Abstract
The learning management system (LMS) has become a critical tool for nearly all institutions of higher education, and a driving force in online learning. According to a 2014 report by the Educause Center for Analysis and Research, 99% of higher education institutions have an LMS in place, and the LMS is used by 85% of faculty and 83% of students. This was not always the case, however. There was a time in the not-so-distant past when using an LMS was considered highly innovative. Understanding the growth and adoption of the LMS is a stepping stone to understanding how faculty may choose to adopt other technological and pedagogical innovations. This study was conducted at a large, research-intensive public university in the Midwest, which has used the same LMS for 15 years. From a small pilot, adoption has grown to nearly universal use. This study used system logs and database queries to examine how faculty used the LMS. The results identified the features that were used most frequently and how usage had changed over time. In addition, the study compared the usage data for face-to-face and online courses to determine if there are differences in LMS use due to course modality. Based on this, it is possible to better understand the role the LMS plays in higher education and online learning, to inform development of next generation learning systems or other innovative technologies.
Highlights
Educators have long sought to infuse contemporary innovations into teaching and learning
Measurement of Learning Management System (LMS) usage, is challenging and often relies on estimates based on guesswork. This study addresses this problem by analyzing faculty usage of the LMS via empirical data gathered directly from the LMS database, and without the adoption of sophisticated yet expensive analytics systems
This study addressed three primary research questions: 1. What LMS tools do faculty include in their courses most often? 2
Summary
Educators have long sought to infuse contemporary innovations into teaching and learning. Various print, audio, video, and computer technologies have been incorporated into education and training (Lever-Duffy, McDonald, & Mizell, 2003; Picciano, 2001). With each wave of technological innovation, tools become more seamless and instructional practices evolve. As the Internet came of age, Learning Management System (LMS) technology became widely available, enabling faculty with little technical skill to deliver instruction to students at a distance. Most higher education institutions have since integrated the LMS with other institutional infrastructure systems, encouraged faculty adoption of the LMS, and provided the necessary user training and support. Understanding the growth and adoption of the LMS is a stepping stone to understanding how faculty may choose to adopt other technological and pedagogical innovations. This study at a large, research-intensive public university in the Midwest, which has used the same LMS for 15 years, examined which features were used most frequently and how usage has changed over time
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