Social capital and the diffusion of learning management systems: a case study

Bill Boland

doi:10.1186/s13731-020-00139-z

Abstract

The diffusion and adoption process of a learning management system (LMS) at higher education institutes faces several obstacles; some of which are unique to contexts while others are shared experiences. This diffusion case study compares the adoption process of the LMS Blackboard at two universities, Texas A&M University and Monash University in Australia, investigating the factors which impacted the adoption of the innovation at each context as well as the extent to which social capital influenced the diffusion process. The study specifically examined the different adopters involved, the objections raised, the barriers encountered, and the significant factors either resulting in the success or the failure of the innovation, employing a social capital-infused theoretical framework of diffusion within organizations outlined by Frank, Zhao, and Borman (Sociol Educ 77:148–171, 2004). Primary and secondary data were analyzed and examined from three peer-reviewed, empirical articles for comparison within the study.Findings highlighted strong alignment with Rogers’ (Diffusion of innovations, 2003) diffusion of innovations theory as well as the importance of social capital maintained by Frank and colleagues (Sociol Educ 77:148–171, 2004). Though describing different adoption processes and factors, each context supported the universal idea behind diffusion theory that members of a social system communicate an innovation through social channels over time and that innovators and early adopters play a vital role in this process (Rogers, Diffusion of innovations, 2003). As higher education institutes advance further into the twenty-first century and adopt more innovations within their learning frameworks and systems, this diffusion case study stresses the importance of understanding diffusion theory, having an in-depth knowledge of the stakeholders involved in the adoption process, and creating and implementing a meticulous diffusion plan to ensure a successful diffusion and adoption process.

Highlights

This study investigates the diffusion of learning management systems (LMSs) in educational institutions through the review, analysis, documentation, and evaluation of the innovation adoption process in the select contexts
While the adoption process of the Blackboard LMS in the contexts was somewhat different due to internal diversity amongst factors, each process highlights common ideas connected to diffusion noted by Rogers
While top-down, authority-innovation directives drove the initial adoption processes in the contexts, a review of results showcased that the engagement of important innovators and early adopters, viewed as champions and change agents within their networks, was essential to the diffusion of the innovation throughout the higher education institution

Summary

Introduction

This study investigates the diffusion of learning management systems (LMSs) in educational institutions through the review, analysis, documentation, and evaluation of the innovation adoption process in the select contexts. An implication highlighted by Frank et al (2004) noted that change agents could leverage the readily available resource of social capital as a tool to facilitate the implementation of a particular innovation in an institution, such as the integration and use of an LMS as discussed in this study, promoting macro- and micro-level change. Method This study uses a comparative case study methodology to examine the adoption and diffusion process of LMSs within two contexts, formulating and assessing generalizations that existed across the selected cases It aligns with the innovative comparative case study approach maintained by Bartlett and Vavrus (2017).

Findings

Motivation to adopt

Conclusion