Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective
AlMothana M. Gasaymeh 1 *
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1 Al-Hussein Bin Talal University, Department of Education, Ma’an, JORDAN* Corresponding Author


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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Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 11, 7527-7537


Publication date: 08 Nov 2017

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