LMS in Higher Education: Analysis of the
Effect of a Critical Factor ‘Faculty Training’
The purpose of this research is the analysis of the
impact of ICT-related training in the adoption of a learning
management systems (LMS) for teaching practicesby faculties in a
higher education institution. Based on comparative analyses the
impact will be obtained by the number of LMS courses created and
managed by participants in ICT for teaching workshops and those
who have not attended to any workshops. Involving near 1320 LMS
courses and 265 faculties, the results evidence that(i) faculties who
have not attend any workshop present a larger distribution of empty
courses and (ii) faculties who have attended three or more workshops
managed a higher distribution of courses with a considerable level of
use intensity, when compared to the others groups. These findings
supportthe idea that faculty training is a crucial factor in the process
of LMS integration in higher education institutions and that faculties
who have been enrolled in three or more workshops develop a higher
level of technical and pedagogical proficiency in LMS.
[1] Singh, G., O'Donoghue, J., &Worton, H., A. (2005). Study into the
effects of e-learning on higher education, Journal of University Teaching
& Learning Practice, 2(1), Available
at:http://ro.uow.edu.au/jutlp/vol2/iss1/3
[2] Macdonald, J., &Poniatowska, B. (2011). Designing the professional
development of staff for teaching online: an OU (UK) case study.
Distance Education, 32 (1), 119-134.
[3] Levy, S. (2003). Six factors to consider when planning online distance
learning programs in higher education. Online Journal of Distance
Learning Administration, VI(I). Available at:
http://www.westga.edu/~distance/ojdla/spring61/levy61.htm
[4] Finley, L. & Hartman, D. (2004). Institutional change and resistance:
Teacher preparatory faculty and technology integration, Journal of
Technology and Teacher Education, 12(3), 319-337.
[5] Kirkup, G & Kirkwood, A. (2005). Information and communications
technologies (ICT) in Higher Education teaching - a tale of gradualism
rather than revolution. Learning, Media and Technology, 30(2), 185-
199.
[6] Shauer, J., Rockwell, S., Fritz, S. & Marx, D. (2005). Implementing
Distance Education: Issues Impacting Administration.Online Journal of
Distance Learning Administration, VIII(III). Available at:
http://www.westga.edu/~distance/ojdla/fall83/schauer83.htm
[7] Rovai, A. P., & Downey, J. R. (2010). Why some distance education
programs fail while others succeed in a global environment. The Internet
and Higher Education, 13, 3, 141-147.
[8] Georgina, D. A., & Olson, M. R. (2010). Integration of technology in
higher education:A review of faculty self-perceptions. Internet and
Higher Education 11, 1-8.
[9] Sahin, I., & Thompson, A. (2006). Using Rogers-s theory to interpret
instructional computer use by COE faculty. Journal of Research on
Technology in Education, 39(1), 81-104.
[10] Becker, H. J. (2000). Findings from the teaching, learning, and
computing survey: Is Larry Cuban right? Education Policy Analysis
Archives, 8(51). Available at:
http://www.crito.uci.edu/tlc/findings/ccsso.pdf
[11] Chowdhury.(2009). ICTintegration trends and practices in college
classrooms. Proceedings of EDULEARN09 Conference. 6th-8th July
2009, Barcelona, Spain.
[12] Schrum, L., Skeele, R. & Grant, M. (2002). One college of education-s
effort to infuse technology: A systematic approach to revisioning
teaching and learning. Journal of Research on Technology in Education,
35(2), 256-271.
[13] Selwyn, N. (2007). The use of computer technology in university
teaching and learning: a critical perspective. Journal of Computer
Assisted Learning, 23(2), 83-94.
[14] Salmon, G. (2000). E-Moderating: the key to teaching and learning
online. London: Sterling.
[15] Gautreau, C. (2011). Motivational factors affecting the integration of a
learning management system by faculty. Journal of Educators Online,
8(1), January. Available at:
http://www.thejeo.com/Archives/Volume8Number1/GautreauPaper.pdf
[16] Irani, T., &Telg, R. (2002). Building it so they will come: Assessing
universities- distance education faculty training and development
programs. Journal of Distance Education, 17, 36-36.
[17] Long, P. D. (2001). Technology support trio. Syllabus: New Directions
in Education Technology, 14(11), 8.
[18] Schnell, M. A. (2003). Technology classroom support: A collaborative
effort at Syracuse university. College & University Media Review, 9(2),
81-90.
[19] Leh, A. S. C. (2005). Lessons learned from service learning and reverse
mentoring infaculty development: A case study in technology training.
Journal of Technology and Teacher Education, 13(1), 25-41.
