Award Date

December 2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology & Higher Education

First Committee Member

E. Michael Nussbaum

Second Committee Member

LeAnn G. Putney

Third Committee Member

Matthew Bernacki

Fourth Committee Member

Denise Tillery

Number of Pages

139

Abstract

The use of a Learning Management System (LMS) such as Blackboard Learn (Blackboard Learn, 2009) is a ubiquitous feature of the undergraduate experience. Despite its rapid increase in popularity and student demand for anytime, anywhere access to course materials, adoption of the LMS is slow and uneven. Some instructors also do not take advantage of some of the interactive tools in the LMS because it is complex in nature or they are unaware of the pedagogical affordances of the technology.

The purpose of this study was to explore the best ways to train faculty on how to use the LMS. This multiple case study examined different training methods based on Quality Matters (QM) and Technology Pedagogical Content Knowledge (TPACK) and its impact on tool adoption and use, course design choices, and instructors’ self-beliefs in the efficacy to teach with technology.

It was discovered that the use of authentic examples in training and levels of experience had various impact on design and LMS tool selection and use. While TPACK trained instructors increased comfort levels with the technology in the participants, QM trained instructors were able to refine their use of the technology.

Keywords

Learning Management System; LMS; Quality Matters; TPACK

Disciplines

Education

Language

English


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