Literaturnachweis - Detailanzeige
| Autor/in | Peterson, Sarah E. |
|---|---|
| Titel | Instructor Adoption of Online Collaborative Learning Tools: Blackboard vs. Free and Open Source Systems |
| Quelle | (2023), (151 Seiten)
PDF als Volltext Ph.D. Dissertation, Regent University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3744-1012-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Technology Integration; Learning Management Systems; Open Educational Resources; Cooperative Learning; Educational Technology; Learning Strategies; Academic Achievement; Predictor Variables; College Faculty; Self Efficacy; Expectation; Anxiety |
| Abstract | Instructors are steadily incorporating collaborative learning technology into their online classes to help promote effective learning strategies. A learning management system (LMS), such as Blackboard, offers their own collaborative technologies, but some instructors are turning to free and open source system (FOSS) to conduct these collaborative learning moments. Using an adjusted instrument, this study aimed to determine why instructors turn to FOSS for collaborative technology instead of utilizing their institutionally-supported LMS tools. The instrument went through a two-round pilot test to confirm validity and clarity. Then data were gathered from 165 participants who have Blackboard as their institution's LMS. A variety of FOSS tools were used for collaborative learning based on the responses, but Google Apps was indicated as the most widely used FOSS tool. Seven variables were studied to determine what factors most contribute to why an instructor would look outside their LMS for learning technology. All factors except anxiety proved to be influential, but effort expectancy, performance expectancy, and self-efficacy were the highest contributing factors to why instructors adopt FOSS tools. They will seek alternative tools to their LMS if they positively influence students' performance, if the instructor feels confident in using the tool, and, most importantly, if there is a sense the tool will be easy to use. Upon reflection of the different types of support that instructors had, there was an indication of general support but areas where institutions should provide more support, specifically through management and personnel. Instructors are using FOSS more and more because it is helpful for student learning and their own facilitations in the online classroom. Institutions should reflect on their investment in collaborative tools and how best they can support the use of the most popular FOSS tools, such as Google Apps. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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