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TEACHERS DESCRIBE THE INFLUENCE OF LMS TRAINING FOR
ONLINE CLASSROOM TEACHING
Chapter 1: Introduction to the Study
Introduction
Technology integration in education has been gaining popularity by giving
students the opportunities to have remote learning and a flexible school schedule. Many
studies show the importance of technology in education and information communication
technology (ICT) to help students prepare for college or careers that involve technology
(Ashrafi et al., 2020; Stockless, 2018). For students to be successful in the online
environment, educators need to have the necessary online skills to provide instruction
efficiently. With the use of professional development (PD), teachers felt more prepared to
facilitate an online classroom (Burdina et al., 2019; Chandran et al., 2021). The findings
in studies note that learning management systems (LMS) can be a valuable tool within
education for teachers who want to work remotely and also gain more technical skills for
online or blended classroom instruction.
Technology is rapidly growing within K-12 education across the United States. As
the need for online educators grows, online professional development is essential to keep
educators' skills up to date with changes in the education system. PD has significantly
changed over time and only recently incorporated technology (Hall & Trespalacios,
2019). There has been a nationwide lack of teacher preparation programs that train
educators to transition into an online modality. If teachers lack training, they often do not
understand how to implement technology appropriately in an online environment
(Burdina et al., 2019). Having proper training to facilitate online affects student outcomes
in class.
Although the impact of COVID-19 that forced education into an online format
back in March 2020, LMSs have significantly influenced K-12 education. With LMS
integration into K-12 education, more studies published in the past two years highlight
the benefits of LMS and the need for appropriate training for teachers (Styck et al., 2021).
Since COVID-19, educators are experiencing continued stress in facilitating online
classes and keeping students motivated. Appropriate LMS training promotes online
pedagogical strategies essential for online student engagement (Cohen J. A., 2020).
Schools can avoid possible issues like COVID-19 that could potentially force schools to
close again by having training programs in place. In these instances, school leaders can be
better prepared for an online transition.
Online training should not solely rely on how to effectively train teachers for
online instruction but also provide support and additional digital resources when needed.
It is important to understand he outcomes of LMS training and the teacher’s
understanding of using an LMS and properly facilitate an online class. Therefore, the
purpose of this study discussed in this chapter will explore how teachers describe their
experience in LMS training for performance expectancy, effort expetancy, social
influence, and facilitating conditions in an online classroom. The chapter begins with the
researcher providing the background of the study of LMS in education and in recent
years, developed a need for LMS training in a K-12 education setting. From the
background in literature, the researcher identified the problem space and a problem
statement to support the study's need and purpose. In order to explain the phenomea, the
development of the research questions founded on the unified theory of acceptance and
use of technology (UTAUT) model help explain the effects of technology integration and
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user acceptance. This model which has been widley used in studies, to examine
participants intention and behavior in the use of technology. In addition, the methodology
and research design used in the study can align with the problem statement and research
questions. Finally, the chapter will provide an extensive list of the definition of terms,
assumptions, limitations, and delimitations in the study.
Background of the Study
The foundation of online schools in the K-12 education system in the United
States began in the early 2000s. However, the integration of distance learning began in
the 1990s (Burdina et al., 2019). According to the Evergreen Education Group (2017), an
estimated 317,000 online K-12 courses were taken by students in 2002. Since then, public
and private schools have significantly increased their online options for students
nationwide. Since the nation's health crisis, there has been a demand for LMS training
and support for K-12 online educators to figure out the most effective strategies for online
teaching. Recent research focuses on the changes in professional development and
pedagogical approaches. Continued studies have many benefits in exploring more indepth
teachers' experiences with LMS training and continued technical support. Only four states
in the U.S. require teachers to have LMS training before online instruction. While most
states may provide some form of online training, other school districts offer limited or no
training in some cases.
PD skills used by teachers from a traditional classroom setting are significantly
different compared to online classroom management. Laho (2019) mentioned the benefits
of LMS providing more training opportunities for better facilitation, online support, and
resources in an online classroom. Having LMS features, training, and continued support
provides a solid foundation for teachers to keep students engaged and increase online
performance (Burdina et al., 2019). At the same time, studies have provided
recommendations on PD for online instruction. Strycker (2020) highlights the importance
of studies to further look into online PD for specific grade levels and subjects taught. The
researcher’s survey and open-ended questions will examine teacher demographics and
how LMS training affects them individually.
Utilizing the UTAUT model helps frame this study to focus on the perceptions of
teachers' LMS training to properly transition into online instruction (Venkatesh et al.,
2003). A lack of studies focusing on teachers' perceptions of training and continued LMS
support was how this study was developed with the need to further research LMS PD for
K-12th grade teachers. Additionally, the COVID-19 pandemic, which made a significant
transition for education to change into an online format for an extensive period, was also
unique to the study (Chandran et al., 2021). Critical gap in studies that provided extensive
feedback on student’s perspectives and quantitative data on teachers’ experiences with
LMS; however, limitations found future studies should use a qualitative approach to have
more in-depth input from teachers in a K-12th grade setting (Ashrafi et al., 2020; Burdina
et al., 2019; Hall & Trespalacios, 2019; Strycker, 2020). This information is essential
when developing the study's research questions and methodology.
This study focused on K-12th grade teachers' perspectives, which adds to the
recent literature on LMS training and user acceptance. This sample size allowed the
researcher to have a large enough use of participants using three separate data sources.
Moreover, the study’s primary focus on LMS training provided more information to the
current issue of COVID-19 emergency remote learning and teacher online acceptance.
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The study’s data and results have the potential to be used to gain more insight into the
choices school leadership make when implementing LMS in their schools. The study’s
results may also highlight best practices for leadership in instances like a national
emergency or another pandemic.
Problem Statement
It is not known how teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy, effort expectancy, social
influence, and facilitating conditions in the online classroom environment. The
population most affected by this problem are K-12 teachers online or blended learning
using LMS. The general population is teachers within a K-12 school district in Arizona
who use LMS for online instruction. Because more studies focus on students’
perspectives, it is essential to highlight teachers’ perceptions of LMS and what kind of
training they received (Chandran et al., 2021). With the COVID-19 pandemic affecting
the entire education system, teachers were abruptly transitioned into an online format,
increasing the use of LMS’s and the need for online training. It is important to recognize
that teachers were considered essential workers and had demanding obligations to ensure
students could still effectively learn in an online environment. Even though LMS was
used in K-12 education before COVID-19, the pandemic increased LMS demand
nationwide.
The researcher used a qualitative descriptive study to examine teachers’
experiences with LMS training. Teachers in a K-12 public school districts are represented
as the general population in the study. The target population for the study is
approximately 1,000 K-12th grade teachers. Initial data collection will be administered by
a survey sent out to K-12th grade teachers in Arizona. The data collected will use a survey
of 25 questions, 15 individual semi-structured interviews, and two focus groups of 5-7
participants. The questions were developed using the UTAUT model to understand
teachers’ perceived usefulness of the training and use of the LMS. Collecting feedback
and experiences is important because it can allow teachers to provide a detailed
understanding of LMS training. It also enables school leaders to make necessary changes
to the training or LMS for improved online classroom instruction. Having positive
training and LMS use is not only essential for student success in an online class but also
for teacher retention.
When COVID-19 forced an entire nation to transition online, teachers had
minimal support and resources to provide efficient online teaching. The increase in
learning online teaching has decreased teachers’ self-efficacy and adaptability to online
education (Phillips, 2021). Because of these issues and the lack of proper resources and
support from leadership, Phillips (2021) noted a significant increase in teacher burnout
that has caused major teacher shortages nationwide. When schools can implement
practical training, it provides teachers’ the skills and resources they need to do their job
efficiently (Laho, 2019). Studies that point out these issues can give leadership the ability
to address their needs to attain a better work balance between online instruction and
classroom management. Johnson et al. (2021) also received feedback from educators on
their frustrations with how their school leaders handled the transition into online learning
and lack of support. Ultimately, studies that examined leadership who applied effective
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PD for online teaching showed an increase in teachers’ self-efficacy and ease of use with
LMS and online instruction (Gosslin, 2016). The more proper PD provided, educators can
improve their classroom maangement and online technology skills.
Purpose of the Study
The purpose of this qualitative descriptive study is to explore how teachers in
online learning describe the influence of learning management system training (LMS) on
performance expectancy, effort expectancy, social influence, and facilitating conditions in
the online classroom environment in Arizona. Based on previous literature, this study
provides information about the use of LMS, its application in education settings, and the
limitations of support and development for educators in classrooms. Studies found
increased use of information communication technology (ICT) use in schools and the
importance of applying it as a teaching method (Buabeng-Andoh, 2019). ICT is an
umbrella term that includes anything technology related which includes phones,
computers, video equipment, multimedia, and internet (Gupta et al., 2021). The UTAUT
framework is used to understand LMS training results and ease of use as they pertain to
the four domains in the model.
The general population are teachers who work within a K-12 public school district
in Arizona. Within the population are multiple demographic segmentations that include
gender, age, years of teaching, and IT skills. These subgroups examined how teachers
experience LMS training and describe their experiences. Semi-structured interviews and
two focus groups allowed participants of different backgrounds to discuss similar or other
experiences. In addition, a survey sent out examined teachers' LMS training and how
their experience has affected their online teaching.
Research Questions
Studies show positive outcomes of LMS integration and training; however, they
do not address teachers’ experiences with LMS training and feedback (Ashrafi et al.,
2020; Buabeng-Andoh, 2019; Stockless, 2018). After COVID-19, it has been more
prevalent to understand how schools deliver proper LMS PD for online teaching. The
focus of this study is to identify the problem space within literature using the UTAUT
model that addresses each foundational domain of performance expectancy, effort
expectancy, social influence, and facilitating conditions. Variables that apply to these
domains include age, gender, experience, and voluntariness of use.
This theory is used to help explain an individual’s acceptance of information
systems and technology. The theory was originally developed from Davis’s (1989)
Technology Acceptance Model (TAM) and transformed with the use of more variables to
help understand the phenomena to be studied Viswanath & Davis (2000). The researcher
used the UTAUT model to develop four research questions that examined teachers' LMS
training experience and online instruction.
The problem statement of this study, it is not known how teachers describe the
influence of learning management system (LMS) training on performance expectancy,
effort expectancy, social influence, and facilitating conditions in the online classroom
environment.
RQ1a How do teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy in the online classroom
environment?
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RQ1b: How do teachers in online learning describe the influence of learning
management system (LMS) training on effort expectancy in the online classroom
environment?
RQ1c: How do teachers in online learning describe the influence of learning
management system (LMS) training on social influence in the online classroom
environment?
RQ1d: How do teachers in online learning describe the influence of learning
management system (LMS) training on facilitating conditions in the online classroom
environment?
The purpose of each RQ is to assist in discovering how K-12th grade teachers
describe their LMS training outlined by the UTAUT model. This model is used to
examine the results of teachers’ LMS training experience and how their description of the
training applies to the four different domains and variables associated. Teachers'
experience of LMS training can differ among demographic variables and the various
domains. Each research question helped teachers use LMS for online teaching and how
practical the training was for them to have more ease of use with online instruction.
