increasing cms adoption: using tam locally to explore faculty views and usage in a campus-wide elf...
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Increasing CMS adoption: Using TAM locally to explore faculty views and usage in a campus-wide ELF programBrett Milliner & Travis Cote Center for English as a Lingua Franca Tamagawa University Tokyo, Japan
GloCALL - Pai Chai University, Daejeon, Korea 12-14 November 2015
TERTIARY INSTITUTIONS ARE EMBRACING TECHNOLOGY &
E-LEARNING
(Alharbi & Drew, 2014; Lee & Cheong, 2008)
TOUTING E-LEARNING STRATEGIES & COMPONENTS
1. TO ATTRACT PROSPECTIVE STUDENTS
2. TO RECEIVE GOVERNMENT GRANTS
UNIVERSITIES HAVE INVESTED IN
EXPENSIVE CMS SYSTEMS
(Alharbi & Drew, 2014; Arroway et al., 2009; Browne et al., 2006; Fathema & Sutton, 2013; Toland, White, Millis & Bolliger, 2014)
FACULTY (CMS) USAGE RATES ARE VERY LOW
(Black, Beck, Dawson, Jinks & DiPietro, 2007; Fathema & Sutton, 2013; Halawi and McCarthy, 2007; Park, Lee & Cheong, 2008)
THE CENTER FOR ENGLISH AS A LINGUA FRANCA
✤ 2800 students (1st ~ 4th year)
✤ 43 teachers (12 full-time & 31 part-time)
✤ wide variety of first language & cultural backgrounds
BLACKBOARD SYSTEM UTILISATION
Perc
enta
ge o
f use
0%
50%
100%
97%
57%54%
(Hashimoto, 2014)
Classes Teacher Student
CAMPUS-WIDE BLACKBOARD CMS UTILISATION (Hashimoto, 2014)
58% 42%
Using Bb Not using Bb
22%
78%
Part-time faculty usageFull-time faculty usage
BB CMS USAGE BY DEPARTMENT
Department F/T faculty P/T facultyEducation 64% 23%
Engineering 97% 42%Humanities 100% 47%
Tourism 88% 0%Business 87% 56%
Liberal Arts 87% 76%Arts 86% 33%
Agriculture 76% 36%ELF Center 89% 78%
(Hashimoto, 2014; Milliner & Cote, 2014)
RESEARCH DETAILS➤Observe how ELF teachers are using the
CMS. ➤ Identify where we can provide more effective
support. ➤ Identify reasons why CELF faculty are higher
frequency users of the Bb CMS.
BLACKBOARD USE: CELF (FALL 2014)
Overall clicks 1815 45~12,810
Teacher clicks 318 0~10,000
Student clicks 485 0~2,934
Note: Data is taken from a total of 76 classes, a student population of 1800, and 33 faculty members
LOWER DEGREE OF UTILISATION (FALL 2014)
Measure #of classes (n=76)
# of teachers (n=33)
<500 Overall clicks 24
11 (9 p/t)
<100 Teacher clicks 24 13
(11 p/t)<500
Student clicks 32 16 (14 p/t)
Note: Data is taken from a total of 76 classes, a student population of 1800, and 33 faculty members
BLACKBOARD TOOLS & APPLICATIONS USAGE (WITHIN CELF)
Tools/Applications UsageAnnouncements 485
Blogs 534Discussion Boards 74
Class Materials 456Tests 69
e-mail 2Teacher Information 30
Grades 80
THE TECHNOLOGY ACCEPTANCE MODEL (TAM)Perceived
usefulness
Perceived ease of use
Attitude toward using
Behavioural intention
to use
Actual system use
(Davis, 1989; Alharbi & Drew, 2014)
PERCEIVED USEFULNESS
PERCEIVED EASE OF USE
ATTITUDE TOWARD USING
INTENTION TO USE
ACTUAL SYSTEM USE
(Davis, 1989; Alharbi & Drew, 2014)
EMPLOYMENT STATUS
BB EXPERIENCE
OUR MODIFIED TECHNOLOGY ACCEPTANCE
MODEL (TAM)
TAM QUESTIONNAIRE
➤Faculty orientation meeting (March, 2015)
➤29 respondents ➤7 full-time ➤22 part-time
CMS EXPERIENCEExperience # of
teachers %none 8 23%
<1year 3 10%1~3 Years 14 48%3~5 Years 2 7%>5 Years 2 7%
RELIABILITY & VALIDITY
• .91 Cronbach Alpha score
• >.07 is considered as having a high internal consistency and reliability. (Fathema & Sutton, 2013)
1. Perceived ease of use (PEOU) & Perceived usefulness (PU)
Correlations Factors PU
rs-value .512
PEOU p-value .005
2. Perceived ease of use (PEOU) & Attitude towards using (ATU)
Correlations Factors ATU
rs-value .461
PEOU p-value .012
3. Perceived usefulness (PU) & Attitude towards using (ATU)
Correlations Factors ATU
rs-value .754
PU p-value .000
4. Perceived usefulness (PU) & Behavioural intention to use (BIU)
Correlations Factors BIU
rs-value .669
PU p-value .000
5. Attitude towards use (ATU) & Behavioural intention to use (BIU)
Correlations Factors BIU