[1] Singh, G., O'Donoghue, J., &Worton, H., A. (2005). Study into the
effects of e-learning on higher education, Journal of University Teaching
& Learning Practice, 2(1), Available
at:http://ro.uow.edu.au/jutlp/vol2/iss1/3
[2] Macdonald, J., &Poniatowska, B. (2011). Designing the professional
development of staff for teaching online: an OU (UK) case study.
Distance Education, 32 (1), 119-134.
[3] Levy, S. (2003). Six factors to consider when planning online distance
learning programs in higher education. Online Journal of Distance
Learning Administration, VI(I). Available at:
http://www.westga.edu/~distance/ojdla/spring61/levy61.htm
[4] Finley, L. & Hartman, D. (2004). Institutional change and resistance:
Teacher preparatory faculty and technology integration, Journal of
Technology and Teacher Education, 12(3), 319-337.
[5] Kirkup, G & Kirkwood, A. (2005). Information and communications
technologies (ICT) in Higher Education teaching - a tale of gradualism
rather than revolution. Learning, Media and Technology, 30(2), 185-
199.
[6] Shauer, J., Rockwell, S., Fritz, S. & Marx, D. (2005). Implementing
Distance Education: Issues Impacting Administration.Online Journal of
Distance Learning Administration, VIII(III). Available at:
http://www.westga.edu/~distance/ojdla/fall83/schauer83.htm
[7] Rovai, A. P., & Downey, J. R. (2010). Why some distance education
programs fail while others succeed in a global environment. The Internet
and Higher Education, 13, 3, 141-147.
[8] Georgina, D. A., & Olson, M. R. (2010). Integration of technology in
higher education:A review of faculty self-perceptions. Internet and
Higher Education 11, 1-8.
[9] Sahin, I., & Thompson, A. (2006). Using Rogers-s theory to interpret
instructional computer use by COE faculty. Journal of Research on
Technology in Education, 39(1), 81-104.
[10] Becker, H. J. (2000). Findings from the teaching, learning, and
computing survey: Is Larry Cuban right? Education Policy Analysis
Archives, 8(51). Available at:
http://www.crito.uci.edu/tlc/findings/ccsso.pdf
[11] Chowdhury.(2009). ICTintegration trends and practices in college
classrooms. Proceedings of EDULEARN09 Conference. 6th-8th July
2009, Barcelona, Spain.
[12] Schrum, L., Skeele, R. & Grant, M. (2002). One college of education-s
effort to infuse technology: A systematic approach to revisioning
teaching and learning. Journal of Research on Technology in Education,
35(2), 256-271.
[13] Selwyn, N. (2007). The use of computer technology in university
teaching and learning: a critical perspective. Journal of Computer
Assisted Learning, 23(2), 83-94.
[14] Salmon, G. (2000). E-Moderating: the key to teaching and learning
online. London: Sterling.
[15] Gautreau, C. (2011). Motivational factors affecting the integration of a
learning management system by faculty. Journal of Educators Online,
8(1), January. Available at:
http://www.thejeo.com/Archives/Volume8Number1/GautreauPaper.pdf
[16] Irani, T., &Telg, R. (2002). Building it so they will come: Assessing
universities- distance education faculty training and development
programs. Journal of Distance Education, 17, 36-36.
[17] Long, P. D. (2001). Technology support trio. Syllabus: New Directions
in Education Technology, 14(11), 8.
[18] Schnell, M. A. (2003). Technology classroom support: A collaborative
effort at Syracuse university. College & University Media Review, 9(2),
81-90.
[19] Leh, A. S. C. (2005). Lessons learned from service learning and reverse
mentoring infaculty development: A case study in technology training.
Journal of Technology and Teacher Education, 13(1), 25-41.
@article{"International Journal of Business, Human and Social Sciences:54603", author = "Pedro Barbosa Cabral and Neuza Pedro and Ana Mafalda Gonçalves", title = "LMS in Higher Education: Analysis of the
Effect of a Critical Factor ‘Faculty Training’", abstract = "The purpose of this research is the analysis of the
impact of ICT-related training in the adoption of a learning
management systems (LMS) for teaching practicesby faculties in a
higher education institution. Based on comparative analyses the
impact will be obtained by the number of LMS courses created and
managed by participants in ICT for teaching workshops and those
who have not attended to any workshops. Involving near 1320 LMS
courses and 265 faculties, the results evidence that(i) faculties who
have not attend any workshop present a larger distribution of empty
courses and (ii) faculties who have attended three or more workshops
managed a higher distribution of courses with a considerable level of
use intensity, when compared to the others groups. These findings
supportthe idea that faculty training is a crucial factor in the process
of LMS integration in higher education institutions and that faculties
who have been enrolled in three or more workshops develop a higher
level of technical and pedagogical proficiency in LMS.", keywords = "Higher Education, Faculty Training, LMS,
Comparative Analyses", volume = "6", number = "6", pages = "1245-6", }
