Patterns in Faculty Learning Management System Use
Patterns in Faculty Learning Management System Use
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DOI：
10.1007/s11528-018-0327-0
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发表时间：
2019-09-01
期刊：
影响因子：
2.5
通讯作者：
Rivera, Eleanor
中科院分区：
文献类型：
--
作者：
Machajewski, Szymon;Steffen, Alana;Rivera, Eleanor
高等教育中的技术影响着教学和学习的卓越性，同时也是大学的一项重大支出。有必要评估当前的教学技术的使用规划更新或采用新的学习管理系统（LMS）时。本研究旨在了解一所大型公立研究型大学的商业LMS中教师使用的课程工具的模式。课程数据是从2562门课程中提取的，2016年秋季有98，381名学生注册。一个潜在的类进行分析，以确定LMS工具的使用模式的基础上存在的等级中心列，公告，作业，讨论板，并在每门课程的评估。三个潜在类的课程被确定为整体工具的使用（28%的课程），补充工具的使用（51%）和内容存储库（21%）。这些班级在每门课程的平均学生人数以及课程是否完全在线方面有所不同。这些描述提供了基于数据的信息，与整个大学的院长分享，以促进教师对LMS工具和培训需求的讨论。
Technology in Higher Education affects teaching and learning excellence while being a significant expense for universities. There is a need for evaluation of current instructional technology use when planning for renewal or adoption of a new learning management system (LMS). This study was conducted to understand the patterns of course tools used by faculty in a commercial LMS used at a large public research university. Course data was extracted from 2562 courses with 98,381 student enrollments during the Fall of 2016. A latent class analysis was conducted to identify the patterns of LMS tool use based on the presence of grade center columns, announcements, assignments, discussion boards, and assessments within each course. Three latent classes of courses were identified and characterized as Holistic tool use (28% of the courses), Complementary tool use (51%), and Content repository (21%). These classes differed in the mean number of students per course and whether courses were exclusively online. These descriptions provided data-based information to share with deans across the university to facilitate discussion of faculty needs for LMS tools and training.