Secondary Teachers’ Concerns in Adopting Learning Management Systems: A U.S. Perspective
Bianca Lochner, Rita-Marie Conrad, Edward Graham, Walden University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This paper is a report on the findings of a study conducted to examine the concerns of U.S. secondary teachers regarding the adoption of a learning management system (LMS) utilizing the concerns-based adoption model (CBAM). The stages of concern questionnaire used enabled the strength of teacher concerns to be measured for seven distinct stages of concerns: awareness, informational, personal, management, consequence, collaboration and refocusing. The results reflected a general lack of awareness about the LMS and strong faculty concerns for managing the innovation, for their personal adequacy to adopt the LMS and for more information on implications for their practices. Based on the research findings, appropriate support and intervention methods are proposed to address these concerns, including the provision of more information and positive examples related to LMS integration and professional development targeted at addressing individual concerns.
Lochner, B., Conrad, R.M. & Graham, E. (2014). Secondary Teachers’ Concerns in Adopting Learning Management Systems: A U.S. Perspective. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1216-1224). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
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