Ultimately, the study helped inquire about how LMS training helped strengthen or
weaken teachers’ ability to teach online and their voluntary use of LMS.
Advancing Scientific Knowledge and Significance of the Study
The problem space within the literature shows a need to understand how teachers
describe their experiences with LMS training for online classroom instruction. The gap in
the literature will address each domain from the UTAUT model and use a qualitative
descriptive design to explore how K-12th grade teachers describe their LMS training. The
studies show that UTAUT model helped explain the acceptance of technology within
education and how it affects performance expectancy, effort expectancy, social influence,
and facilitating conditions (Yildiz Durak, 2018). According to Amzalag and Shapira
(2021), limited studies examine the behavioral intention of emergent technologies like
LMS to understand user acceptance. The UTAUT model was developed from TAM,
which provides researchers with a deeper lens to look into user acceptance with the four
domains used in this study. Killian et al. (2021) utilized the UTAUT model that provided
results aligned with their study and participants' experiences with using LMS. Ultimately,
the UTAUT model supports the problem statement by exploring the experiences of
teachers' LMS training and how it applies to each domain. Each domain gives a
framework on how individuals choose to accept technology, their ease of use, and
voluntariness of use with LMS.
Since the COVID-19 outbreak globally, most research has used both TAM and
UTAUT models to help explain the usage of those technologies with their similar
framework of acceptance of technology in various aspects (Ahmed et al., 2022). Studies
demonstrate with the use of the UTAUT model, results from the data show technology
efficiency were a priority over its users’ effectiveness (Qiao et al., 2021). The gap was
addressed using concepts from the UTAUT model because it divides into four domains
using a qualitative descriptive study design to explore how K-12th grade teachers describe
their LMS training in the domains of performance expectancy, effort expectancy, social
influence, and facilitating conditions in an online classroom. This model offers this study
the lens to investigate participants ‘perceived usefulness’ and ‘perceived ease of use’ with
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LMSs (Venkatesh et al., 2003). These concepts are applied within each domain to predict
an individual’s acceptance of ICT and LMS integration.
The UTAUT model has been widely used in areas other than education, and it also
integrates mobile phone self-efficacy and other technologies (Ahmed et al., 2022). As
new technologies emerge, models like TAM and UTAUT can be used in any qualitative,
quantitative, or mixed-method studies. Most recent studies have been applying a
quantitative methodology by using surveys from educators to examine LMS usage, user
acceptance, and various predictors for online use (Amzalag & Shapira, 2021). Further
research is still needed to investigate using a qualitative approach and examine the
technology development with user interaction (Qiao et al., 2021). The study will put more
value in current literature on the UTAUT model and help illustrate how each domain
applies to the problem space and acceptance of technology.
Definition of Terms
Defined terms are listed to provide clarity with understanding educational and
technological terminology. The definition of terms helps to provide information needed
for the reader to understand the components of the study. It is also important to know how
terms have similar meanings that provide an understanding of a common subject.
Hybrid/Blended Learning. Sometimes associated with distance and remote
learning, hybrid or blended learning is a mix of online educational resources or online
instruction to take place or supplement within a traditional in-person classroom.
Information Communication Technology (ICT). An extension of information
technology combines unified communications, telecommunications, and computers
(Buabeng-Andoh, 2019).
Learning Management System (LMS). A software application learning system
for delivering educational courses, training programs, or learning and development
programs. It can document, administer, track, report, and provide online documents
(Stockless, 2018).
Pedagogy. Pedagogy is a type of approach to give instruction or teach (Ascough,
2002). Teachers' pedagogical approach shapes their actions and judgments by utilizing
theories of learning and understanding students and their needs.
Professional Development (PD). Training to maintain or earn professional
credentials by completing coursework, attending conferences, or informal learning
opportunities (Hall & Trespalacios, 2019).
Remote/Distance Learning. Also known as distance education allows students
and teachers to be partly or wholly in an online classroom.
Unified Theory of Acceptance and Use of Technology (UTAUT). This model
formulated by Venkatesh and others aims to explain individuals' use of
technologydependent on behavioral intention (Venkatesh et al., 2003).
Anticipated Limitations
Limitations affect the study but are beyond the researcher’s control (Simon & Goes,
2018). Recognizing the limitations allows the researcher to make future research
recommendations:
1. A limitation of the study includes the specific criteria and feasibility created a
particular target population as a qualitative descriptive design which can make it
challenging to generalize findings of the general population. However, it serves as
a foundation for future studies to examine different populations and method
approaches. Although the criteria are limited, the researcher will make sure to
collect as much data as possible to have complete data saturation in the study.
2. A limitation of the study is the actual use of a qualitative study design. It is
assumed that this is basic and is considered a weak design (Claerbaut, 2016). The
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rationale for this chosen design is that the researcher can utilize multiple data
sources, which formulate a triangulation to corroborate the findings. This design
also addresses the theoretical foundation used and provides a detailed description
of participants’ experiences based on their accurate account of the events.
3. A limitation of the study is the participants in the survey using SurveyMonkey
based on the responses received. As opposed to the interviews, the researcher has
no control over the time taken to answer questions. Therefore, a possible
limitation could be incomplete answers due to different reasons. The rationale for
this limitation is that to reach the number of teachers necessary for data collection
saturation, approximately 50 completed surveys. Any incomplete surveys will not
be included in the study findings.
4. A limitation of the study is an interpretation of bias the researcher could bring a
premeditated stance to the study, and questions, whether unconsciously or
subconsciously done, would potentially skew the data. The researcher will address
the issue with using Clancy (2013) reflextivity as a guid to avoide assumptions
and be aware of one’s own reactions and behavior in relation to others.
Summary and Organization of the Remainder of the Study
As technology in education advances, the rise in LMS has made its way to the
largest segment in the learning system market. The integration of LMS includes its
effectiveness with teachers' understanding of LMS knowledge and skills to conduct an
online class. In this qualitative descriptive study, a survey, semi-structured interviews, and
two focus groups will be used to understand better how K-12th grade teachers describe the
effectiveness of the LMS training they received to use LMS for online instruction. There
have been extensive studies focused on the PD for teachers both in a traditional setting
and online (Ascough, 2002; Buabeng-Andoh, 2019; Chandran et al.,
2021; Cohen, 2020; Gosslin, 2016; Qiao et al., 2021; Stockless, 2018; Strycker, 2020).
This study focused on the LMS training for educators and not just formal PD training for
in-person or online instruction. The study focuses on K-12th grade teacher LMS training
instead of higher education or private institutions. As online education grows, teachers
need to develop a deeper understanding of LMS use and how to apply their pedagogical
approach to online teaching. It is also crucial for K-12 and 9-12 school districts to build
these training programs and have LMS used to respond to future emergencies that might
occur.
The following research questions help guide this qualitative descriptive study:
RQ1a How do teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy in the online classroom
environment?
RQ1b: How do teachers in online learning describe the influence of learning
management system (LMS) training on effort expectancy in the online classroom
environment?
RQ1c: How do teachers in online learning describe the influence of learning
management system (LMS) training on social influence in the online classroom
environment?
RQ1d: How do teachers in online learning describe the influence of learning
management system (LMS) training on facilitating conditions in the online classroom
environment?
The focus of this study is to examine K-12 teachers’ LMS preparation for
transitioning into an online format. Through the lens of andragogy, it takes an
understanding that the individual will want more input from their experiences. Therefore,
school leadership must show individuals practical LMS use from the training provided. A
qualitative descriptive study will help examine and better understand how school
leadership has implemented LMS and what strategies they use to provide PD and
continuing instructional support for LMS to support teachers within an online classroom.
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The target population is K-12th grade teachers within a public school district in Arizona
who were provided LMS training for online instruction. The sample will consist of two
focus groups of 5-7 participants, 15 semi-structured interviews, and 50 completed
surveys.
Chapter 2, the literature review, will provide research that covers the history of
online education, ICT and LMS integration into education, and PD use for LMS. Chapter
3 discusses the methodology, problem statement, research questions, data sources, and
collection. Chapter 4 will show collected data coded, themed, analyzed, and synthesized.
There will be a detailed summary of the findings using triangulation. Lastly, Chapter 5
will show the results of the data sources and investigate interview responses from the
participants. The interviews will be analyzed to discuss K-12th grade teachers’ perceptions
of online training. A summary of the findings, limitations, and future recommendations
for identifying the themes and patterns will be provided.
Chapter 2: Literature Review
Introduction to the Chapter and Background to the Problem
This chapter aims to provide current information on educators' online and
professional development (PD) in a K-12 school district. The literature will provide a
detailed discussion of the background to the problem. Identifying the problem space will
provide further discussion into the theoretical foundation and how it will be applied in the
researcher's study. The literature review includes knowledge of the topic with a summary
of the chapter to include limitations or recommendations for future studies. The literature
on LMS integration and educator training sheds light on educators' challenges with online
teaching (Wagner, 2022). A comprehensive overview and synthesis of the literature will
examine the topic. Reviewing the research examines how educators in a K-12 school
setting experience online training in a learning management system.
As technology evolves, so has the integration of technology with education across
the country. Online K-12 education has expanded since the early 2000s, including charter
schools in Ohio and Florida Virtual High School of many to provide online classes in the
U.S. They, like many, have set the foundation for what has become an evolution of
information communication technology (ICT) in education today (Hart et al., 2019). With
advances in technology, an increase in online student attendance has risen. Research in
the literature shows minimal studies that examine PD and online support with in-class
facilitators and/or educators to assist students. Previous studies show a need to provide
PD to support students (Borup & Stimson, 2019b). The transition from in-person learning
into full-time online education has challenges for educators to properly facilitate within
their LMS classroom, more so with younger Pre-K through 5th grades (Wagner, 2022).
Technology also plays significant importance within education to develop student’s skills
to become career and college ready.
The researcher has investigated the past five years of studies that examine internal
and external factors that influence educators in ICT (Buabeng-Andoh, 2019; Stockless,
2018), including PD. The researcher identified limitations in studies to focus on PD,
which identified the problem space within the researcher's study. Keywords used include
K-12 online education, high school education, online teaching, professional development
technology, education technology, online classroom management, online teacher
preparation, ICT integration, and LMS K-12 education. The databases used to collect
journal articles for the researcher's study include Grand Canyon University Library,
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EBSCO, GOOGLE Scholar, Education Database, and LearnTechLib. From the articles
obtained, future studies recommend examining educators within an online class and how
their PD reflects their ability to teach effectively online. Using a qualitative descriptive
study method for the researcher's study will examine the problem space in research to
further address this topic, including any limitations and recommendations for future
studies.
Identification of the Problem Space
ICT integration in education has been transitioning at a rapid rate. Policies and
resources are needed to implement, support, and teach students effectively in an online
classroom. In Linton's (2016) study of relationships with students in a statewide virtual
high school, findings show that educators are dealing with remote self-isolation and
receive "little to no support in designing these types of online environments…the key to
sustained professional learning can positively impact the quality of instructional support
and increase student learning" (p. 420). The lack of support for teachers affects their
instruction in an online class as well as student’s success.
