Factors affecting instructor utilization of an online course management system

Abstract

This study identified factors which contributed to greater utilization of a course management system (CMS) by instructors offering courses for academic credit at a large, public research university. The study used a survey to collect information regarding instructor utilization, motivations for usage, perception of effective use, barriers to usage, and a number of demographic and professional characteristics including experience, professional development, academic discipline, satisfaction, workload, and several demographic characteristics. The amount of instructor utilization was analyzed for statistical significance between the respondents on a variety of independent variables including motivation, experience with use, years of experience, academic affiliation, and satisfaction with support. There were statistically significant differences in motivational factors, barriers to use, and perceived effectiveness. In addition, satisfaction with support and experience using the course management system had significant positive correlations with utilization. Lastly, perceived level of expertise with using the system also had a significant correlation with utilization. There was no significant difference in utilization based upon years of teaching, highest degree earned, age, or academic rank. The descriptive results of the survey showed most of the instructors used the course management system to aid in the delivery of a traditional, on-campus course, not to deliver a course strictly online. The instructors were an average of 46 years of age with 11 years of teaching experience at this institution, they had an average of 1.13 academic appointments prior to their current positions, and most (66%) of the 178 survey respondents were assistant, associate, or full professors. Lastly, a number of themes were identified through the follow-up telephone interviews including: interest in additional on-demand how-to type training, a high level of confidence in their skill level related to using the CMS, and the need for effective support structures for assistance with the use of technology. In summary, this study has resulted in the identification of several important factors related to the usage of a CMS. Instructors using a CMS are motivated by improved experiences of their students, convenience, and professional or financial incentives. Lack of understanding related to the features and functions, as well as lack of value to students, are the primary barriers which keep instructors from increased utilization. The longer they have been using the CMS, the more likely they are to utilize more functions of the technology, however their age and level of professional advancement is not a significant factor related to their utilization.