Abstract
In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. Despite the benefits of the LMS, research studies indicate that its use by students has been limited because of a number of manipulative and non-manipulative factors that can influence behavior. This study explores the factors that impact student use of the LMS K-Net in Qatari independent schools. Quantitative data were collected through a questionnaire that was administered to students in 37 schools. A total of 1,376 students responded to the questionnaire. Semi-structured interviews were used to collect qualitative data that helped to confirm the results of the quantitative data and to provide additional insight on students’ perspectives regarding the use of the LMS. The results point to a strong relation between ICT knowledge and LMS usage. They suggest that the more ICT knowledge students have, the less prone they are to using the LMS. Attitudinal barriers were not predictive of usage. Student usage was strongly correlated to teacher and parent usage. This study is informative in evaluating LMS usage in Qatari schools. <br /><br />
Highlights
Information and communication technologies (ICTs) have changed the nature of global interactions and educational practices (Economist Intelligence Unit Limited, 2001)
This study examined student usage of the learning management system (LMS) in Qatar
Teachers at a recent workshop reported a positive sense of LMS usage and stated that there were excellent champion teachers in specific independent schools who had served as role models and mentors
Summary
Information and communication technologies (ICTs) have changed the nature of global interactions and educational practices (Economist Intelligence Unit Limited, 2001). Centered around business (Hollenstein, 2004; Baldwin, Sabourin, & Smith, 2004), ICT has been adopted in both the public and private spheres and is intensively used in educational institutions (ten Brummelhuis, 2001, as cited in Drent & Meelissen, 2008). An LMS continues well beyond the classroom through emails, discussion groups, student–teacher question–and–answer sessions, the transfer and posting of administrative information, and course content (Kim & Lee, 2008). Most of these activities are done on a daily basis by students using the computer, Internet, and email, but an LMS facilitates them through a carefully managed system (Cox et al, 2004; Somekh et al, 2002). Despite the benefits of LMS, studies have been limited to teacher usage and have only been defined in terms of actual real-time and functional usage
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The International Review of Research in Open and Distributed Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
