According to Wichadee (2015), “Instructors act as drivers in the effective integration of technology, both for teaching and learning in educational settings” (p. 54). As an important aid in promoting this integration, adequately preparing faculty to use technology, especially Blackboard Learn, is a crucial factor for faulty adoption of this learning management system (LMS). This article discusses the last of five themes, “professional development,” that emerged from the analysis of data collected from participants in the recent research study, “Learning Management Systems in Traditional Face-to-Face Courses: A Narrative Inquiry Study”.
Participants in this study were instructors who used Blackboard Learn in face-to-face courses as a platform for teaching and learning at the research university where they worked. When asked about what methods they used to master the different tools and features of Blackboard Learn, all the participants cited some form of professional development. In this study, Professional Development referred to the different ways that participants learned about how to use the Blackboard Learn LMS. Based on the findings, knowledge of Blackboard Learn came in multiple forms: pedagogical and technological training, help desk support, websites, and colleagues. However, all participants in the study attended several of the training sessions at the university’s Center supporting teaching and learning, where they found classes designed to inform instructors about practices specific to pedagogy. The present study found that all participants used information learned from professional development training that targeted course design, development, and delivery. Participants agreed unanimously that by using the training they received at the Center, they became much better able to implement Blackboard Learn into their teaching and learning processes. Participants also applied learning gained from attendance at training sessions that specifically targeted techniques on how to use features and tools in Blackboard Learn. However, the participants emphasized the difference between this type of training, which only focused on how to use the features and tools, and those other training sessions that addressed the application of Blackboard Learn to their courses.
In addition, participants also sought help from the Blackboard support team on campus, the official Blackboard help website, colleagues, and through Google searches. The Blackboard support team on campus offered telephone as well as service ticket support. Participants received assistance on features and tools specific to their courses, including such matters as the grade center, rubrics for grading, setting up groups, and test creation for assessments. Some participants also expressed the important role of their more experienced colleagues in providing support on how to use features and tools in Blackboard Learn. Other participants expanded their knowledge of Blackboard Learn by using the official Blackboard Inc. website, in conjunction with various other websites that offered technological instruction. From time to time, participants used Google to search for additional help. It should be noted that the participants seeking human support and additional websites for support were also the instructors who used all or most features in Blackboard Learn.
In summary, professional development plays a key role in the adoption and use of technology, specifically the Blackboard Learn LMS, by faculty in higher education. Instructors in the study discussed in this article participated in pedagogical and technological professional development and training offered at the University. As a result, the instructors became much better able to integrate effectively the features and tools of Blackboard Learn into their teaching practices. The findings concur with other research regarding professional development. Wang, Chen, and Anderson (2014) suggested training for instructors to implement the use of LMSs into teaching practices in face-to-face courses. Wichadee (2015) found that instructors were able to transfer knowledge learned about technology to enhance teaching and learning in both online and traditional classroom settings. In addition, Alshalan (2019) suggests that instructors may need pedagogical training to effectively use a learning management system. Lastly, Nkonki and Ntlabathi (2016) found that many experienced instructors still need training and support to reach advanced levels in the use of learning management systems for teaching and learning.
References:
Alshalan, T. (2019). The adoption of learning management systems (LMS) among faculty members at Kansas State University and King Saud University (2382994172) (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (2382994172).
Nkonki, V & Ntlabathi, S. (2016). The forms and functions of
teaching and learning innovations on Blackboard: Substantial or superficial? The
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257-265. Retrieved from www.ejel.org
Wang, Z., Chen, L., & Anderson, T. (2014). A framework for interaction and
cognitive engagement in connectivist learning contexts. International Review
of Research in Open and Distance Learning, 15(2), 98-118. Retrieved from
www.irrodl.org
Washington, G. Y. (2017). Learning
management systems in traditional face-to-face courses: A narrative inquiry
study (10639584) (Doctoral dissertation). Retrieved from ProQuest Dissertations
& Theses Global. (10639584)
Wichadee, S. (2015). Factors related to faculty members' attitude and
adoption of a learning management system. TOJET: The Turkish Online Journal
of Educational Technology, 14(4), 53-61. Retrieved from
http://www.tojet.net/
Cite this blog: Washington, G. (2020, August 31). Professional Development [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/
