMS transition as a student-centred and education-led process, rather than as a large-scale technology project, has potential to support staff and students to have a positive and relatively seamless transition experience.
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探讨师生对学习管理系统转型的体会
在高等教育(HE)环境中,教职员工和学生往往是各种教育技术、工具和平台的最终用户,包括学习管理系统(lms)。由于技术进化是不断的,过渡到一个新的系统可能是一个熟悉的事件。为了使技术更充分地支持教育目的,需要进一步了解教职员工和学生如何实际体验过渡过程。本文将在整个机构向新的LMS过渡的背景下关注这一领域。本研究的目的是探讨学术教学人员和学生如何体验大学范围内的技术变革过程:即向新的LMS转变的过程。方法通过与参与变革过程第一阶段的员工进行一系列访谈来收集数据。此外,参加第一批过渡科目的学生参加了调查。数据分析采用定性、比较分析方法;学生和教师的观点进行了比较,并确定了观点之间的交叉点和分歧点。详细的分析有助于确定促成顺利过渡的因素,同时也表明,教师对学生行为和需求的期望并不总是与学生自己对技术辅助教学和学习的方法一致,这些方法往往主要是务实的。从调查利益相关者的转变经验中收集到的反馈可以以一种有价值的方式为变革过程提供信息,并支持授权变革。研究结果强调,将LMS转型定位为一个以学生为中心、以教育为主导的过程,而不是一个大规模的技术项目,有可能支持教职员工和学生获得积极的、相对无缝的过渡体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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