An Investigation of Faculty's Perceptions and Experiences when Transitioning to a New Learning Management System

Abstract

A qualitative study using the cross-case analysis method investigated the experiences of faculty members as they transitioned from one Learning Management System (LMS) to another. The study has several implications for administrators, researchers, instructional designers, trainers, and educators on how to implement a new instructional technology and to facilitate transitioning efforts. Based on the findings of this study, we have identified several contributing factors to a successful transition to and implementation of a new LMS at the institutional level, including (a) the critical importance of ongoing systemic support at different levels and in different formats, (b) the demands for pedagogical support in addition to technological assistance, and (c) the requirements for customized support to address discipline-specific challenges. Lastly, we discuss why faculty should be empowered to join in decision-making processes regarding community-wide technology innovations.

https://doi.org/10.34105/j.kmel.2010.02.031