Hoe gebruiken leerkrachten hun ELO?

De Smet CindyStudiedag afstandsonderwijs

Hogent Campus Mercator – 22/12/2011

Hoe gebruiken de

leerkrachten hun ELO?

About• Lecturer media,

Ghent University College, Faculty of Teacher Training

• Ph.D.-student,Department of Education, Ghent University

• The Research Fund of University College Ghent financially supports this research.

@drsmetty

LMS

Bron: Delta initiative

LMS Market Lifecycle Curve

Bron:Sage Road Solutions

Bron: Gartner, Hype Cycle for Higher Education 2008

LMS market in Flanders

Secondary education

1) Survey 20092) The educational network mostly determines the LMS used

University

45% 55% Dokeos/Chamilo

Blackboard

1) Data based on the official student numbers (2009).2) The LMS used is determined by the 6 Flemish

associations between universities and university colleges

3) Most LMS are “Branded”

University Colleges

27% 73%

Dokeos/Chamilo

Blackboard

The Flemish teacher

De Smet, C., & Schellens, T. (2009). ELO’s in het Vlaams

secundair onderwijs: nieuw of alweer achterhaald. Advies

& Educatie, 26, 12–14.

LMS experience

No experience 19%

1 year 10%

2 years 24%

3 years 22%

4 years 20%

5 years or more 15%

Blackboard: 1997

Moodle: 1999

Outside the LMS

Secondary education:

• 69% uses learning objects found on the internet or specialized content sites: (using KlasCement.net, Google.com…)

• 52% uses software and applications outside the the LMS (wikispaces.com, blogsoftware, Google documents, Facebook, Netlog….)

LMS Study

This study aims to understand the reasons behind the technology acceptation of learning management systems (LMS) by secondary school teachers and investigates the instructional use of the LMS.

Methods

Perceived Ease of Use(gebruiksgemak)

Perceived Usefulness(bruikbaarheid)

Use

Technology Acceptance Model (TAM)

1) Beliefs2) Self-reported use3) Predicts 40% of a systems’ use

Informational Use Communicational Use

Five levels of LMS interaction by Hamuy and Galaz (2010), Silvio et al. (2004)

Results

• Survey (N=505)

• Construct validity

– Inf + Com use: measured by 12 items

• IBM SPSS: exploratory factor analysis

• AMOS 17: confirmatory factor analysis

– Other variables:

• IBM SPSS: exploratory factor analysis

• Measurement validity

– Cronbach’s alpha & correlation matrix

• Model testing: AMOS 17

Discussion

Conclusion

• 46% of the variance in informational use, 27% in communicational use

• Instructional use: further explored and refined

• Focus on secondary school teachers, an understudied group

Conclusions

• Perceived ease of use is the most important factor (in this research) to predict the instructional use of the LMS.

• As soon as a teacher gets more advanced in using the LMS, perceived usefulness becomes more important.

• This suggests that when a teacher wants to use an LMS, the ease of use of the system will be the first consideration, probably followed by his or her perception of the system’s performance.

Conclusion

• Technical support is important for every LMS-user, regardless his experience level.

• Positive effect of personal innovativeness on preceived ease of use.

• Administrative use was expected to be a prerequisite for interactive use and the data confirms this assumption.

Limitations

• Future research should explore other variables that may have an effect on instructional use, as the current models explain maximum 46%.

• This research did not include software or applications outside the institution’s LMS

• Log files