1. By Karen Shackleford-Cesare E-Learning Advisor

2. Identifying Factors that Influence the Uptake and Use of Moodle by Academics Outline Why research this? Context How was this study conducted? What was revealed? Common attributes / Impact on teaching Intrinsic motivators Extrinsic motivators and barriers Now what? The way forward… Recap

3. Identifying Factors that Influence the Uptake and Use of Moodle by Academics Why research this? To: Build on prior research Why technology has not transformed teaching practice in HE Factors affecting academics adoption of e- learning Inform policy Acquisition of learning technologies Planning support resources and infrastructure Inform practice Support of academics Support of students Support of academics Objectives to: Use Moodle at all Use variety of tools Adapt pedagogical practices Strategic knowledge required: Common attributes among subsets Impact of Moodle on teaching practice Intrinsic and extrinsic motivators/barriers

4. Identifying Factors that Influence the Uptake and Use of Moodle by Academics Context Participants: academics in 3 Arts Departments at the University of Roehampton. Survey sample: (non-probability) entire population of 74 academics employed in the Departments of: Dance Drama, Theatre and Performance (DTP) English Literature and Creative Writing (ECW) Period: Spring term 2010-11 Grove House, Froebel College, University of Roehampton

5. Identifying Factors that Influence the Uptake and Use of Moodle by Academics How was this study conducted? Primary data collection tool – web-based, anonymous survey questionnaire with mostly closed scaled questions and some short answer open-ended questions. Secondary tool – face-to- face, standardised, semi- structured interview based on online open- ended questions. Service provider: Bristol Online Survey (44/74 (59.5%) respondents) (4/74 (5.4%) interviewees)

6. Identifying Factors that Influence the Uptake and Use of Moodle by Academics What was revealed? Common attributes Age Gender Holds a teaching qualification (TQ) Department/subject Years spent teaching Impact on teaching What’s easy to do What academics know can be done What academics know can be done Impact of learning technologies on: Admin aspects of teaching Disseminate course info and materials Evaluate learners’ progress / performance Pedagogical aspects of teaching Application of learning theories / teaching styles

7. Identifying Factors that Influence the Uptake and Use of Moodle by Academics What was revealed? Intrinsic motivator “Tech savvy” academics adopt Moodle more readily

8. Identifying Factors that Influence the Uptake and Use of Moodle by Academics What was revealed? Extrinsic barriers and motivators Level Barriers Level Motivators Significant barrier  Lack of time* Significant motivator  Time saving capacity*  Student pressure*  Its use by peers*  Better learning outcomes  Positive feedback  Customised subject-centred support  Better functionality Moderate barrier  Skills/knowledge shortfall o Staff o Students  Unreliability of tools  Ascribed unwarranted ‘fix-it’ role by students Moderate motivator  Inclusion in the appraisal process Insignificant barrier  Lack of suitable tools  Lack of autonomy  Unsuitable for subject  Training deficit  Exclusion from appraisal process Insignificant motivator  Inclusion in the appraisal process *Factors in common with those identified by Heaton-Shrestha et al. (2005, pp.380–3)

9. Identifying Factors that Influence the Uptake and Use of Moodle by Academics Now what? The way forward… For practitioners: Further Research to… 1. Address difficulties many face to use Moodle to facilitate active-learning 2. Identify support needed to help staff extend their use of some LTs beyond the personal sphere 3. Find practical ways staff may recover time to do more “moodling” Policy Recommendations 1. Take account of a technology’s “shelf-life” 2. Foster collaboration between technologists and educationalists 3. Promote relevant support services to academics

10. Identifying Factors that Influence the Uptake and Use of Moodle by Academics Now what? The way forward… E-Learning Support Recommendations: 1. Target staff who lack confidence in their moodling competencies and offer customised support to boost it 2. Facilitate staff reflection on their current Moodle use in relation to module learning objectives and outcomes 3. Combine technical know-how with strategies for tackling pedagogical and discipline specific concerns 4. Demonstrate ways whereby Moodle may save time 5. Get well acquainted with an academic’s teaching strategies 6. Create opportunities for Moodle champions/converts to showcase their courses to peers and support their peers’ efforts 7. Familiarise students with Moodle’s tools and encourage them to ask their tutors to use them

11. Identifying Factors that Influence the Uptake and Use of Moodle by Academics References Blin, F. & Munro, M., 2008. Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education, 50, pp.475–490. Department for Continuing Education, University of Oxford, 2010. Study of UK Online Learning, Higher Education Funding Council for England. Available at: http://www.hefce.ac.uk/pubs/rdreports/2010/rd17_10/rd17_10.pdf [Accessed August 1, 2011]. http://www.hefce.ac.uk/pubs/rdreports/2010/rd17_10/rd17_10.pdf Heaton-Shrestha, C. et al., 2005. Introducing a VLE into campus-based undergraduate teaching: Staff perspectives on its impact on teaching. International Journal of Educational Research, 43(6), pp.370–386. Turcan, M., 2010. Expectancy theory as a predictor of faculty motivation to use a course management system. Doctor of Education. USA: Clemson University. Available at: http://etd.lib.clemson.edu/documents/1285784347/Turcan_clemson_0050D_10802.pdf [Accessed July 18, 2011]. http://etd.lib.clemson.edu/documents/1285784347/Turcan_clemson_0050D_10802.pdf Zellweger Moser, F., 2007. Faculty adoption of educational technology: educational technology support plays a critical role in helping faculty add technology to their teaching. Educause Quarterly, (1), pp.66–69. Zemsky, R. & Massy, F., 2004. Thwarted innovation what happened to e-learning and why, Pennsylvania, USA: The Learning Alliance at the University of Pennsylvania. Available at: http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf [Accessed July 29, 2011]. http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf