A D O P T I O N & A P P L I C AT I O N O F T H E C M S : C R U C I A L S T E P S F O R A N E F F E C T I V E E - L E A R N I N G C O M P O N E N T

B R E T T M I L L I N E R & T R A V I S C O T E - TA M A G A W A U N I V E R S I T Y

S C H O O L S A R E E M B R A C I N G E - L E A R N I N G

(Alharbi & Drew, 2014; Lee & Cheong, 2007)

T O U T I N G E - L E A R N I N G S T R AT E G I E S A N D C O M P O N E N T S

1 . T O AT T R A C T N E W S T U D E N T S

2 . T O R E C E I V E G O V E R N M E N T G R A N T S

E - L E A R N I N G C O M P O N E N T S A R E T I E D T O E D U C AT I O N A L G R A N T S

S C H O O L S H AV E I N V E S T E D I N E X P E N S I V E C M S S Y S T E M S

(Alharbi & Drew, 2014; Arroway et al., 2009; Browne et al., 2006; Fathema & Sutton, 2013; Toland, White, Millis & Bolliger, 2014)

B U T…

FA C U LT Y U S A G E R AT E S A R E V E RY L O W

(Black, Beck, Dawson, Jinks & DiPietro, 2007; Fathema & Sutton, 2013; Halawi and McCarthy, 2007; Park, Lee & Cheong, 2007)

TA M A G AWA U N I V E R S I T Y, T O K Y O

• 2 6 0 0 S T U D E N T S ( 1 S T ~ 4 T H Y E A R ) • 4 2 T E A C H E R S ( 1 1 F / T & 3 1 P / T ) • W I D E VA R I E T Y O F F I R S T- L A N G U A G E

A N D C U LT U R A L B A C K G R O U N D S

T H E B L A C K B O A R D C M S

B L A C K B O A R D S Y S T E M U T I L I S AT I O N

Perc

enta

ge o

f use

0%

50%

100%

97%

57%54%

(Hashimoto, 2014)

Classroom Teacher Student

C A M P U S - W I D E B L A C K B O A R D C M S U T I L I S AT I O N (Hashimoto, 2014)

T I T L E

58%42%

Using BB Not using BB T I T L E

22%

78%

Part-time Faculty Usage Full-time Faculty Usage

U S A G E B Y D E PA RT M E N T (Hashimoto, 2014; Milliner & Cote, 2014)

D E PA RT M E N T F U L L - T I M E S TA F F PA RT- T I M E S TA F F

H U M A N I T I E S 1 0 0 % 4 7 %

E N G I N E E R I N G 9 7 % 4 2 %

E L F C E N T E R 8 9 % 7 8 %

T O U R I S M 8 8 % 0 %

B U S I N E S S 8 7 % 5 6 %

L I B E R A L A R T S 8 7 % 7 6 %

A R T S 8 6 % 3 3 %

A G R I C U LT U R E 7 6 % 3 6 %

E D U C AT I O N 6 4 % 2 3 %

O U R S T E P S

O U R S T U D Y

• Observe how ELF teachers are employing the CMS.

• Identify where we can provide more effective support.

• Identify reasons why CELF staff are higher frequency users of the CMS.

• Identify how we can foster a more effective application of the Blackboard CMS in our ELF program.

B L A C K B O A R D U S E : C E L F 2 0 1 4 ( FA L L )

AV E R A G E R A N G E

O V E R A L L C L I C K S 1 8 1 5 4 5 - 1 2 8 1 0

T E A C H E R C L I C K S 3 1 8 0 - 1 0 0 0 0

S T U D E N T C L I C K S 4 8 5 0 - 2 9 3 4

Note: Data is taken from a total of 76 classes, a student population of 1800, and 33 faculty members

L O W E R - L E V E L U T I L I S AT I O N ( FA L L 2 0 1 4 )

M E A S U R EN U M B E R O F

C L A S S E S ( N = 7 6 )

N U M B E R O F T E A C H E R S

( N = 3 3 ) < 5 0 0

O V E R A L L C L I C K S

2 4 1 1 ( 9 P / T )

< 1 0 0 T E A C H E R

C L I C K S2 4 1 3

( 1 1 P / T )< 5 0 0

S T U D E N T C L I C K S

3 2 1 6 ( 1 4 P / T )

