Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective
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Al-Hussein Bin Talal University, Department of Education, Ma’an, JORDAN
Online publish date: 2017-11-08
Publish date: 2017-11-08
EURASIA J. Math., Sci Tech. Ed 2017;13(11):7527–7537
This study examined the concerns of faculty members regarding the adoption of a Learning Management System (LMS) employing the Concerns-Based Adoption Model (CBAM). Forty-seven faculty members from a university in Jordan completed the Stages of Concern Questionnaire (SoCQ). The SoCQ was used to assess the strength of faculty members’ concerns in seven areas: awareness, information, personal impact, management, consequences, collaboration and refocusing. The results showed that the respondents’ concerns were greatest in the early stages of the introduction of the LMS. Faculty members had a general lack of awareness about LMS and did not have enough information about it. The faculty members had little interest in or engagement with the LMS; they wanted to know more about the effect of LMS on them personally. Furthermore, faculty members had concerns about the management, time, and logistical aspects of the implementation of LMS.
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