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

Abstract

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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/80014

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

Publication date: 08 Nov 2017

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