Article abstract

Journal of Educational Research and Reviews
Research Article | Published December 2020 | Volume 8, Issue 10, pp. 179-191.
 doi: https://doi.org/10.33495/jerr_v8i10.20.205

 

Attitudes of faculty members towards using learning management system "desire2learn" in learning

 

 

 

 

Hassan A. El-Sabagh1, 2*
 Hanaa A. Yamani1

Email Author

 

1. E-learning Deanship, Umm Al-Qura University, Saudi Arabia.

2. Faculty of Specific Education, Mansoura University, Egypt.

 

 

 

……..…....….....…………............……………..........…..……….........................……………………...............……………………………….....………………...
 Citation: El-Sabagh HA, Yamani HA (2020). Attitudes of faculty members towards using learning management system "desire2learn" in learning. J. Edu. Res. Rev. 8(10): 179-191.
……..…....….....…………............……………..........…..……….........................……………………...............……………………………….....………………...

 

 

 

 Abstract 

 

This research aims to investigate faculty members' attitudes towards using learning management system "Desire2Learn" (D2L) at Umm Al-Qura University (UQU) in the kingdom of Saudi Arabia. In addition, it examines the impact of some personal and organizational variables on the faculty members' attitudes. The paper aims as well to identify the principal obstacles that limit their use of eLearning platform (Desire2Learn). To achieve these aims, a descriptive analysis methodology was used in this research, and the research sample consists of 160 participants that were selected randomly from various faculties at the university. The sample participants are asked to complete a 5-point Likert scale questionnaire to gather the required data. Validity and reliability of the questionnaire were guaranteed. The research results revealed positive attitudes of the faculty members at UQU towards eLearning platform (D2L), although it has not activated enough yet. Results also indicated there are differences of statistical significance level (0.05) in the attitudes of faculty members towards using LMS "D2L" due to the colleges classification, whether they are humanities, scientific or medical colleges. However, there are significant statistically differences in faculty members' attitudes with respect to using D2L which are found in favor of males than females and the scientific colleges whose faculty members are more desire to use the learning management system than those in the humanities colleges. The results revealed that the most important obstacles are the administrative and academic obstacles which is ranked first, followed by the physical obstacles and the personal obstacles exist at the final. The research findings help stakeholders and decision makers at higher education to take into account the implication of designing more e-courses to fulfill the needs of faculty member and activate the LMS usage to increase the efficiency of eLearning. The contribution of this research is clarified to direct faculty members' practice in various learning activities environment that lead to a successful implementation of eLearning platform and afford the stakeholders better understanding to promote positive attitudes and effective use toward LMS.

 

Keywords  E-learning   learning management system (LMS)   desire2learn (D2L)   faculty members   attitudes  

 Umm Al-Qura University  

 

Copyright © 2020 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0

 References 


Aldiab A, Chowdhury H, Kootsookos A, Alam F, Allhibi H (2019). Utilization of Learning Management Systems (LMSs) in higher education system: A case review for Saudi Arabia. Energy Procedia. 160:731-737. 10.1016/j.egypro.2019.02.186.

Alenezi (2018). Barriers to Participation in Learning Management Systems in Saudi Arabian Universities, Hindawi Education Research.

Alghamdi S, Bayaga A (2016). Use and attitude towards Learning Management Systems (LMS) in Saudi Arabian universities, Eurasia J. Math. Sci. Technol. Educ. 12(9):2309-2330. doi: 10.12973/eurasia.2016.1281a.

Alharbi S, Drew S (2014). Using the Technology Acceptance Model in Understanding Academics’Behavioural Intention to Use Learning Management System. Int. J. Adv. Comp. Sci. App. (IJACSA), 5(1):143-155.

Al-Jarf R (2008). E-Learning and Distance Education in Arab Universities. Proceeding of The Fifth Conference of the Horizons of Scientific Research and Technological Development in the Arab World, 25-30 October. Faas, Morocco.

Alomari M (2015). Reasons for the Reluctance of Faculty Members at Yarmouk University in the Use of E-learning System on the University’s Web Site from Their Point of View, Jordan. J. Educ. Sci. 11(4):417-426.

