the lms does matter

G R E G K E TC H A M , S U N Y O S W E G O

THE LMS DOES MATTER

AGENDA

• Project rationale• Past/Present survey focus• Community of Inquiry reviewed• CoI and Learning Theories• Survey Results• Next Steps• Q &A

RATIONALE

• Rationale for updated survey• Rubin et al. research on LMS and CoI (2010)• Hypothesis: utilization of communication and information

sharing tools in the LMS by faculty and students will support the elements of the Community of Inquiry model.

• LMS transition

SURVEY DESIGN: PAST

Previous surveys:• Focus• Course design• Instructor&student interaction• Instructor characteristics (effectiveness, participation,

enthusiasm, extra help)• Overall course rating/satisfaction

• Return rate: 39% mean; range: 12%-85%

SURVEY DESIGN: UPDATE

New survey:• Focus on interrelationship between LMS

satisfaction and CoI elements• Pros: richer question set• Cons: twice as long; hard to toss old (relevent)

questions

COMMUNITY OF INQUIRY

COI &LEARNING THEORY

Where does CoI fit on the continuum of learning theories?

LEARNING THEORY 101

Behaviorism• observable behavior (Pavlov, Skinner)• Development of specific objectives (classic ID process) Cognitivism• Knowledge exists outside the mind, as in behaviorism• Focus on information processing and memory

structure (Tennyson & Schott)• Learners actively organize the learning process• Advance organizers (Ausubel)• Events of Instruction (Gagne)

LEARNING THEORY 101

Constructivism• Knowledge is constructed based on interaction and prior

experience• Cognitive contructivism (Piaget) –individual learner

characteristics: impact on learning• Social constructivism (Vygotsky) –meaning making through

social interaction Connectivism• “learning theory for the digital age” (Siemens)• Learning as creating connections (nodes) and developing

networks• "to teach is to model and demonstrate, to learn is to practice

and reflect” (Downes)

LEARNING THEORY 101

Instructivism• Sometimes leveled as a critique of behaviorist/cognivist

approaches• “Direct Instruction” as an example of practice- instructor

centered and controlled Rhizomatic Learning Theory• Based on rhizome theory (Deleuze and Guattari)-resistant to

organizational structure, “favoring a nomadic system of growth and propagation”

• Relationship to self-determined learning (heutogogy)(Hase and Kenyon)

• Community as Curriculum (Cormier)• Rooted in connectivist and constructivist theories

LEARNING THEORY 101

Problem Based Learning (PBL)• Problem definition and solutions development• Based on constructivism• Student centered, small group interactions• Instructor as facilitator and/or guide

CONNECTION OF COI TO PBL

• “collaborative constructivist approach”• Elements of CoI directly derived from John Dewey

(Swan, Garrison, and Richardson, 2010)• Practical inquiry (Dewey): Cognitive Presence• 4 phases of inquiry, leading to

resolution(triggering event, exploration, integration, resolution)• Contextually based, socially situated learning

(Dewey): Social Presence• Purpose, structure and leadership (Dewey):

Teaching Presence

METHODOLOGY

• Student survey; anonymous administration over time through LMS transition• Faculty survey: phase 2 of inquiry; focuses on

faculty perceptions• Same instruments used in DePaul study

OVERALL QUALITY

LMS SATISFACTION

MOST LIKED FEATURES

383 free text responses(83% response rate):• Easy to use• Easy to navigate• The lay out is user friendly and all information is

easy to find.• Not much, Blackboard is better

MOST DISLIKED FEATURES

360 free text responses(78% response rate):• It is impossible to follow discussion posts because

of the way the threading works.• Email is frustrating.• Incompatibility with up to date browsers.• The only thing I disliked was ANGEL itself.• Just about everything... Angel can be equated to

using a crayon to try to write Mozarts Requiem.

SOCIAL PRESENCE

COGNITIVE PRESENCE

COGNITIVE PRESENCE

TEACHING PRESENCE

TEACHING PRESENCE

NEXT STEPS

• Code free-text LMS responses for emergent themes• Break down data to individual course surveys• Prune redundant questions• Continue to administer through LMS transition• Begin faculty survey

QUESTIONS?

Collective meaning making time…