There were several gaps in the same topic identified in several studies. However, a
noticeable gap in research arose with similar limitations and future studies that included a
lack of PD and teacher's self-efficacy with ICT and LMS (Bordalba & Bochaca, 2019;
Mwila, 2018; Simsek & Sarsar, 2019; Stockless, 2018). This researcher will apply the
current gap within the literature and use the unified theory of acceptance and use of
technology (UTAUT) to conduct the study (Venkatesh et al., 2003). The problem
statement will address: It is not known how teachers in online learning describe the
influence of learning management system (LMS) training on performance expectancy,
effort expectancy, social influence, and facilitating conditions on the online classroom
environment.
Based on the review of the literature, it is known that ICT and LMS expansion in
education is forcing educators to transition online (Laho, 2019). Research is limited on,
and is not known, an understanding of how PD affects teacher's experiences of facilitating
in an online LMS classroom. Stockless (2018) study show limitations that include
teachers' late adoption of LMS, limiting their training and intention to use. In addition, he
recommends further examining e-learning and educator facilitating outcomes with PD
(Stockless, 2018). The researcher notes limited information in reviewing the current body
of knowledge about ICT and PD to further explore teachers' training and experience with
LMS. This information can be important for school leaders and policymakers to develop
appropriate ICT and LMS integration training programs.
The problem space in the current research provides opportunities to use multiple
variables to be examined that this researcher's study focused on. Each theme provided
several common factors important to PD with ICT and LMS integration in an online
classroom. Findings in each study effectively discussed themes that include ICT
classroom management, ICT in teacher communication, ICT integration in classrooms,
COVID-19 Emergency transition into remote learning, and ICT and LMS professional
development. The in-depth look at each study showed improvements in ICT and LMS,
gaps that still exist in research, and recommendations for future studies.
Theoretical Foundations
The current body of framework discussed has been widely used within studies that
examine online education. Comparing the different studies and findings allows the
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researcher to discuss the outcomes and effectiveness of the study's chosen theory. The
original theory by Davis's (1989) study on the technology acceptance model (TAM) is a
popular theory used in studies over the years which have shown a positive correlation in
the data and findings. The TAM theory provides researchers with a lens to investigate
individual behavior when technology is applied. The model's purpose shows
"…perceived usefulness and perceived ease of use, which are hypothesized to be
fundamental determinants of user acceptance" (Davis, 1989, p. 319).
The purpose of Davis's study was to expand on his theory of user acceptance and
the perceived usefulness of technology. The quantitative study used a rating scale that
provided statements about ease of use in technology and perceived usefulness. In the first
study trial, using 112 participants in one of several studies, the theory and data analysis
helped identify different categories. Of these, findings show a positive correlation with
the TAM theory of how individuals' technology usage correlated with their perceived
usefulness and ease of use (Davis, 1989). Since the initial development of the TAM
theory, several scholars have evolved the theory to add more variables in assisting with
studies in education.
In Venkatesh et al. (2003) study, used the TAM theory and incorporated additional
variables to include gender, age, experiences, and voluntariness of use. Adding these
variables helped examine in more detail an individual's acceptance of information
systems and technology. The TAM theory was transformed into Venkatesh et al.'s unified
theory of acceptance and use of technology (UTAUT). The longitudinal study was
conducted using a questionnaire adapted from previous TAM studies. Data collected from
multiple surveys over time with the same participants show significant findings that
determined over time, participants increase in experience increased the ease of use
(Venkatesh et al., 2003). The UTAUT provided further studies to investigate key variables
that explain how individuals use technology and how they can apply selfefficacy using
ICT.
From the UTAUT model, other studies have utilized this theory to help examine
technology being applied in the education sector. A recent study by Hamka et al. (2021)
explored student and teacher's acceptance of technology with Google Classroom. This
quantitative study analyzed 268 online questionnaires sent out via social media. From the
descriptive analysis, results show that the use of the UTAUT model and four of the
determinants of performance expectancy, effort expectancy, social influence, and
facilitating conditions played a vital role in understanding an individual's intention to use
the Google Classroom. Hamka et al. (2021) findings were able to predict and explain
79.6% of users' behavior and intention to use the LMS platform.
In Yildiz Durak (2018) study, examined the use of technology with preservice
teachers. This quantitative study also used descriptive statistics and regression analysis
with UTAUT applied. The study's participants included 274 teachers at a university. By
combining the elements of the UTAUT theory, the variables were able to confirm the
effect on users' acceptance of technology in an online classroom (Yildiz Durak, 2018). An
important finding obtained from the model shows that the social influence of other
teachers played a crucial role in the participant's behavior and usage of technology (Yildiz
Durak, 2018). The study's data provided a look into technology within education and
teachers' willingness to use the technology available.
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In Killian’s et al. (2021) qualitative study, teachers in a high school provided
open-ended interviews about adopting an LMS system. The UTAUT theory allowed for a
better understanding of the participant's perceptions and experiences with technology in a
classroom. According to Killian et al., the results associated well with the UTAUT and
provided a more in-depth look into issues with teachers' lack of knowledge of technology
use and absence of social support for online teaching (2021). Having recent changes in
the education system due to COVID-19, the integration of ICT in schools has been
fundamental for the success of student education from in-person to online. The UTAUT
theory provided these studies with a lens to examine the interaction of the sample
population and the technology being applied and its effectiveness. Overall, findings show
that teachers were able to demonstrate using proper training of ICT and LMS to teach
effectively in an online classroom (Kjellsdotter, 2020). Based on multiple studies
conducted using UTAUT, this researcher deemed it appropriate to use based on the
phenomenon explored in this study. The selected theory helped frame this qualitative
descriptive study's problem statement and research questions by developing survey
questions from the TAM and UTAUT theories discussed.
UTAUT theory and research questions
The purpose of this qualitative descriptive study is to examine how teachers
describe their pre-and post-experience training in a learning management system for
performance expectancy, effort expectancy, social influence, and facilitating conditions in
an online classroom environment in the Southwest United States. Through the UTAUT
model, Venkatesh et al. (2003) developed four ideas of individual acceptance. The model
can theorize that "constructs will play a significant role as direct determinants of user
acceptance and usage behavior: performance expectancy, effort expectancy, social
expectancy, social influence, and facilitating conditions" (Venkatesh et al., 2003, p. 447).
The information from the UTAUT helped develop the research questions that provide the
focus for the research (see Figure 1).
Figure 1
Unified Theory of Acceptance and Use of Technology (UTAUT)
Note: Adapted visual (Venkatesh et al., 2003)
Four determinants of user behavior will be applied to this study's research
questions. Each plays a significant role in constructing the research questions. The first
research question asked, "How do teachers describe their experience and training
outcomes in a learning management system for performance expectancy in the online
classroom environment?" Performance expectancy is defined "as the degree to which an
individual believes that using the system will help him or her to attain gains in job
performance" (Venkatesh et al., 2003, p. 447). This allows an understanding of the intent
and use of a LMS platform and the actual usage of technology to be explained (Ahmed et
al., 2022). Killian et al. (2021) also mentioned using specific questions based on the
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theory provided. The responses of participants gave more detail on their experiences and
background skills in ICT. This part of the root construct of UTAUT provides key
predictors based on an individual's job and necessity in that position that can force their
behavior to change with the use of technology.
The second research question asked, "How do teachers describe their experience
and outcomes of training in a learning management system for effort expectancy in the
online classroom environment?" Venkatesh et al. (2003) defines effort expectancy as,
"the degree of ease associated with the use of the system" (p. 450). In their study, Yildiz
Durak (2018) noted the skills of teachers' use of technology equally contributed to
accepting the use of the tools and level of satisfaction with the education provided. Effort
expectancy is also a significant component when trying to understand the user's need for
additional support, or to be effortless and easy to use LMS (Hamka et al., 2021).
Examining an individual's effort or struggle with technology is essential for education
leaders to implement proper PD to meet the needs of each teacher for success in an online
classroom.
The third research question asked, "How do teachers describe their experience and
outcomes of training in a learning management system for social influence in the online
classroom environment?" Social influence can play a significant role in the way teachers
would assume others will view them and their skills applied with technology. Venkatesh
et al. (2003) defines social influence as, "the degree to which an individual perceives that
important others believe he or she should use the new system” (p. 451). In online
education, social influence would play a role in how students perceive their teachers
being most effective in the class. Yildiz Durak (2018) study discussed that social
influence and the use of social media equally affected teachers’ behavior regarding
technology use. In today's society, outside influence plays a critical role in how
individuals perceive their skills with technology (Killian et al., 2021). With the demands
of technology, social factors in this model help play a crucial role with teachers in
education.
The fourth research question asked, “How do teachers describe their experience
and outcomes of training in a learning management system for facilitating conditions in
the online classroom environment?” This root construct is important in which an
individual understands how to use the technology provided and how they facilitate the
tools provided within their given environment. Venkatesh et al. defines facilitating
conditions as, “the degree to which an individual believes that an organizational and
technical infrastructure exists to support the use of the system” (2003, p. 451). According
to Ahmed et al. (2022), this part of the UTAUT model is significant for examining what
kinds of support teachers receive in their online classroom and how well they adapt to the
LMS. Killian et al. also argued that their findings show a need to provide a foundation for
support within an online classroom environment to promote the effectiveness of teachers’
influence on student success (2021). These four research questions deliver guidance and
intent on how teachers perceive their experiences of the training in an LMS platform for
online teaching. Overall, the UTAUT can explain how teachers’ experiences with online
training influence their behavior and adoption of the LMS and “gain a more
comprehensive understanding of the factors that influence the adoption of these
technologies” (Venkatesh et al., 2003, p. 143). This theory assists with developing the
research questions and can align with examining the problem space in the study.
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Review of the Literature
Understanding the differences and similarities in studies when discussing a
literature review is essential when a researcher establishes a gap within the literature for
further research. Within the previous literature review, multiple themes emerged that
showed studies had common findings. The articles will address the importance of
technology in education and how it creates a positive outcome for schools (Laho, 2019).
The researcher can identify through the analysis of the articles the significance of ICT
and LMS in teaching and classroom management (Hamedoglu, 2019). A discussion of the
common themes will include the history of technology in K-12 schools, which also
include ICT classroom management, ICT in teacher communication, ICT integration in
classrooms, ICT integration of ICT, ICT integration of LMS, COVID-19: Emergency
remote teaching, and LMS professional development. The analysis of studies will provide
an in-depth synthesis of the articles that show why the theory used is most appropriate
and why using a qualitative descriptive methodology is best suited.
History of K-12 Online Schools. Over the past decade, virtual online schooling
has become popular globally and in the United States. Virtual online schools were
established in the early 2000s as charter schools expanded with the help of the No Child
Left Behind Act (NCLB) of 2001. The NCLB helps parents have more opportunities for
school choices and pushes for states to have more accountability in students' education.
The policy in place was a benchmark, “on how to improve the performance of America’s
elementary and secondary schools while at the same time ensuring that no child is
trapped in a failing school” (U.S. Department of Education, 2001, p. 1). The first two
virtual schools in the United States were established in 1997. According to Barbour and
Reeves (2009), the government provided grant funding for both the Virtual High School
(VHS) located in California and Florida Virtual High School (FLVS). Some authors have
reported that by 2009, a significant growth in online schooling grew upto 195.
