Faculty perceptions and use of a learning management system at an urban, research institution

Abstract

When universities develop and implement learning management systems for their institutions, how do the faculty feel about those systems? Do they believe they are engaging their students by using the learning management system? What elements do they consider crucial in a learning management system to benefit students, themselves, and their departments? This study examined an online learning management system in relationship to faculty in the School of Engineering and Technology at Indiana University-Purdue University Indianapolis (IUPUI). Survey questions focused on two main areas of inquiry, faculty usage and faculty perceptions of the learning management system. Researchers also gave faculty the opportunity to respond to four open-ended questions including what they liked most and least in the system, suggestions for improving their use of the learning management system, and finally, how they could use the learning management system more effectively in their courses. The last section of inquiry concentrated on faculty's perceptions of online courses to help researchers gauge interest, experience, and opinions on the subject as this particular institution does frequently offer such courses in their various programs. This research centered on what faculty use in a learning management system to aid their students in not only gaining knowledge, but also in engaging them in the course and area of focus. Specific elements were identified that (1) faculty commonly use within the learning management system, (2) faculty perceive students respond best to, and (3) faculty perceive students care most about. The results provide both administrators and faculty with general guidelines in developing and maintaining successful online learning environments. Standard tools available in the majority of learning management systems were evaluated. Determination of faculty's training experience and requirements are also discussed. Finally, an understanding of faculty perceptions of the learning management system will be summarized. © 2012 American Society for Engineering Education.