Academic Journal
Exploring and comparing pedagogical beliefs of university instructors in relation to their behavioural patterns regarding learning management system use.
| Title: | Exploring and comparing pedagogical beliefs of university instructors in relation to their behavioural patterns regarding learning management system use. |
|---|---|
| Authors: | Su, Chien-Yuan, Chen, Cheng-Huan |
| Source: | Behaviour & Information Technology; Feb2025, Vol. 44 Issue 2, p231-244, 14p |
| Subject Terms: | School environment, Research funding, Cluster analysis (Statistics), Universities & colleges, Questionnaires, Descriptive statistics, Judgment sampling, Surveys, College teacher attitudes, One-way analysis of variance, Learning strategies, Teacher-student relationships, Masters programs (Higher education), Comparative studies |
| Abstract: | Understanding the relationship between instructors' pedagogical beliefs and their usage of learning management systems (LMSs) is crucial in higher education. This study addresses this research gap by studying how 64 active university teachers' pedagogical beliefs match their LMS usage behaviours. Based on 1374 LMS courses, this study intended to illuminate the complex relationship between teachers' traditional, constructivist, ICT-based beliefs and operational behaviours while using an LMS for technology-enhanced instruction. Four patters were found: low-use (67.2%), administration-oriented (20.3%), communication-oriented (9.4%), and assessment-oriented (3.1%), which provide insights into how university instructors engage with LMS tools, highlighting the different LMS tool-adoption strategies used in higher education. Intriguing links were found between actual usage patterns and pedagogical beliefs, indicating that administration-oriented and low-usage patterns were related with weaker beliefs in ICT use, with the former having the highest constructivist belief scores and the latter recording the lowest. Instructors with communication use patterns had the lowest traditionalist beliefs, while those focusing on assessment had the highest. This research underscores the significance of aligning pedagogical approaches with technology integration within the context of higher education instruction, offering vital insights for universities committed to ongoing improvement in teaching practices and the effective utilisation of LMS technologies. [ABSTRACT FROM AUTHOR] |
| Copyright of Behaviour & Information Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Complementary Index |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring and comparing pedagogical beliefs of university instructors in relation to their behavioural patterns regarding learning management system use. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Su%2C+Chien-Yuan%22">Su, Chien-Yuan</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Cheng-Huan%22">Chen, Cheng-Huan</searchLink> – Name: TitleSource Label: Source Group: Src Data: Behaviour & Information Technology; Feb2025, Vol. 44 Issue 2, p231-244, 14p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Cluster+analysis+%28Statistics%29%22">Cluster analysis (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22One-way+analysis+of+variance%22">One-way analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+programs+%28Higher+education%29%22">Masters programs (Higher education)</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Understanding the relationship between instructors' pedagogical beliefs and their usage of learning management systems (LMSs) is crucial in higher education. This study addresses this research gap by studying how 64 active university teachers' pedagogical beliefs match their LMS usage behaviours. Based on 1374 LMS courses, this study intended to illuminate the complex relationship between teachers' traditional, constructivist, ICT-based beliefs and operational behaviours while using an LMS for technology-enhanced instruction. Four patters were found: low-use (67.2%), administration-oriented (20.3%), communication-oriented (9.4%), and assessment-oriented (3.1%), which provide insights into how university instructors engage with LMS tools, highlighting the different LMS tool-adoption strategies used in higher education. Intriguing links were found between actual usage patterns and pedagogical beliefs, indicating that administration-oriented and low-usage patterns were related with weaker beliefs in ICT use, with the former having the highest constructivist belief scores and the latter recording the lowest. Instructors with communication use patterns had the lowest traditionalist beliefs, while those focusing on assessment had the highest. This research underscores the significance of aligning pedagogical approaches with technology integration within the context of higher education instruction, offering vital insights for universities committed to ongoing improvement in teaching practices and the effective utilisation of LMS technologies. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Behaviour & Information Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0144929X.2024.2315321 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 231 Subjects: – SubjectFull: School environment Type: general – SubjectFull: Research funding Type: general – SubjectFull: Cluster analysis (Statistics) Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Judgment sampling Type: general – SubjectFull: Surveys Type: general – SubjectFull: College teacher attitudes Type: general – SubjectFull: One-way analysis of variance Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Masters programs (Higher education) Type: general – SubjectFull: Comparative studies Type: general Titles: – TitleFull: Exploring and comparing pedagogical beliefs of university instructors in relation to their behavioural patterns regarding learning management system use. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Su, Chien-Yuan – PersonEntity: Name: NameFull: Chen, Cheng-Huan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0144929X Numbering: – Type: volume Value: 44 – Type: issue Value: 2 Titles: – TitleFull: Behaviour & Information Technology Type: main |
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