Alshorman B, Bawaneh A (2018). Attitudes of Faculty Members and Students towards the Use of the Learning Management System in Teaching and Learning. The Turkish Online J. Educ. Tech. (TOJET), 17(3):1-15.

Asiri M (2012). Factors Influencing Utilisation of Learning Management System among University Faculty members in Saudi Arabia, PhD Thesis, University Putra, Malaysia.

Bervell B, Umar I (2017). A Decade of LMS Acceptance and Adoption Research in Sub-Sahara African Higher Education: A Systematic Review of Models, Methodologies, Milestones and Main Challenges, EURASIA J. Math. Sci. Technol. Educ. ISSN: 1305-8223.

Boticario JG, Santos OC (2007). An open IMS-based User Modelling Approach for Developing Adaptive Learning Management Systems.

Browne J (2014). An Analysis of the Attitudes of the Lockerbie College Community towards Moodle, Master of Science Applied Psychology Student, The University of the West Indies, Cave Hill campus, pp. 2-25.

Cavus N, Uzunboylu H, Ibrahim D (2006). The Effectiveness of Using Learning Management Systems and Collaborative Tools in Web-Based Teaching of Programming Languages, paper presented at the 3rd international symposium and education on electrical, electronic, and computer engineering (ISEECE 2006), 23-25 November, Lefkoşa, Cyprus.

Cavus N, Uzunboylu H, Ibrahim D (2010). Assessing the Success Rate of Students Using a Learning Management System Together with a Collaborative Tool in Web-Based Teaching of Programming Languages. J. Educ. Comput. Res. 36(3): 301-321. doi: 10.2190/T728-G676-4N18-6871.

Chawdhry A (2011). Comparatively Assessing the Use of Blackboard versus Desire2learn: Student Perceptions of the Online Tools.

Cooper DR, Schindler P (2008). Business Research Methods.12th ed., Retrieved from The University of Phoenix eBook Collection database, p. 292.

El-Sabagh HA (2011). Enhance Science Learning with Virtual Labs.: The impact of a web-based virtual lab on the development of students' conceptual understanding and science process skills, Technische Universität Dresden. https://nbn-resolving.org/urn:nbn:de: bsz:14-qucosa-64897.

El-Sabagh HA, Hamed E (2020). The Relationship between Learning-Styles and Learning Motivation of Students at Umm Al-Qura University, Egypt. Assoc. Educ. l Comput. J. 8(1):1-30. June 2020, ISSN-Online: 2682-2601. doi:10.21608/EAEC.2020.25868.1015. Available online: https://eaec.journals.ekb.eg/article_86057_46ba151 438ec49464b66e6fd1aa123ed.pdf.

Hussein H (2011). Attitudes of Saudi Universities Faculty Members towards Using Learning Management System (JUSUR), TOJET: The Turk. Online J. Educ. Technol. April 10(2):1-11.

Jones J, Morales C, Knezek G (2005). 3‐Dimensional Online Learning Environments: Examining Attitudes toward Information Technology between Students in Internet‐based 3‐Dimensional and Face‐to‐Face Classroom Instruction. Educational Media International. 42. 219-236. 10.1080/09523980500161254.

Khlifi Y, El-Sabagh HA (2017). A Novel AuKhlifi Y, El-Sabagh HA (2017). A Novel Authentication Scheme for E-assessments Based on Student Behaviour over E-learning Platform. Int. J. Emerg. Technol. Learn. (IJET), 12(4):62-89. https://online-journals.org/index.php/i-jet/article/view/6478/4372.

Koohang, D (2003). Learners' Perceptions toward the Web-based Distance Learning Activities/Assignments Portion of an Undergraduate Hybrid Instructional Model. J. Inform. Technol. Educ. 2(10):105-113. Available at: https://doi.org/10.28945/316.

Mazroua Y, Makhlouf A, Abdul RT (2013). Attitudes of faculty members at King Khalid University towards the Use of e-Learning Management System Blackboard, J. Educ. Assoc. Soc. Stud. Egypt, 52:84-114.

