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Hoe gebruiken de
 leerkrachten hun ELO?

       De Smet Cindy
    Studiedag afstandsonderwijs
Hogent Campus Mercator – 22/12/2011
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 2009
2)   The educational network mostly determines the LMS used
University



55%    45%                            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



 73%
       27%            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
Hoe gebruiken leerkrachten hun ELO?
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
Technology Acceptance Model (TAM)

Perceived Ease of Use
(gebruiksgemak)

                                             Use
Perceived Usefulness
(bruikbaarheid)

                        1) Beliefs
                        2) Self-reported use
                        3) Predicts 40% of a systems’ use
Informational Use   Communicational Use
Five levels of LMS interaction by Hamuy and Galaz (2010), Silvio et al. (2004)
Hoe gebruiken leerkrachten hun ELO?
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
Hoe gebruiken leerkrachten hun ELO?
Hoe gebruiken leerkrachten hun ELO?
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

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Hoe gebruiken leerkrachten hun ELO?

  • 1. Hoe gebruiken de leerkrachten hun ELO? De Smet Cindy Studiedag afstandsonderwijs Hogent Campus Mercator – 22/12/2011
  • 2. 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.
  • 4. LMS
  • 6. LMS Market Lifecycle Curve Bron:Sage Road Solutions
  • 7. Bron: Gartner, Hype Cycle for Higher Education 2008
  • 8. LMS market in Flanders
  • 9. Secondary education 1) Survey 2009 2) The educational network mostly determines the LMS used
  • 10. University 55% 45% 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”
  • 11. University Colleges 73% 27% Dokeos/Chamilo Blackboard
  • 12. 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.
  • 13. LMS experience No experience 19% 1 year 10% 2 years 24% 3 years 22% 4 years 20% 5 years or more 15%
  • 15. 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….)
  • 18. 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.
  • 20. Technology Acceptance Model (TAM) Perceived Ease of Use (gebruiksgemak) Use Perceived Usefulness (bruikbaarheid) 1) Beliefs 2) Self-reported use 3) Predicts 40% of a systems’ use
  • 21. Informational Use Communicational Use
  • 22. Five levels of LMS interaction by Hamuy and Galaz (2010), Silvio et al. (2004)
  • 25. • 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
  • 29. 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
  • 30. 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.
  • 31. 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.
  • 32. 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