The process of instructor orientation and socialization to the Moodle LMS in a post secondary context.
Mark Zieber, University of Lethbridge, Canada
EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The process of orientation and socialization into using the Moodle learning management system (LMS) can be complicated and fraught with frustration. This original research project sampled both new and experienced users and found that there were several similarities in participant’s experience of socializing into an LMS. The research project utilized a constructive qualitative analysis process with a sample size of 12. Intensive interviews were used to collect data. The conclusions of the project are that the process of orientation and socializing into a new LMS for faculty/instructors is fraught with many difficulties. Participants in this study frequently brought numerous skills to the learning process, but these skills were frequently not enough to overcome the complexities of the learning task. Participants who had coding development skills tended to do significantly better as they were able to work around the challenges presented by the LMS. Despite these skills the open architecture and endless variety which characterizes the Moodle LMS, frequently overwhelmed participants. One curiosity of this study was the predominance of generalized Google searches as the default mechanism to problem solve. Once participants had spent the time, and endured the frustration, to socialize into the LMS platform, they were able to apply high level educational strategies. The nature and type of support was important to participants.
Zieber, M. (2019). The process of instructor orientation and socialization to the Moodle LMS in a post secondary context. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 132-140). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)