Technology demands are requiring new generations to adapt to using computers and
being online for college and career readiness. As education is evolving, online technology
and schooling have become what some may call “the next wave of the future to…help
propel us into the globalized world” (Johnson, 2010, p. 191). From 2000-2005, online
learning expanded across 21 states. Due to the massive expansion of online schooling, an
in-depth study to examine ICT in education. Virtual education, as noted by the U.S.
Department of Education (2010b), is having access to school online “any time, any place”
(p. 1). Assistance for this study included FLVS to guide research on online education and
its benefits (Watson, 2005). The U.S. Department of Education called for more research
to be conducted, allowing policymakers to increase state funding and accountability for
school performance. In a 2008 report, education spending went from
$118.4 billion in 1983 to $246 billion in 2005 (U.S. Department of Education, 2008).
This funding has continued to be vital for schools to provide online education and
resources for students and teachers. As we see the rise in online education, there has been
a decline in high school dropouts between 1980 through 2008 (U.S. Department of
Education, 2010a). For students in situations that were not able to attend in-person, online
allows for that flexibility to have access anywhere, anytime.
By 2009, online had become prevalent enough for surveys and measurements on
student enrollment and progress to be studied. In a 2009-2010 school year, Queen and
Lewis (2011) reported in a survey sent to 2,310 school districts in all 50 states that 55%
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of the schools had students enrolled in online education courses. With the help of Florida
leading the way for a full range of online opportunities, by 2013, it was reported that 30
states had 310,000 online enrollments and up to 740,000 courses available. The study
showed how online schooling has improved software for a more enhanced learning
environment and accessibility from multiple settings. Their research expanded again to
develop a 2016 report. It was reported that other private online schools included
companies like K12 Inc., Connections Academy, APEX Learning, Aventa, and Edgenuity.
These new online schools now provide more opportunities for students to take
supplemental courses, take all their classes online, and have a hybrid or blended
instruction with half online and half face-to-face learning. Benefits of these opportunities
online involve “the use of content websites…countless other software applications…
classroom management software and learning management systems; and computers,
clickers, interactive whiteboards, and other technology products in physical classrooms.”
(Watson, 2005, p. 9). These companies have allowed the expansion of resources and
support for effective online K-12 education.
As of 2020, the National Teacher and Principal Survey (NTPS) was sent to all 50
states to collect data on multiple topics, including classes taught and teacher training.
Prior to the school closures in spring of 2020 due to COVID-19 pandemic, 77% of
schools report they transitioned from in-person to online learning format as blended
learning or hybrid options. Findings also show that of 12,920 principals who participated,
74% to 78% reported they had proper online resources and support (U.S. Department of
Education, 2022). After the spring of 2020, the education system in the U.S. changed
drastically. Closing all schools across the U.S. and globally forced education leaders to
develop opportunities for students to continue to learn and for educators to keep their
jobs. As most schools are now back open, many students and educators see the benefits of
online learning and continue to do so. K-12 online studies emerge, many studies show
limitations of online resources and training that need to be addressed and further studied.
Having an abundance of resources available anytime for educators is important for
continued online education. Opportunities for students to expand their education is
essential for our education system and economy to thrive.
Benefits of Online Schools. As online learning grows in popularity, it allows
students to have more educational opportunities with online classes than traditional
brickand-mortar schools. Online schools allow students to have self-paced coursework
(Singh et al., 2021). Other benefits include having accessibility to log in anytime (Trust &
Whalen, 2021). Although distance education has been developing in the past decade, it is
becoming the new norm for younger generations to want or need flexibility for various
reasons. As online classrooms are flexible, they also offer students the ability to access
from different localities (Cavanaugh, 2001). Working at one’s own pace also provides
educators the ability to provide individualized learning (Corry & Carlson-Bancroft,
2014).
The second feature of online education, students can have multiple classes and
have the option to make up for any failed or missing courses. Online education can satisfy
requirements from the NCLB that get students out of low-performing schools and gain
high-quality instruction (Rauh, 2011). Low-performing schools also receive additional
grant funding to provide more online resources and to support failing students who do not
want online only (Corry & Carlson-Bancroft, 2014). Per NCLB, having access to
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technology and technology education is mandated for all schools to provide for student
success.
The third feature of online schooling, students have support and resources at their
fingertips. Students can meet their instructional needs with unlimited resources anytime
(Cavanaugh, 2001). Trust and Wallen noted that students also have real-time
collaboration platforms available to provide additional support (2001). Students who
struggle to graduate from their grade level can have what Zheng et al. (2020) calls a
credit recovery to re-take courses and catch up. In addition, educators have opportunities
for online collaboration with colleagues, additional professional development, and
support communities (Corry & Carlson-Bancroft, 2014). These additional resources and
online support platforms enhance student and instructor success in the online classroom.
The fourth advantage of online learning, students can experience unlimited
courses and access different cultures. There are hundreds of online schools in the U.S.
alone for students to share experiences with others in different geographical locations
(Barbour & Reeves, 2009). Having online courses anywhere at any time gives students
the ability to have shared experiences with other student cultures (Cavanaugh, 2001).
Online learning, both in the U.S. and globally, provides students with a sense of cultural
identity and multiculturalism experience (Amzalag & Shapira, 2021). Online students can
understand cultural awareness and cultural sensitivity. All the above benefits can provide
support and success with online student learning.
Challenges of Online Schools. For most students online, learning can be simple
while some struggle with the challenges of online learning. In multiple studies examining
student engagement online, parents reported lack of support, stress, isolation for their
child, and domestic conflicts, which were higher in children with mental health issues
(Singh et al., 2021; Thorell et al., 2022). These children might work better in a learning
environment where in-person learning provides a sense of community and personal
encouragement for those students. According to Nelson and Murakami (2020), children
with disabilities are not provided enough resources online by most school districts to
support at-home special needs. Since COVID-19, a significant challenge of added family
stress with not having assisted food programs from schools caused families to deal with
food insecurity at home (Martin et al., 2022). Students with disabilities being online also
have limited family support if they work full time.
Another challenge students have with online learning is the instruction from
educators to apply course curriculum and support appropriately. Educators online are
constantly faced with limited support of their own leadership and training. There is a
struggle for continued professional development in most school districts across the U.S.
(Trust & Whalen, 2021). Other studies examined decreased teacher motivation due to
multiple factors, including an indifference to professional development, loss of
interactions with students, and anxiety due to detachment from students and colleagues
(Dyatlov et al., 2022). In addition, educators struggle with additional training and
resources for online education and the stress of transitioning from traditional classroom
curriculum to online. (Webb et al., 2021). Due to the lack of resources, support, and
training, educators can lose motivation, affecting their interaction with students.
Since the impact of COVID-19 across the U.S. and globally, studies examined
how rural area families have limited access to Wi-Fi or do not have high-speed internet.
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Additionally, parents did not or were unable to pick up laptops and resources for their
children to continue schooling online for the semester (Nelson & Murakami, 2020). In
their findings, Zheng et al. (2020) also reported a correlation between the least amount of
log-ins into the LMS, with the impact on student’s final grades. These studies show why
online might not be a good fit for some and show our education system's current
challenges.
ICT: Classroom management
While technology is slowly integrating into classrooms, studies examine
instructors’ use of ICT for classroom management. Two studies had a common focus on
teachers' use and knowledge of using ICT in their classrooms. (Kjellsdotter, 2020;
Simsek & Sarsar, 2019). In addition, a focus on teachers’ use of ICT and how it was
applied in classroom management was also examined (Hamedoglu, 2019; Kjellsdotter,
2020). Several studies used different theories and methods to focus on the teacher’s
perceptions and interactions with ICT use. All three studies used different target
populations and instruments to collect data. However, they had similar findings of
insufficient training collectively and limitation include teacher's previous ICT use
(Hamedoglu, 2019; Kjellsdotter, 2020; Simsek & Sarsar, 2019). Furthermore, each study
did provide detailed information on teachers’ use of ICT for classroom management and
limitations also correlated with one another.
Online Engagement with Students. Challenges with remote teaching in
classroom management are the ability to engage with students in an online format. Leech
et al. (2022) study noted while examining teachers during the COVID-19 pandemic,
extreme difficulties in remote teaching. Using a survey of mixed methods, they were able
to look into teachers’ experiences on the significant transition from in-person to full-time
remote. Of the 831 participants who completed a survey, findings show a major
difference among teachers of different grade levels with online teaching (Leech et al.,
2022). Open-ended questions in the survey also revealed a lack of communication and
connection with the students, which caused issues in engagement and motivation in the
class for students. Teachers in lower grade levels had higher stress to keep their students
engaged online than those in high school grades. Anderson and Hira also reported
teachers having issues developing an online curriculum for students and difficulties
communicating with parents (2020). The study was conducted using interviews across six
schools, and the participants were veteran teachers of over four years.
Three research questions focused on teachers' challenges with social distance
learning. Some participants' responses discuss time management within the online
environment. Anderson and Hira (2020) mention a participant struggled with the amount
of time it took. “Chris shares how preparing to teach now takes ‘about six times as much
as I would do in a brick-and-motor school’” (p. 414). In addition to classroom
management, teachers also have to deal with low-income students who might not have
access to the internet or have poor quality internet to be in an online class (Borup et al.,
2020). This issue creates more stress for teachers, students, and families to manage online
learning.
Developing Curriculum for Online. Another challenge with remote teaching in
classroom management is developing curriculum and routines in an online environment.
Online education has transitioned rapidly due to COVID-19, which forced many schools
to improvise and online education to become the new norm. As schools were forced to
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close, limited and last-minute training caused educators to adapt to their situation and
reestablish routines and classroom practices (Bryson & Andres, 2020). To better resolve
some of these issues, most local and state governments helped with LMS adoption to
accommodate both students and teachers (Anderson & Hira, 2020). Across the country,
every state impacted drove for more studies to examine the challenges teachers had faced.
In Minnesota, Borup et al. (2020a) conducted a quantitative study using a survey sent to
school districts across the southeast with 219 K-12 teachers' responses. Data was
collected using several instruments, including Schlecty’s Levels of Student Engagement.
Results show that the most prominent challenge teachers faced was student engagement
at 42% and technology at 22% (Borup et al., 2020a). These two issues equally contribute
to how teachers are developing structure in the online class and how to apply technology
to keep students engaged. The pedagogical approach in an online classroom differs from
in-person. However, it also changes how teachers apply skills and abilities to support
student engagement and individual student needs (Borup et al., 2020a). With the
integration of technology and remote learning, teachers face continued struggles that
affect students’ learning outcomes.
Online Education with Family Support. In addition to issues with limited
school support, educators in lower pre-K through 5th grade levels face more obstacles
with younger students and difficulties with family support. Wagner (2022) reports adverse
outcomes for pre-K through 5th grade online learning students who struggled with reading
and math. Wagner (2022) suggests there might be insufficient resources for educators to
provide best practices and success in the online classroom. Technology has been
overwhelming for educators and students of all ages since COVID-19 occured. The
importance of students' experiences online as they get older. Davis (1989) note online
education or technology applications are essential for the transition into college and
possibly post-graduate programs online.