McMillan J, Schumacher S (2006). Research in Education: Evidence-Based Inquiry, (6th ed.). Boston, MA: Pearson.

Mtebe J (2015). Learning Management System success: Increasing Learning Management System usage in higher education in sub-Saharan Africa, Int. J. Educ. Dev. using Inform. Commun. Technol. (IJEDICT), 11(2):51-64.

Munasinghe PG, Wijewardana WP (2016). Attitudes of Students When Using Learning Management Systems, 13th Annual World Congress, The first Sebelas Maret Conference on Entrepreneurship, Innovation and Community Development (SMARTCEIC), Ins. Available at SSRN: https://ssrn.com/abstract=2915283.

Nunnally J, Bernstein I (1994). The Assessment of Reliability. Psychomet. Theor. 3:248-292.

Oliveira P, Cunha C, Nakayama M (2016). Learning Management Systems (LMS) and E-Learning Management: An Integrative Review and Research Agenda, J. Inform. Syst. Technol. Manage. 13(2):157-180, Available at: DOI: 10.4301/S1807-17752016000200001.

Ozdamli F (2007). An Evaluation of Open Source Learning Management Systems According to Administration Tools and Curriculum Design. International Educational Technology (IETC) Conference, (7th Nicosia, Turkish Republic of Northern Cyprus, May 3-5, 2007).

Palmer S, Holt D (2009). Examining Student Satisfaction with Wholly Online Learning. J. Comput. Assist. Learn. DOI: 10.1111/j.1365-2729.2008.00294.x.

Reigeluth C (2012). Instructional Theory and Technology for the New Paradigm of Education. RED, Revista de Educación a Distancia. 32(30). Sep. 2019, http://www.um.es/ead/red/32

Sang G, Valcke M, Braak J, Tondeur J (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviours with educational technology, Computer and Education, 54: 103-112.

Scott C (2015). The Futures of learning 1: why must learning content and methods change in the 21st century?, Education, research and foresight: working papers, Sep., Available at: https://unesdoc.unesco.org/ark:/48223/pf0000234807.

Shin W, Kang M (2015). The Use of a Mobile Learning Management System at an Online University and Its Effect on Learning Satisfaction and Achievement, Int. Rev. Res. Open Distribut. Learn. 16(3):110-130.

Sumk B, Hericko M, Pusnik M, Polancic G (2011). Factors Affecting Acceptance and Use of MOODLE: An Empirical Study Based on TAM, Informatica, 35:91-100.

Tatli Z, Akbulut H, Altınışık D (2019). Changing Attitudes towards Educational Technology Usage in Classroom: Web 2.0 Tools. Malay. Online J. Educ. Technol. 7:1-19. Available at: DOI: 10.17220/mojet.2019.02.001.

Trayek F (2013). Attitude towards the Use of Learning Management System among University Students: A Case Study, Turk. Online J. Distance Educ. TOJDE, July 2013, 14(3): ISSN 1302-6488.

Tshabalala M, Ndeya-Ndereya C, Van der Merwe T (2014). Implementing Blended Learning at a Developing University: Obstacles in the Way. Electron. J. e-Learn. 12(1):101-110.

Usoro A, Omekara C (2015). Reliability in the estimates and compliance to invertibility condition of stationary and nonstationary time series models, Journal of Statistical and Econometric Methods, Scienpress Ltd, 4(3):1-5.

Watson WR, Watson SL (2007). An argument for clarity: what Are Learning Management Systems, What are They Not, and What Should They Become? TechTrends, Springer Verlag, 51(2):28-34.

Yamani H (2013). E-learning and Digital Games: The Potential Contribution to Mathematics Education in Saudi Arabia. PhD Thesis. La Trobe University.

Zakaria E, Daud MY (2013). The Role of Technology: MOODLE as A Teaching Tool IN. Asian J. Manage. Sci. Educ. 2:46-52.

Ziphorah R (2014). Information and Communication Technology Integration: Where to Start, Infrastructure or capacity building? Procedia – Soc. Behav. Sci. 116(2014):3649-3658.