Note: Data is taken from a total of 76 classes, a student population of 1800, and 33 faculty members

B L A C K B O A R D A P P S U S A G E

A P P U S A G E

A N N O U N C E M E N T S 4 8 5

B L O G S 5 3 4

D I S C U S S I O N B O A R D S 7 4

C L A S S M AT E R I A L S 4 5 6

T E S T S 6 9

E - M A I L 2

T E A C H E R I N F O R M AT I O N 3 0

G R A D E S 8 0

T H E T E C H N O L O G Y A C C E P TA N C E M O D E L ( TA M )

(Davis 1989; Alharbi & Drew, 2014)

T H E T E C H N O L O G Y A C C E P TA N C E M O D E LP E R C E I V E D

U S E F U L N E S S

P E R C E I V E D E A S E O F U S E

AT T I T U D E T O WA R D

U S I N G

B E H AV I O U R A L I N T E N T I O N

T O U S E

A C T U A L S Y S T E M U S E

(Davis, 1989; Alharbi & Drew, 2014)

TA M Q U E S T I O N N A I R EFaculty Orientation Meeting- March, 25, 2015

TA M Q U E S T I O N N A I R E

• 29 respondents

• 7 full-time

• 22 part-time

C M S E X P E R I E N C E

E X P E R I E N C E # O F T E A C H E R S %

N O N E 8 2 3 %

< 1 Y E A R 3 1 0 %

1 ~ 3 Y E A R S 1 4 4 8 %

3 ~ 5 Y E A R S 2 7 %

> 5 Y E A R S 2 7 %

R E L I A B I L I T Y & VA L I D I T Y

• .91 Cronbach Alpha score

>.07 is considered as having a high internal consistency and reliability. (Fathema & Sutton, 2013)

H Y P O T H E S I S T E S T S

1. Perceived ease of use (PEOU) &

Perceived usefulness (PU)

C O R R E L AT I O N S FA C T O R S P U

rs-value . 5 1 2

P E O U p-value . 0 0 5

2. Perceived ease of use (PEOU) &

Attitude towards using (ATU)

C O R R E L AT I O N S FA C T O R S AT U

rs-value . 4 6 1

P E O U p-value . 0 1 2

3. Perceived usefulness (PU) & Attitude towards using (ATU)

C O R R E L AT I O N S FA C T O R S AT U

rs-value . 7 5 4

P U p-value . 0 0 0

4. Perceived usefulness (PU) &

Behavioural intention to use (BIU)

C O R R E L AT I O N S FA C T O R S B I U

rs-value . 6 6 9

P U p-value . 0 0 0

5. Attitude towards use (ATU) &

Behavioural intention to use (BIU)

C O R R E L AT I O N S FA C T O R S B I U

rs-value . 5 9 5

AT U p-value . 0 0 1

6. Perceived ease of use (PEOU) &

Behavioural intention to use (BIU)

C O R R E L AT I O NS

FA C T O R S B I U

rs-value . 3 6 4

P E O U p-value . 0 5 3

A D D I T I O N A L VA R I A B L E S

1. Teachers’ Blackboard experience

2. Teachers’ employment status

C O N C L U S I O N S

C O N C L U S I O N S• CELF teachers are among the highest user groups on campus

• 1/3 of teachers were identified as underutilising the system

• Areas where teachers need more training & support were identified

• CELF teachers generally have a positive attitude towards our Blackboard CMS.

• Perceptions of Blackboard’s usefulness appears to be the strongest influence on the decision to use the CMS.

• When perceived ease of use increases, perception of the CMS’ usefulness & general attitude towards using the software is enhanced.

M O V I N G F O R WA R D

• More training focussed on where teacher’s 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 CELF classes.

• Share more examples of how the CMS can be effectively used in CELF classes inside the CELF teacher’s webpage.

• Promote the ease of using the CMS in workshops

R E F E R E N C E SAlharbi, 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.

Lee, N., & Cheong, P.H. (2007). University instructors’ acceptance of electronic courseware: An application of the technology acceptance model. Journal of Computer-Mediated Communication, 13(1).

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.

T H A N K Y O UB R E T T M I L L I N E R & T R AV I S C O T E - TA M A G AWA U N I V E R S I T Y

milliner@lit.tamagawa.ac.jp & travis@bus.tamagawa.ac.jp