In addition, having proper LMS training for educators helps provide teaching in
pre-K through 5th grade to provide “these platforms to help learners to managing their
pedagogical practices and participating in the generation of cooperative knowledge”
(Alserhan & Yahaya, 2021, p. 58). In their quantitative study, Alserhan and Yahaya
(2021) examined teachers’ perspectives on LMS use. Of the 515 participants from K-12
schools, the data collected used age, gender, and course major taught. Alserhan and
Yahaya’s (2021) data also looked into several domains, including planning and design
and the use of technology. There were significant findings with teacher planning and
design online which correlated with computer science educators ranking higher than
most. Another important finding was how experience in technology played a significant
role in teachers’ performance (Alserhan & Yahaya, 2021). This information is important
to know how teachers can apply skills within a subject online and how it transfers across
for student success (Alserhan & Yahaya, 2021; Zheng et al., 2020). As technology
evolves in education, examining and understanding appropriate PD is essential for K-12
students to be college and career ready.
ICT: Teacher communication
Teacher communication with the use of technology plays an important role of
online instruction. Educators need to communicate effectively with parents for student
success, especially in the lower grade levels and those with disabilities. For parents of
children who have special needs, having remote learning can cause anxiety, concern, and
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stress to the family (Schuck & Lambert, 2020). Using ICT to communicate with teachers
effectively can help alleviate potential issues for these children. In their study, Bordalba
and Bochaca (2019) assess parent and teacher use of ICT and their behavior when using
ICT. Another study examines parent-teacher communication solely for online homeschool
education (Laho, 2019). Both studies take a quantitative approach with teachers and
parents filling out questionnaires (Bordalba & Bochaca, 2019; Laho, 2019).
In Buabeng-Andoh (2019) study, the limitations show a lack of questions used,
while Laho used a comparative method approach with several open-ended questions to
analyze the responses (2019). Even though there were different limitations, both studies
provided findings that both parents and teachers had a positive experience with ICT use
in communication (Buabeng-Andoh, 2019; Laho, 2019). Therefore, the studies effectively
provided data to conclude the importance of ICT integration and its correlation with
parent-teacher communication.
Online Classroom Resources. Educators need proper resources for
communication with families which is just as necessary as the need for resources to
communicate with students effectively. To provide support in an online classroom, using
digital tools like LMS equips teachers with the proper curriculum delivery and instruction
for student success (Trust & Whalen, 2021). To understand online support for students,
Borup et al. (2019a) used a qualitative approach to survey students and had several focus
groups that provided rich data. Of the 70 completed surveys and the four focus groups,
results show that more than half of the participants had a positive experience with online
learning and support from their teacher. Borup and Stimson (2019b) noted that in one
focus group, a participant described “that the teacher did a good job at explaining things’
and ‘would change her directions to make them clearer for [her students](p. 268). Trust
and Whalen also showed findings in using the LMS Google Apps for better online
learning support from teachers (2021). Both qualitative studies provided enough
information to see the benefits of LMS with instructor communication and facilitation in
an online classroom. LMS can provide more opportunities in ICT resources for
communication with both students and teachers (Laho, 2019). Bordalba and Bochaca
(2019) also noted effective communication between students and their teachers increases
their chance for higher grades. Having digital resources for both teachers and students
promotes a more substantial involvement for the student and improved teaching practices
for educators.
Online Collaboration with Educators. Another critical aspect of teacher
communication is the ability to collaborate with other colleagues. Collaboration is
important for teachers due to limitations with resources, support, and training
(Bostancioglu, 2018). In the qualitative descriptive study of teachers’ perceptions of
practical communication tools, collaboration with other educators showed an increase in
teacher’s confidence for online instruction. A transition from in-person to remote teaching
has caused teachers to no longer have in-person interaction with their colleagues and
limited communication while online. Getting feedback and advice from colleagues helps
teachers improve their teaching skills and have what Keaton and Gilbert (2020) call a
‘cognitive presence’ which is the “extent to which participants are able to construct
meaning through sustained communication” (p. 134). A mixed-methods approach study
by Bostancioglu (2018) provide an in-depth look at an online community of educators to
understand how teachers have online collaboration. Using interviews and questionnaires
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spanning across nine months, Bostancioglu results highlighted the significance of
collaboration among teachers and support for continued professional development online
(2018). It is essential to understand the current issues with online education that, if
unresolved, can hinder effective distance education (Burdina et al., 2019). With teachers
developing these online communities, collaboration is essential to maintain skills and
motivation to continue online teaching.
ICT: Integration in classrooms
Current studies also investigate teachers’ use of ICT and its integration in
traditional and online classrooms. Understanding how ICT has been integrated into
classrooms can improve PD support for educators. For most educators, having extensive
knowledge of ICT use has shown that students can be more engaged in class and increase
performance and grades (Gupta et al., 2021). Blau and Sharmir-Inbal noted the
importance of higher school leadership providing access to ICT resources and training
can affect the outcome of teachers’ pedagogical performance online (2017). Willis et al.
(2019) examined the impact of ICT on teachers’ online learning using a qualitative
approach, focused on 45 teachers ages ranging from 25 to 64. They collected feedback
post-training of ICT. Of the three predictors used, Willis et al. study helped explain 47%
of teachers’ experience and continuous use of ICT in a classroom (2019). Strycker (2020)
provided data from K-12 teachers using a mixed-methods approach in a more recent
study.
The data collected from questionnaires and open-ended responses provided
detailed information on how teachers best use technology in class to support students.
Strycker (2020) concluded that the participants use ICT daily for engagement and found
ICT valuable in their teaching process. Having the proper ICT resources and facilitators
provides educators with the skills to teach online content effectively for student success
(Bordalba & Bochaca, 2019; Borup & Stimson, 2019b; Bostancioglu, 2018; Gupta et al.,
2021; Simsek & Sarsar, 2019; Strycker, 2020). Overall, the studies show how teachers need
to receive the proper training and digital resources for effective online teaching.
Lack of Family Involvement. While most studies had a positive account of
teachers’ experience, many teachers are still struggling with limited ICT training and
resources to provide to students. In Schuck and Lambert’s (2020) study, an in-depth focus
on the experiences of special education teachers and their transition into online learning
was examined. Through exploratory interviews and a focus group using thematic
analysis; Schuck and Lambert (2020) noted in their findings one participant, “felt they
had little idea what they should focus on academically, how they might provide services,
and, legally, how IEP services would work” (p. 5). For Strycker's (2020) study, there was
also an issue with teachers not having enough resources and support for students with
special needs and limited technology. Findings noted that there was a significant lack of
family involvement in providing teachers extra support for online teaching (Schuck &
Lambert, 2020; Strycker, 2020). Not having essential ICT experience and resources limit
educators on how to apply online pedagogy in the classroom and for special needs
(Buabeng-Andoh, 2019). As Johnson et al. (2021) mentioned teachers are struggling with
inadequate ICT resources, training, and are frustrated with school leadership’s lack of
support for improving online pedagogical practices. Without significant changes in
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funding for online education, teachers can continue to struggle with teaching students,
including those with special needs, in an online environment.
Other recent studies have taken a different approach to examine teachers' ICT use
and their application of digital tools in the classroom. Mwila (2018) examined teachers'
age, attitudes, and factors, while other studies examined leadership implementation and
training for teachers’ effectiveness of ICT (Blau & Sharmir-Inbal, 2017; Nath, 2019). In
Buabeng-Andoh's (2019) study, showed ICT integration was limited due to teachers’
choice to not implement it in their classrooms. The methods used were similar that used a
quantitative approach to interview teachers like or disliked the used of ICT (Blau &
Sharmir-Inbal, 2017; Buabeng-Andoh, 2019). Nath (2019) applied a qualitative method
using open-ended questions to seek out how educators used ICT in the classroom. Mwila
provided an in-depth approach by applying both methods to study educators use of ICT
by using the Theory of Rate Adoption to study within a specific time frame (2018). Both
studies had limited variables to provide more in-depth data. Buabeng-Andoh's (2019)
study mentioned not using a qualitative approach with extensive interviews. Overall, the
studies showed findings that show positive attitudes and perceptions with ICT but a lack
of PD with both interviews and questionnaires.
Support in ICT Classroom Instruction. The data collected in the studies show
current issues and recommendations for ICT to expand teachers’ professional knowledge
of online instruction. With limited PD and resources, teachers describe the need for more
accountability and how to appropriate technology effectively in the classroom (Strycker,
2020). In addition to open-ended questions and interviews from teachers, the studies'
authors provided their recommendations for ICT integration in the classroom.
Considerations for support in different learning subject areas should be examined
(Strycker, 2020). Blau and Sharmir-Inbal (2017) also noted that understanding ICT with
school culture analyzes and implements better pedagogical outcomes for teachers and
students. In addition, having more available ICT in general is needed for continuous
academic support and PD (Johnson et al., 2021; Schuck & Lambert, 2020; Zheng et al.,
2020). Teachers need the resources and guidance to develop their ICT knowledge for
appropriate online instruction.
ICT: Integration of LMS
Technology has changed with ICT in education which incorporated LMS
evolution throughout different colleges and K-12 schools. Studies discuss and analyze the
perceptions and attitudes of ICT while examining teachers’ experiences with the LMS.
These systems allow multiple digital tools to be accessible to teachers and students
anywhere and anytime (Altinpulluk & Kesim, 2021; Cavus et al., 2021; Francom et al.,
2021). The digital tools include discussion forums, chat, e-mail, video, and assessment
tools. With LMS, educators can perform their jobs more efficiently for remote learning.
LMS integration in the K-12 setting shows positive and negative experiences for both
teachers and students. Studies need to examine what issues occur to understand how
effective LMS is for online education. Stockless examined the teacher's perception of
LMS and its ease of use and acceptance (2018). Similar studies also studied the ease of
use and perceptions of ICT and LMS integration (Bordalba & Bochaca, 2019; Laho,
2019). All three studies used a qualitative method approach and the TAM theory. This
allowed for the application of research questions to further analyze the ease of use and
perceptions in ICT and LMS integration (Bordalba & Bochaca, 2019; Laho, 2019;
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Stockless, 2018). Data applied in the TAM model from Stockless (2018) study show that
LMS was a practical resource for teachers. Including Laho (2019) findings that also
included ease of use by both parents and teachers. Similar limitations between the studies
included the sample size. These studies aligned with a standard method and research
questions that provided an understanding into teachers' need for training to integrate the
use of ICT and LMS.
As schools across the country are integrating LMS, teachers have experienced
different ways of transitioning into an LMS platform, providing studies with additional
feedback and results. Sahin-Topalcengiz and Yildrim (2020) qualitative research study
examined teachers’ perceptions about training on an LMS platform. The study was
conducted using semi-structured interviews with twelve teachers who had training on the
Web 2.0 LMS. Through data analysis, teachers received a total of twelve hours of
training. The results from the interviews indicated there were issues with training
expenses and time management (Sahin-Topalcengiz & Yildrim, 2020). Another study
using a quantitative approach sent a questionnaire to 400 tutors who also use LMS, and
the results showed some negative results (Bervell & Arkorful, 2020). With the use of
Partial Least Squares Structural Equation Modeling (PLS-SEM), results show that the
relationship between the participants' voluntariness and use of behavior was negative but
still significant. Bervell and Arkorful mention in their findings using open-ended
questions participants' frustrations with the technical support of the LMS impeded their
role in tutoring online (2020). Similar results with Cavus et al. mentioned that lack of
computers and the internet gave negative attitudes towards LMS and limitations on
teachers' online instruction (2021). Despite training in the LMS, issues are still present in
providing continuous support online for educators, tutors, and students.
LMS Improvements in the Classroom. While the education system continues to
struggle with integrating LMS, studies do point out positive results of LMS in
classrooms. As LMS platforms like Google Classroom and Web 2.0 develop, these LMS
platforms can improve students’ learning, engagement, and educator collaboration (Sahin-
Topalcengiz & Yildrim, 2020). Abuzant et al. noted that Google Classroom was positive
for both students and teachers by allowing teachers to give reminders for assignments due
(2021). Abuzant et al. conducted a qualitative analysis of teachers’ use in Google
Classroom with the information systems access theory. The exploratory design
highlighted the ease of use in the LMS and utilization of various digital tools (2021).
Stockless also correlated LMS and perceived ease of use despite the lack of LMS training
the teachers in his study received (2018). Another LMS platform called Desire2Learn
(D2L) was examined by Francom et al. (2021) who also used the TAM model for this
quantitative study to see if the LMS was helpful in learning. The t-tests show a
correlation between improved productivity and student engagement. Francom et al.
mentioned that with the increased use of LMS, students had more effective
communication and understanding of course content from teachers (2021). Findings in
these studies provide a detailed analysis of how LMS, when used effectively and with
training, can increase student and online instructor engagement, communication, and
collaboration for student success.
Need for LMS Improvement. With analysis and feedback on LMS for student
and teacher engagement, recommendations were provided from participants and the
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authors of the studies. With Google Classroom, Francom et al. mentioned that for anyone
else who will be adopting this LMS, there are still limited features available compared to
other LMS platforms (2021). Furthermore, while LMS presentation and features are a
good predictor for perceived ease of use, Ashrafi et al. (2020) found from student and
teacher feedback that pre-training workshops would be helpful prior to the course. In
addition to workshops, other teachers suggest that LMS training be conducted more
online than in-person. Training online helps with better learning conditions, such as
continued technical support, reliable internet, accessibility, and available computers
(Bervell & Arkorful, 2020; Cavus et al., 2021). Altinpulluk and Kesim's (2021) study
recommended more updates on LMS platforms to provide instant support services and
timely feedback for teachers, students, and support staff.
Moreover, while LMS platforms have user-friendly features, Stockless noted how
LMS features are beneficial for secondary education. However, elementary learners and
instructors need more kid-friendly features for students to allow for better ease of use in
the LMS for all grade levels (2018). Because of the limitations and improvements
needed, further examination is needed to understand added LMS features and teacher
training for those updates.
COVID-19: Emergency Transition into Remote Learning
By January of 2020, the COVID pandemic hit the United States and affected
many education systems. As of March 17, the government forced schools nationwide to
close and transition into an online modality (Johnson et al., 2021). Social distancing and
masks were mandated as the COVID-19 virus spread quickly and affected hundreds of
thousands. Education leaders, teachers, and students were all challenged to learn new
technology skills (Johnson et al., 2021). Studies examined the entire education system
integration into an online format during the pandemic. A quantitative study collected
online surveys from 2,738 students from 4th through 8th grade in the Midwest United
States. Catagories of the survey included stressors of COVID-19 sickness, self-isolation,
schoolwork, and missing events (Styck et al., 2021). Using a Likert scale, the findings
show that all stressors were the same across all grade levels. Styck et al. (2021) also noted
that the highest mean came from lack of motivation to do schoolwork, and the second-
highest stressor was missing out on events. Overall, the fast transition from inperson to
online format had multiple effects on students’ ability to succeed in class.
Educators also experienced stress and challenges transitioning into online
teaching as online-affected students and their families. According to Keaton and Gilbert
(2020), examining teachers’ professional life during COVID-19, results in the study
found that teachers had inadequate resources and an increase in their workload for online
teaching. Many educators across the country have struggled with the last-minute
transition, lack of proper resources, and online training. In another quantitative study, 222
secondary education teachers from 20 countries were examined to understand their
perceptions of readiness for online teaching. Howard et al. (2021) sent surveys through
Google Forms assessing readiness. Using descriptive statistics in their study, results show
that 68% of educators were mandated to teach online, while only 34% reported they
taught online prior to the COVID-19 pandemic (Howard et al., 2021). On the subject of
readiness to teach in an online classroom which was the focus of the study, Howard et al.
(2021) reported that 59.9% of teachers had a positive perception of their ability to teach
online. These findings are significant regarding educators not having online experience
45
prior to COVID-19, and less than half had negative perceptions of their abilities to teach
online. Prior to COVID-19, Johnson et al. (2021) noted, “While online education is
prevalent in the United States, it only serves about 2% to 4% of the total K-12
population” (p. 119). Once all schools shut down by March 2020, that percentage grew
exponentially, causing educators extreme frustration with the lack of leadership to help
transition to an online format (Johnson et al., 2021). These teachers continue to find new
resources and ways to train online for student success. As the education system grows
into new LMS technologies to help students, professional development and continued
support for online teaching is still essential.
As COVID-19 made a significant impact on education, a focus for educational
leaders to further examine resources and support for staff and educators has become
mandatory for online students to succeed. In Webb et al. (2021) conducted a quantitative
study on 560 educators to examine how their professional development and educator
preparation program prepared them during COVID-19. The survey was e-mailed to seven
school districts in the southern region of the United States. Of the 4,000 e-mails sent, 560
were completed by educators. Like the previous studies, a Likert scale to look into
teachers' preparedness showed significant findings. Those who received professional
development (74.9%) found a high correlation with their self-efficacy in online teaching
skills (Webb et al., 2021). In their discussion of findings, Webb et al. (2021) noted the
importance of supporting more resources and advanced technology for teachers within
their professional development. These studies and data analysis provides an in-depth look
into the current situation of our education system and what issues still need to be fixed for
online education to improve for both students and educators.
ICT and LMS: Online Classroom Pedagogy
As classrooms switch to an online environment, studies focus on how classroom
content and instruction transition are implemented appropriately. To have students
succeed in an online class, teachers should apply an appropriate learning design and
facilitation for student engagement and learning (Cohen J. A., 2020). A pedagogical
approach is how teachers use teaching practices to improve learning outcomes in a
classroom. Borup et al. (2014) investigated teachers’ engagement at an online charter
high school to identify successful teaching practices and methods. This qualitative study
used 11 participants in different subject areas of teaching to conduct semi-structured
interviews. Findings provided feedback on teachers’ comparison from in-person versus
online instruction. One participant stated, “In a public school I learned how to deliver the
material. Online I’ve learned to communicate” (Borup et al., 2014, p. 797). The high
school provided teachers with an LMS predesigned with classroom content and activities
for the students to engage actively, which allowed the teachers to focus more on
facilitation and modify the content based on student needs (Borup et al., 2014).
In their findings, Borup et al. (2014) discussed several benefits of the school’s
LMS system, which provided a premade curriculum that could be modified if needed,
less time for teachers to build a curriculum, and more time to tutor students, and better
teacher practices on learner-centered teaching. Cohen (2020) also mentions that
learnercentered instruction is appropriate because teachers can organize according to
student needs. Providing students with assistance when needed and less time to focus
solely on the course content is an important aspect of online learning and engagement.
47
Another strategy for effective pedagogical practice is collaboration within an
online classroom. Coker's (2018) study used an ethnographic approach to observe online
instructors and gather data through interviews and a focus group. Observations looked
into instructors' collaborations with students, student collaboration, and facilitation of
students working together. Their pedagogical approach of using collaboration showed
positive outcomes for instructor engagement. One participant stated, “I think
collaboration is the key in terms of helping students to feel engaged with the learning
process…” (Coker, 2018, p. 134). Coker (2018) also mentioned that participants made
class engagement and collaboration an obligation, contributing to 40% of their grades.
The study concluded with a deeper understanding of how the instructors could effectively
provide a pedagogic focus with dialogic structure in the online classroom, ensuring
effective student learning outcomes.
As more classrooms transitioned into an online format from COVID-19, new
strategies developed in rural areas with limited or no hybrid or blended online classes. A
recent study by Yikici et al. (2022) examined online education in a rural area and how
online pedagogical approaches were adopted. Yikici et al. used a qualitative survey design
from 122 teachers across rural regions by collecting written responses from openended
questions e-mailed to each participant (2022). The categories separated teachers’
experiences with in-person instruction versus online instruction and efficient versus any
difficulties experienced with facilitating online. A primary challenge for participants to
transition online was limited time to focus on instruction and more time to develop the
curriculum to meet the online format. “I have a hard time increasing the motivation of the
students and preparing appropriate material for the lesson. However, I brought my digital
and technological skills to a sufficient level by attending courses and seminars” (Yikici et
al., 2022, p. 10). The responses provided more information on challenges the participants
had with less time to focus on facilitating in the classroom and helping students; and
more time focused on training to have an appropriate online course curriculum. Yikici et
al. (2022) findings concluded with positive feedback on the resources provided to
communicate with students and their families. Results also indicated teachers’ ongoing
issues with having students understand online lessons and being able to have students
engage in the lesson (Yikici et al., 2022). Yikici et al. (2022) also noted that if the lessons
were prepared ahead of time, teacher frustration might decrease, assisting students in the
lessons could potentially increase. Having a designed online curriculum can create more
opportunities for teacher instruction. Teachers' pedagogical practices can include
facilitating various activities involving the lesson, interactive discussion, and group
roleplay in the classroom to engage the students and apply effective learning (Cohen,
2020). Studies examining these strategies are currently being used in online classes and
blended learning which shows positive results.
Another study took a more active approach by developing a pedagogical strategy
for teachers to use in online education. Joshi et al. (2020) study looked into a
predeveloped pedagogical strategy for teachers, including support and assessment for
improved teacher interaction and active student learning. A primary focus of this
pedagogy is being able to develop a deep relationship and trust with students to allow
teachers effective instruction for student learning and collaboration (Joshi et al., 2020).
The study observed educators apply the approach within the classroom and receive
participant feedback. Findings showed a positive outcome with the use of the pedagogical
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design approach. Joshi et al. (2020) concluded in their results, “Teachers quickly adopted
new ways of creating active and interactive learning online, created videos to engage the
pupils and gave access to learning materials via online means” (p. 475). This strategy
provided teachers the ability to understand better how to transition into an online
modality and how they can engage online for effective student outcomes.
Lastly, a different strategy is developing and assessing pedagogical methods used
in online classrooms. Golding and Bretscher (2018) studied how a pre-developed
pedagogical strategy was implemented within the mathematics course teachers would
attend before their classroom instruction. The course would teach educators how to apply
the pedagogical approach and continue to assess to analyze what proper changes are
needed. Using semi-structured interviews and a small focus group, the study examined
the presenter's application of the teaching strategy and the teacher’s willingness to use it
in their classroom (Golding & Bretscher, 2018). However, the main concern was the
confidence to apply the strategy in the classroom. A participant’s response to applying the
strategy online “I feel like I can engage with the class differently… than I would in
person. The fact that you write down your questions…if it would have been a silly
question, for example, that’s much more evident and you can’t get rid of it…” (Golding &
Bretscher, 2018, p. 104). Overall, findings show positive use of the pedagogical stratagy,
utilized in-person or online to allow student engagement and facilitation flexibility.
Online education can be less challenging with the support of programs designed to
assist educators with foundational strategies and curricula. These features are available on
LMS platforms which schools can use; however, they may come with a price.
Furthermore, Cohen (2020) mentions the opportunities for students when learning
designs allow educators to facilitate their learning better. Studies show teachers' ability to
provide more support, tutoring, and learner-centered instruction with the support and
resources provided by school leadership.
ICT and LMS: Professional Development for Educators
As online education evolves, so has the advancement of LMS in online
classrooms. Most LMS platforms are designed to be user-friendly for both students and
teachers. Allowing educators to utilize LMS provides them features including tutorials,
collaboration with colleagues, and video conferencing with students. By transitioning
educators and students into an LMS platform, more classroom customization allows for
more effective professional learning. The lack of LMS in schools has been shown in
studies to have a negative effect on educators with more time spent on work and training
and less time with family. Teachers who do not have the use of LMS need additional
training for online resources and must sacrifice their personal time for PD
(SahinTopalcengiz & Yildrim, 2020). As teachers face more pressure to provide better
student outcomes, the lack of PD and LMS in their schools have multiple consequences.
Powell and Bodur (2019) stated, “effectiveness of teacher PD and barriers to participation
such as conflicts with teachers’ work schedules, lack of incentives, cost, and relevancy,
while highlighting the importance of collaboration, time allocation, and support” (p. 20).
Various issues with lack of resources and support continue to cause issues for students'
engagement and success in an online class.
As schools find ways to provide emergency transition into an online environment,
PD also has challenges being implemented last minute due to COVID-19. Trust and
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Whalen (2021) study explored K-12 teachers’ experiences with the transition into online
teaching and technology use. The exploratory qualitative research study, the researchers
used a survey that totaled 334 participants who completed them. The survey included
question prompts and open-ended questions about teacher’s transition into remote
teaching, PD, and their use of online digital tools provided (Trust & Whalen, 2021).
Limitations of the study include using a convenience sampling which may not represent
the entire population of teachers. Findings showed teachers’ were not prepared nor did
they receive any proper PD in time for the emergency transition (Trust & Whalen, 2021).
A focus to examine preventative stratagies could help in these cases of emergency
transition online but also to give teachers the proper PD any given time to effectively
teach online.
Another recent study within the past year also provides a closer look into the
challenges of remote education. Leech et al. (2022) focused on K-12 schools using a
mixmethods approach to investigate teacher’s challenges with remote teaching. Of the
18,891 e-mails sent to K-12 teachers, 831 completed the survey which included a mix of
dempgraphic information, technology use, remote instruction, and six open-ended
questions on teacher’s expeirence in remote teaching (Leech et al., 2022). The findings
show many challeges that the teachers faced. Having struggles with student motivation,
self isolation and transitioning in-person to online curriculum. Leech et al. (2022)
openended responses from teachers included, “Figuring out how to adapt my lessons for
online learning and figuring out what platform would work best to post my lessons. We
were given lots of options from the district but had to explore each on our own and create
it from scratch” (p. 256). The lack of a streamlined process and no PD caused teacher
responses to be stressed and deal with struggling through ajusting into an online
classroom enviroment.
Preparing educators in a K-12 online environment can take time and support to
arrange and restructure. However, educators can successfully transition to online teaching
with a proper time frame, support, and resources. Chandran et al. (2021) qualitative study
examined how a PD program to help transition teachers online was effective. Of the 35
participants who went through the training, they completed a survey on their
postexperience and reactions to the PD program. Using the Likert scale, results show that
PD was highly effective, with 97% of participants rating the workshop as “very good or
excellent” (Chandran et al., 2021, p. 5). With the help of training facilitators to guide the
teachers, the PD was implemented with overall success. Chandran et al. (2021) noted that
several participants provided feedback that included, “This is the best PD I have had
since the pandemic has started! Everyone’s doing an AMAZING job.” (p. 7). Through
these studies, it is important to hear feedback and teachers' experiences with PD (Powell
& Bodur, 2019). As technology and online learning evolve with the development of new
LMS platforms, it is also important to know that there will be bumps in the road with
glitches and system improvements. Educators need to transition from traditional teaching
pedagody approaches into online pedagody to become successful with both in-person and
online instruction. Education leaders should consistently re-evaluate any PD to ensure
proper implementation of LMS for teaching and pedagogy in the online classroom.
Methodology
This section will investigate studies that provided a concentration on this
researcher’s study and other approaches. The methodology approach that was the most
53
common for teacher’s integration into ICT and LMS systematic review, quantitative, and
qualitative methods. Three different studies which examined a systematic review
investigate keywords of LMS and learning management systems (Altinpulluk & Kesim,
2021; Cavus et al., 2021; Marachi & Quill, 2020). Marachi and Quill (2020) examined
the LMS known as Canvas from studies in 2013 until 2019 to understand how effective it
is for online classrooms to be shared across different platforms. The review from
Altinpulluk and Kesim (2021) took 59 index articles from 2012 to 2017, which provided
information regarding LMS in the title. The last review took artificial intelligence models
and linear regression instruments to research factors of LMS achievement (Cavus et al.,
2021). These three studies gathered previous literature to provide an overall extensive
review and analysis on LMS integration and its online success.
Researchers utilized a quantitative approach to gain more in-depth information
while using the TAM and UTAUT theories to examine the ease of use in an LMS. The
studies make up most research regarding LMS use and perceived ease of use. Stockless's
(2018) study, a questionnaire previously used from Davis's (1989) TAM model to
measure the usefulness and ease of use of an LMS, was sent to 246 teachers. Bervell and
Arkorful (2020) study also sent a questionnaire to 267 tutors but used the UTAUT model
approach to examine more variables such as facilitating conditions and voluntariness of
use. Both studies also focused on whether or not there was practical training within the
use of LMS with the help of questionarres from the theories.
Researchers also examined LMS using a qualitative approach. Francom et al.
(2021) and Sahin-Topalcengiz and Yildrim (2020) focused on educators' opinions and
experiences with LMS use. Sahin-Topalcengiz and Yildrim (2020) did pre-and-post
15question interviews on teacher training in the LMS. At the same time, Francom et al.
(2021) conducted post-interview questions on the teachers' training for Google
Classroom. For the current study, the researcher wanted to examine and understand
teachers’ experiences, opinions, and reactions to their PD in the LMS training used within
their school district and whether it effectively transitioned them into online teaching.
Applying a qualitative descriptive study gives the researcher options of using several
sources of data. The multiple sources will provide rich data that can show indepth the
subject matter that is the focus of this study.
In recent years, studies have focused on the teachers' training for LMS use. A
2020 workshop was offered in which Chandran et al. (2021) qualitative study examined
teachers’ participation and learning outcomes. Both individual interviews and focus
groups were conducted to have teachers reflect, and data was coded to examine the
impacts of the workshop and the training the teachers received (Chandran et al., 2021).
Both focus groups and interviews are beneficial in allowing the researcher to know about
experiences they might not have considered (Siedlecki, 2022). A smaller study used an
exploratory design with one teacher and two students with semi-structured interviews of
their detailed experiences online over the past three years on Google Classroom (Abuzant
et al., 2021). Despite the different method approaches, these studies provided rich data
from interviews for more information to develop emerging themes in the findings.
Other studies examined PD; however, the methodology approach was different.
Due to the limited qualitative studies from researching the literature, this researcher chose
a qualitative approach. This method would focus on an entire school district’s training of
55
LMS to find emerging themes, positive and negative experiences, and feedback on
possible improvements needed.
Data Sources
For studies that focus on teachers’ perceptions of their training in an LMS, the
most common data sources found were questionnaires, interviews, and journals.
Questionnaires given to participants were most used to examine educators applying
multiple variables (Bervell & Arkorful, 2020; Chandran et al., 2021; Francom et al.,
2021; Sahin-Topalcengiz & Yildrim, 2020; Stockless, 2018). As most of the
questionnaires were conducted through a quantitative design, some of those studies also
incorporated a casual comparative of cause and effect using instruments for pre-and
posttesting (Sahin-Topalcengiz & Yildrim, 2020). Their goal was to understand the
relationships between two variables using multiple graphs and tables to explain their
findings. In Gosslin's (2016) study, a mixed-methods approach was used to understand
teachers’ experiences with PD to identify any additional resources needed to improve
their self-efficacy with online teaching. Data was used from 35 educators was used
through several instruments, including questionnaires, journals, and semi-structured
interviews. Gosslin used an Online Teaching Self Efficacy Inventory (OTSEI) to
distinguish between qualitative and quantitative findings. The study’s overall findings
with the use of questionarres also showed a positive increase in self-efficacy with the
influence of PD when transitioning into an online classroom (Gosslin, 2016). The
questions allowed for more detail with educators knowing how to use technology which
helped analyze the findings and make conclusions in the study.
Researchers can also use previous questionnaires or develop new questionnaires
to tailor to their study. Most theories, such as Davis’s (1989) TAM theory, provided a
questionnaire template which was also used in Venkatesh et al. (2003) study that also
expanded the theory and questions. Davis (1989) study, which focused on online
challenges with COVID-19 used a more updated version of the questionnaire template.
These studies utilized a qualitative approach to examine data. For this researcher’s study, the
instrumentation and data sources used will include a survey, interviews with participants,
and a focus group from the interviews that will be conducted. The multiple data instruments
will allow for rich data and a more in-depth understanding of the phenomenon studied
regarding teachers’ experiences with PD in an LMS platform. The survey provides teachers
across the K-12 school districts in Arizona to weigh in on their pre-and-post training
experiences. With a minimum of 50 completed surveys, 15 participants will be selected to
conduct interviews. Two focus groups of 5-7 participants will emerge from those 15
participants to elaborate more details on their training which will provide more feedback
and understanding of their experience with the PD provided. While studies that used
quantitative data provided casual comparison and quasiexperimental designs, the qualitative
studies provided additional credibility through descriptive design with more in-depth
interviews.
Problem Statement
It is not known how teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy, effort expectancy, social
influence, and facilitating conditions on the online classroom environment. Based on the
literature, Laho (2019) noted the importance of LMS integration and teachers’ expansion
57
on teaching online. What is currently unknown is an understanding of how training
affects teachers facilitating conditions within an online environment. Future studies are
needed to focus on online LMS support with in-class facilitators to assist students.
Findings show a need to provide professional development for online support for students
(Borup et al., 2019a). While studies show the need for online PD support, limitations in
the literature also include teachers' late adoption of LMS which can limit their training
and intention to use.
