Abstract

In the last twenty years, exponential growth in technology has reshaped the human experience, transforming how we work, live, and learn. While the impact of COVID-19 on education jolted technology to the forefront of the educational process, the preceding technology advances in higher education have deeply changed how students and faculty interact in classroom contexts. The emergence of Learning Management Systems (LMS) in instructional settings still requires faculty to decide to (and how to) use a LMS platform. This grounded-theory case study explored factors that influence faculty decision-making to use LMS in face-to-face teaching in large public universities. Using data collected from structured journal entries and semi-structured interviews with faculty, themed patterns revealed that students’ expectations, institutional decisions related to technology, increase in instructional efficiency, and enhancement of pedagogical practices as factors to adopt and use LMS.

Presenters

Helen Heinrich
Interim Associate Vice President for Academic Technology, Information Technology/Academic Technology , California State University, Northridge, California, United States

Nathan Durdella
Professor, Department of Educational Leadership & Policy Studies, California State University, Northridge, California, United States

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Technologies of Mediation

KEYWORDS

Learning, Management, Systems, LMS, Technology, Adoption, Faculty, Decisions

Digital Media

Videos

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