innovation, e learning and higher education
DESCRIPTION
Presentation ICHE 2012, ParisTRANSCRIPT
INNOVATION, E-LEARNING AND HIGHER EDUCATION: AN EXAMPLE OF A UNIVERSITY’ LMS ADOPTION PROCESS
ICHE 2012 : International Conference on Higher Education
Ana Mafalda Gonçalves
Neuza Pedro
Institute of Education of the University of Lisbon
Paris, France, June 2012
UNIVERSITY OF LISBON´S E-LEARNING PROGRAM
Publicizing and dissemination
Support systems development
Monitoring and evaluation activities
Staff training
Learning management system (LMS)
Innovation Diffusion Theory (Rogers)
5 stages:
1) Knowledge2) Persuasion3) Decision4) Implementation 5) Confirmation
• The evolutional process of growth through 3 academic years:
2008/09, 2009/10 and 2010/11 in Moodle:
• Number of users (faculties + students)
• Number of courses
• Number of courses by scientific areas
• The intensity of use, in a global perspective and in each
scientific area.
Objectives:
Academic Year Faculties Students
2008/2009 73 1044
2009/2010 282 3893
2010/2011 794 7999
% of Moodle users (considering UL total numbers)
2008/2009 4% 5%
2009/2010 15% 17%
2010/2011 39% 34%
NUMBER OF USERS REGISTERED IN MOODLE
The platform of the UL grew (2008/09 – 2009/10)
14% in number of faculties
12% in number of students
In first year of e-learning program (2010-11)
24% in number of faculties
17% in number of students
292% growth in two first academic years
149% growth in the first year of E-learning program
NUMBER OF LMS COURSES BY ACADEMIC YEAR
SCIENTIFIC AREAS GROWTH
In 2009/10 and 2010/11 - Science and Technology
111% - Social Science
88% Arts and Humanities
55% Health Science
INTENSITY OF USE
No activity – course exists, but no actions were developed in it.
Moderate activity – courses provide resources for consultation.
Considerable activity – course provides resources for consultation and also interactive activities
(eg. discussion foruns, wikis, assessment submission, quizzes).
INTENSITY OF USE – 2010/11
CONCLUSION
• The results clearly adjust to Rogers’ distribution. Rogers’ theory helps understand and estimate the level of acceptance that can be expected in different moments in time.
• The adoption of LMS in teaching practices is growing but the percentage of courses with considerable level of activity didn’t increased.
• Most part of courses presented moderate levels of activity = faculties are using Moodle mostly to provide access to digital resources, not taking advantage of interactive activities.
• Different scientific areas = different levels of involvement
• A way to promote the diffusion of an innovation is to positively affect leaders opinions and to take advantage of their positive effect of having leaders as allies.
• Most faculties are now in the decision stage = new efforts are needed to promote the transition of this innovation from a cognitive level to a behaviour level.
CONCLUSION
THANK YOU
ICHE 2012 : International Conference on Higher Education
Ana Mafalda Gonçalves ([email protected])
Neuza Pedro ([email protected])
Institute of Education of the University of Lisbon
Paris, France, June 2012