Descriptive study exploring faculty's perceptions when transitioning to a new learning management system

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dc.contributor Wright, Vivian H.
dc.contributor Denham, André R.
dc.contributor Houser, Rick
dc.contributor Martin, Kay Sackett
dc.contributor.advisor Rice, Margaret L.
dc.contributor.author Outlaw, Veronica
dc.date.accessioned 2017-03-01T17:10:41Z
dc.date.available 2017-03-01T17:10:41Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001686
dc.identifier.other Outlaw_alatus_0004D_12048
dc.identifier.uri https://ir.ua.edu/handle/123456789/2136
dc.description Electronic Thesis or Dissertation
dc.description.abstract The study examined faculty who taught online at a large southeastern research university and who were involved in the learning management system transition from eLearning Vista to Blackboard Learn in 2012-2013. The study sought to determine the efficiency of the three units involved in the study: the Faculty Resource Center, the College of Continuing Studies, and the Home Departments. The researcher explored faculty's perceptions of the (a) level of awareness of the actual transition and available support services and resources, (b) level of participation in the support services and resources, and (c) level of helpfulness of the support services and resources. The researcher developed a five-point Likert scale questionnaire (Outlaw's Perception of LMS Transition Survey), which acquired validation from a panel of experts from other institutions who experienced a similar situation. Findings indicated that there was no statistical difference in faculty's level of awareness of the available support services and resources compared to their teaching locations, no statistical difference in faculty's level of participation in the available support services and resources compared to their grouped academic teaching rank, and no statistical difference in faculty's level of participation in the available support services and resources compared to their employment teaching status. Findings also showed there was a small negative correlation between the perceived level of stress and perceived level of technological self-efficacy while transitioning to the new learning management system. Lastly, the perceived level of participation while transitioning to a new learning management system did not affect the participants' levels of stress. It is hoped that the findings in this study will improve best practices when introducing emerging technologies to effectively enhance pedagogy and acclimate faculty to the changes, thus reducing stress and frustration and increasing preparedness. The findings could drive recommendations for implementing a new model for transitioning to change. Such efficient methods could better equip faculty to deal with the stresses of change to emerging technologies. In addition, the recommendations for the new model could furnish training professionals with quality services that increase faculty preparedness, while reducing stress.
dc.format.extent 167 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational technology
dc.subject.other Educational leadership
dc.subject.other Education
dc.title Descriptive study exploring faculty's perceptions when transitioning to a new learning management system
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Instructional Leadership
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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