About this paper

Appears in:
Pages: 6101-6108
Publication year: 2011
ISBN: 978-84-614-7423-3
ISSN: 2340-1079

Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain

SECONDARY SCHOOLTEACHERS’ INSTRUCTIONAL USE OF LEARNING MANAGEMENT SYSTEMS

The aim of this large-scale survey study (N=505) is to investigate secondary schoolteachers’ instructional use of Learning Management Systems (LMS) and their perceptions towards LMS. Recent research shows that LMS- also referred to as Virtual Learning Environments, Digital Learning Environments, or Electronic Learning Environments - are ubiquitous in higher (Lonn & Teasley, 2009) and secondary education (De Smet & Schellens, 2009; Pynoo, Devolder, Tondeur, van Braak, Duyck & Duyck, in press). Although a high adoption rate is observed, little is known about the related technology acceptance (Van Raaij & Schepers, 2008; Sánchez & Hueros, 2010), how LMS benefit learning (Koszalka & Ganesan, 2004), or how LMS use is related to instructor and student perceptions about teaching and learning (Lonn & Teasley, 2009).
In this study, a theoretical model was developed, starting from the second technology acceptance model (Venkatesh, Morris, Davis, & Davis, 2003) and focusing on additional variables, such as Subjective norm, Personal innovativeness (PIIT), number of years of LMS-use (Experience), and Internal ICT support at school level. Self-reported instructional use was measured with a 10-item scale, including items focusing on sending messages, using the chatroom, exercises, document publishing, forum, learning path, wiki, classroom reservation, and different forms of administrative support. Typical learning functions of an average LMS were included. On the base of an exploratory and a confirmatory factor analysis, instructional LMS use could be operationalized as consisting of two constructs: administrative (i.e. focusing on distributing and management of course material) and interactive use (i.e. using the interactive features of the LMS for teaching and learning).
In line with earlier TAM-research (Legris et al., 2003), the model predicted around 40% of a system’s use. More specifically, the model helped to predict 41% of Administrative LMS-use. Moreover – and this is really innovative in the field – we were also able to predict 23% of Interactive LMS use in this study. In addition to the typical technology acceptance variables, individual factors like Personal innovativeness toward IT and contextual factors such as Internal ICT support at school level were found to have a direct effect on the Interactive use of the LMS.
@InProceedings{DESMET2011SEC,
author = {De Smet, C. and Bourgonjon, J. and De Wever, B. and Schellens, T. and Valcke, M.},
title = {SECONDARY SCHOOLTEACHERS’ INSTRUCTIONAL USE OF LEARNING MANAGEMENT SYSTEMS},
series = {5th International Technology, Education and Development Conference},
booktitle = {INTED2011 Proceedings},
isbn = {978-84-614-7423-3},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2011},
year = {2011},
pages = {6101-6108}}
TY - CONF
AU - C. De Smet AU - J. Bourgonjon AU - B. De Wever AU - T. Schellens AU - M. Valcke
TI - SECONDARY SCHOOLTEACHERS’ INSTRUCTIONAL USE OF LEARNING MANAGEMENT SYSTEMS
SN - 978-84-614-7423-3/2340-1079
PY - 2011
Y1 - 7-9 March, 2011
CI - Valencia, Spain
JO - 5th International Technology, Education and Development Conference
JA - INTED2011 Proceedings
SP - 6101
EP - 6108
ER -
C. De Smet, J. Bourgonjon, B. De Wever, T. Schellens, M. Valcke (2011) SECONDARY SCHOOLTEACHERS’ INSTRUCTIONAL USE OF LEARNING MANAGEMENT SYSTEMS, INTED2011 Proceedings, pp. 6101-6108.
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