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A Case Study of Faculty Experience and Preference of Using Blackboard and Canvas LMS.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Case Study of Faculty Experience and Preference of Using Blackboard and Canvas LMS./
作者:	Falcone, Kelly.
面頁冊數:	1 online resource (215 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355787719

A Case Study of Faculty Experience and Preference of Using Blackboard and Canvas LMS.
Falcone, Kelly.

A Case Study of Faculty Experience and Preference of Using Blackboard and Canvas LMS. - 1 online resource (215 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (EDD/ET)--University of Phoenix, 2018.

Includes bibliographical references

The purpose of this qualitative case study was to understand how faculty experience the transition from Blackboard to Canvas LMS and which LMS is preferred. The general problem addressed in this study was that California Community College students' success and retention in online courses was 7--10% lower than in face-to-face courses. To try to increase success and retention the CCC Chancellor's office chose the Canvas learning management system as the common course management system for the state. The specific problem addressed in this study was that it was not known how faculty experience the Canvas LMS and whether they prefer it to Blackboard. It was also unknown how faculty experience the transition from Blackboard to Canvas. The setting of this study was a CCC in southern California who conducted a Blackboard-to-Canvas transition program. This study used three data collection methods: face-to-face interviews, a focus group, and a review of existing documentation. The central question of this study was whether faculty from a California community college prefer Blackboard or Canvas and if so, why? Five themes emerged from the findings, four of the themes directly relate to the study questions. (a) Faculty prefer Canvas LMS, (b) Technology acceptance is important to LMS preference, (c) The LMS is important for designing successful online learning experiences, (d) Changing LMSs is hard, and (e) faculty need professional development focused on understanding course organization using modules and how to communicate with students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355787719Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Case Study of Faculty Experience and Preference of Using Blackboard and Canvas LMS.
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500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
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504 $a Includes bibliographical references
520 $a The purpose of this qualitative case study was to understand how faculty experience the transition from Blackboard to Canvas LMS and which LMS is preferred. The general problem addressed in this study was that California Community College students' success and retention in online courses was 7--10% lower than in face-to-face courses. To try to increase success and retention the CCC Chancellor's office chose the Canvas learning management system as the common course management system for the state. The specific problem addressed in this study was that it was not known how faculty experience the Canvas LMS and whether they prefer it to Blackboard. It was also unknown how faculty experience the transition from Blackboard to Canvas. The setting of this study was a CCC in southern California who conducted a Blackboard-to-Canvas transition program. This study used three data collection methods: face-to-face interviews, a focus group, and a review of existing documentation. The central question of this study was whether faculty from a California community college prefer Blackboard or Canvas and if so, why? Five themes emerged from the findings, four of the themes directly relate to the study questions. (a) Faculty prefer Canvas LMS, (b) Technology acceptance is important to LMS preference, (c) The LMS is important for designing successful online learning experiences, (d) Changing LMSs is hard, and (e) faculty need professional development focused on understanding course organization using modules and how to communicate with students.
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