rs-value .595
ATU p-value .001
6. Perceived ease of use (PEOU) & Behavioural intention to use (BIU)
Correlations Factors BIU
rs-value .364
PEOU p-value .053
7. Employment status (ES) & Intention to use (IU)
Correlations Factors IU
rs-value .300
ES p-value .876
8. Experience using (EU) the Bb CMS & Intention to use (IU)
Correlations Factors IU
rs-value -.048
EU p-value .805
CONCLUSIONS✤ CELF faculty are among the highest user groups on
campus ✤ 1/3 of faculty were identified as underutilising the system ✤ Areas where faculty need more training and support were
identified ✤ CELF faculty generally have a positive attitude towards our
Blackboard CMS ✤ Faculty perceptions of Blackboard’s usefulness appears to
be the strongest influence on their decisions to use the CMS ✤ When perceived ease of use increases, faculty perceptions
of the CMS’ usefulness, and their general attitude towards using the software, is strengthened
MOVING FORWARD✤More training to focus on areas faculty
are underutilising the system. (e.g., grades and tests)
✤Focus CMS training on providing concrete examples of how the CMS can be effectively used in ELF classes
✤Promote the ease of using the CMS
REFERENCESAlharbi, S., & Drew, S. (2014). Using the technology assessment model in understanding academics behavioral intention to use learning management systems. International Journal of Advanced Computer Science Applications, 5(1), 143-154.
Arroway, P., Davenport, E., Xu, G., & Undergrove, D. (2009). EDUCAUSE core data service for fiscal year 2009 summary report. Boulder, CO: EDUCAUSE.
Browne, T., Jenkins, M., & Walker, R. (2006). A longitudal perspective regarding the use of VLEs by higher education institutions in the United Kingdom. Interactive Learning Environments, 14, 177-192. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=3B13B8ECCE98053D65E6654E5B23B515?doi=10.1.1.463.7719&rep=rep1&type=pdf
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Fathema, N., & Sutton, K. L. (2013). Factors influencing faculty members’ learning management systems adoption behaviour: An analysis using the technology acceptance model. IJTEMT, 2(4), (20-28).
Halawi, L., & McCarthy, R. (2007). Measuring faculty perceptions of Blackboard using the technology acceptance model. Issues on Information Systems 8(2), 160-165.
Hashimoto, J. (2014). Blackboard `Tamagawa 10年間の総括, eEducation NewsLetter, 3, 1-3.
Hu, S., & Kuh, G. D. (2001). Computing Experience And Good Practices In Undergraduate Education: Does the Degree of Campus 'Wiredness' Matter? Education Policy Analysis Archives 9(49).
Landry, B. J., Griffeth, R., & Hartman, S. (2006). Measuring student perceptions of Blackboard using the technology acceptance model. Decision Sciences Journal of Innovative Education, 4(1), 87-99.
Martins, N. (2010). Measurement model equivalence in web- and paper-based surveys. South African Business Review, 14(3), 77-107. Retrieved from <http://www.ajol. info/index.php/sabr/article/view/76384>
McCabe, D. B., & Meuter, M. L. (2011). A student view of technology in the classroom: Does it enhance the seven principles of good practice in undergraduate education?, The Journal of Marketing Education 33(2), 149-159. DOI: 10.1177/0273475311410847
Milliner, B., & Cote, T. (2014). Blackboard in the center for English as a lingua franca, e-Education Newsletter 2, 1-6.
Shroff, R. H., Deneen, C., & Ng., E. M. (2011). Analysis of the technology acceptance model in examining students’ behavioural intention to use an e-portfolio system. Australasian Journal of Educational Technology, 27(4), 600-618.
Toland, S., White, J., Mills, D., & Bolliger, D. U. (2014). EFL instructors perceptions of usefulness and ease of use of the LMS Manaba, The jaltcalljournal, 10(3), 221-236.
TRAVIS COTE -TRAVIS@BUS.TAMAGAWA.AC.JP
BRETT MILLINER -MILLINER@LIT.TAMAGAWA.AC.JP
Thank you for attending
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