Research suggests recommendations to further examine e-learning and educator
facilitating outcomes. Noted in the review of the current body of knowledge pertaining to
ICT and teacher training, the gap in the research identifies more research needed to
explore students who are under engaged online and identify competencies and effective
professional development practices (Borup et al., 2019a). A recent study from Trust and
Whalen (2021) noted there was a limited understanding of teacher’s use of technology in
the classroom. They provide recommendations of future studies to examine teachers
preceptions of technology use and to also examine how they use the ditigal tools provided
to them (Trust & Whalen, 2021). In Cavus et al. (2021), limitations included not using a
qualitative approach to provide in depth look about the integration of LMS technology.
The recommendations for future studies to examine teacher’s LMS use requires more
insight on the positive use and outcomes with LMS training and use (Cavus et al., 2021).
Overall, recommendations to further explore teacher’s training and experience with LMS
which creates an importance for school leadership to develop appropriate training
programs for LMS integration.
Summary
In the introduction of Chapter 2, an analysis was discussed with the background of
the problem, discovery of the problem space, and theory to be used to conduct the study.
Distance education in the past year has evolved rapidly with LMS expansion in our
education systems (Bervell & Arkorful, 2020). Studies have shown that LMS integration
into K-12 education system has an efficient and effective outcome for both students and
teachers in the online classroom (Bervell & Arkorful, 2020; Cavus et al., 2021;
SahinTopalcengiz & Yildrim, 2020; Stockless, 2018). Despite the growing use of LMS
and PD in schools for teachers to transition online, limited studies focus on teacher’s
perceptions and the dynamics of understanding how to conduct an online classroom
(Ashrafi et al., 2020). More studies are also limited on examining how policies and
practices are in place for online integration and PD (Bervell & Arkorful, 2020).
Challenges with the lack of proper PD with online instruction limits teacher’s abilities to
format their curriculum into an online environment (Leech et al., 2022). Due to COVID-
19, Trust and Whalen (2021) note that teachers are more pressed to have school
technology support and an increase of digital tools. The need for this study aims to
understand teacher’s perceptions of LMS training and to know what possible changes
should be made to enhance LMS classroom instruction for student success.
The foundation for the study was developed due to the increase in online
education, primarily due to COVID-19, and the need for more PD for educators to
conduct online classes more efficiently (Gosslin, 2016). This study will add to current
studies and research with more data and feedback from educators. From the data
provided, findings can help educational leaders prepare and support their educators and
59
students in the online LMS environment. A better understanding of how training affects
teachers facilitating conditions in an online classroom is needed (Buabeng-Andoh, 2019;
Cavanaugh, 2001; Gosslin, 2016; Leech et al., 2022). These studies provide a foundation
of teacher’s PD, however, much needed research for LMS integration and training is
limited.
Continued studies are essential to focus on online LMS support with in-class
resources and training for educators to support students adequately. Findings show a need
to provide professional development for online support for students (Borup et al., 2019a).
Laho (2019) noted the importance of LMS integration and teachers’ expansion of
teaching online. Noted in the review of the current body of knowledge of ICT and teacher
training, the gap in the research identifies more research needed to explore why students
are under-engaged online and identify competencies and effective professional
development practices for educators (Borup et al., 2019a). Hall and Trespalacios's (2019)
study of Arizona’s largest school district showed a need for flexibility with teachers’ PD
and recommended future studies examine teachers’ technology skills post-training. Based
on these findings, research exploring teachers’ training and experience with LMS is vital
for school leadership to develop appropriate training programs for proper LMS
integration and online student success. Chapter 3 will provide a detailed information
which includes the problem space, introduction into the methodology, and instruments
used.
Chapter 3: Methodology
Introduction
A growing number of K-12 schools across the U.S. have rapidly transitioned into
the digital age of remote and blended learning for students. There is much to understand
with online education that includes studies that examine more LMS training on the
subject. Most studies focus on students' perspectives with online education and recently
focused on teacher's perspectives with higher education, charter or private schools, and
fully online schools (Altinpulluk & Kesim, 2021; Bordalba & Bochaca, 2019; Borup &
Stimson, 2019b; Laho, 2019; Stockless, 2018; Trust & Whalen, 2021). As COVID-19
forced nationwide closures, the government mandated schools to transition online. This
required schools to turn to LMS platforms, which is the framework of this study. The
purpose of this qualitative descriptive study is to explore how teachers in online learning
describe the influence of learning management system (LMS) training on performance
expectancy, effort expectancy, social influence, and facilitating conditions on the online
classroom environment in Arizona.
This researcher focused on teachers in K-12 school districts in Arizona to
distinguish what programs are in place for LMS training and the standard practices used.
In addition, the researcher examined continued LMS instructional support teachers
received for full-time online or blended learning. In chapter three, the researcher will
present an overview of the problem statement, research questions, and qualitative
methodology.
The purpose of Chapter 3 will look at K-12 educators’ perceptions of their LMS
training and received and continued PD support for effective online teaching. An
overview of the problem statement, research questions, and qualitative methodology will
61
be addressed. The researcher will discuss the target population and sample,
instrumentation and data sources, data collection, data analysis, feasibility, and any
additional ethical considerations in the chapter. Lastly, the chapter will conclude with any
limitations and delimitations for the study.
Purpose of the Study
The purpose of this qualitative descriptive study is to explore how teachers in
online learning describe the influence of learning management system (LMS) training on
performance expectancy, effort expectancy, social influence, and facilitating conditions in
the online classroom environment in Arizona. Wagner (2022) argues that teachers cannot
provide appropriate instruction in the classroom without the training for proper support
and resources. Teachers who lack training and support are affected more, which is
attributed to inadequate teaching and affecting student and school performance. Having
adequate LMS training shows positive effects of using LMS with online instruction.
Chandran et al. (2021) noted that with effective programs in place for online education,
teachers reported being prepared and had more enthusiasm for online teaching. Hall and
Trespalacios's (2019) study show the use of personalized technology tools helped train
and prepare K-6th grade teachers for LMS support. The findings reported educators
improved learning outcomes when using the LMS tool. Teachers also had more flexibility
in managing their time to meet professional development milestones (Hall &
Trespalacios, 2019). And while schools provide continuous training to teachers, many
lack the necessary online support for online education (Stockless, 2018). These studies
show a need for future studies to address teacher’s LMS training and understanding how
to design the training for it to lead into more effective online instruction.
There are many benefits for schools to use LMS and promote online PD programs
to educators. However, there is a significant gap within the research that examins
teachers' LMS training experience both pre-and post-training. To bridge the gap in
research, this study will address teachers' LMS training with four research questions to
determine what positive or negative outcomes arise from the study. Additionally, this
study will examine teachers in a K-12th grade exploring the contrast and similarities
between teachers in different grade level settings and demographic backgrounds.
To further explore the topic and research questions, the researcher followed up
with teachers in school districs throughout Arizona to further examine their experiences
with LMS training and outcomes of their classroom instruction with LMS use. An e-mail
for recruitment was sent to the site approved school districts to forward to all K-12th grade
teachers to participate in the survey. In addition, an online recruitment post was sent to a
large Facebook group for teachers in Ariznoa. Within the survey, the last question asks for
additional participation in interviews. The researcher provided a separate Survey Monkey
link to the participants, allowing them to enter their e-mail. This will be done to separate
the participant’s email from their completed survey to allow anonymity. At the end of the
interview, the researcher followed up with participants to see if they would like to also
participate in one of the two focus groups.
Research Questions
The phenomena to be examined in the study show how K-12th grade teachers
describe their experience training in an LMS system for online teaching. Literature has
shown a positive correlation between training and effective classroom instruction;
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however, more research is needed to understand specific LMS training and online
instruction outcomes (Altinpulluk & Kesim, 2021; Bordalba & Bochaca, 2019; Borup &
Stimson, 2019b; Buabeng-Andoh, 2019; Cavanaugh, 2001; Laho, 2019; Stockless, 2018;
Trust & Whalen, 2021). There are four primary research questions for this qualitative
descriptive study based on the problem statement; it is not known how teachers in online
learning describe the influence of learning management system (LMS) training on
performance expectancy, effort expectancy, social influence, and facilitating conditions in
the online classroom environment. These questions are:
RQ1a How do teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy in the online classroom
environment?
RQ1b: How do teachers in online learning describe the influence of learning
management system (LMS) training on effort expectancy in the online classroom
environment?
RQ1c: How do teachers in online learning describe the influence of learning
management system (LMS) training on social influence in the online classroom
environment?
RQ1d: How do teachers in online learning describe the influence of learning
management system (LMS) training on facilitating conditions in the online classroom
environment?
Each RQ aimed to better understand how K-12th grade teachers describe their
experience with LMS training with the four domains used by the UTAUT theoretical
framework. Based on Venkatesh et al. (2003) theory that expanded Davis’s original
theory to understand the perceived usefulness of technology. The researcher used a
qualitative study design with three data sources to ensure this study is purposeful. An
initial survey was sent out within the site approved districts and Facebook group. The
researcher anticipated a minimum of 50 completed surveys from teachers around
Arizona.
The researcher began by using purposive sampling to identify specific individuals
that would be most useful for the study focusing on school districts with K-12 educators.
Purposive sampling takes a specific group of individuals who can provide the most
optimal and useful information to the study (Campbell et al., 2020; Lee-Jen et al., 2014).
This type of sampling aligns with the study due to the specific research questions
addressed and the sites to conduct the study. The researcher would not be able to gain
accurate data by using random sampling or quota sampling which Campbell et al., (2020)
mentiones has to have a minimum fufillment of obtained data. The researcher plans to
have a required minimum of interviews and two focus groups but due to the limited
population only in Ariznoa, attrition is also factored in. Ames et al. added not having a
proper sampling method can hinder data collection and have the possibility to overlook
important information in a population or setting (2019). Puposive sampling provides a
good balance with what information is needed for quality analysis in this study.
By using a conveniance sample, the researcher is able to narrow in on specific
qualified K-12 eductors who received LMS training and are currently or preivosuly using
LMS. This popular sampling tequnique is not costly, focuses on selected cases or
individuals around a specific location, and also depends on those who are motivated to
volunteer in the study (Stratton, 2021). This sampling allows for the researcher to
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determine what minimum sample size is needed. These individuals would have the
necessary criteria to provide the knowledge required for the study. A survey was the first
data source sent out with 25 questions in a recruitment email sent to two school districts
and a Facebook educator group. The first five questions are demographic while the
remaining questions were on a 1-5 Likert scale pertain to the four RQs addressed in the
study. The last question in the survey asked for teacher's participation in an interview in
which they provided an email to follow up using a separate survey link. Participants
recruited from the survey followed up in a semi-structured interview with the researcher
via Zoom.
The interview questions consisited of four open-ended questions in each RQ. The
researcher added any additional open-ended questions needed to gain more feedback and
data. At the end of the semi-structured interview, the researcher asked the participants if
they would like to follow up to participate in a focus group. From the interviews, a follow
up with the same participants for the focus groups are completed via Zoom. Prior to the
focus group, the researcher collected the transcribed data from the initial interviews to
code and theme, that helped create the questions for the focus groups. The researcher
acted as a facilitator to engage the group and asked additional questions where needed. If
there are not enough participants for the two focus groups, the researcher can go back into
the survey for any additional participants who wanted to volunteer for the initial
interviews. The interviews and focus groups were recorded and transcribed verbatim for
the analysis. All three data sources will be documented in Appendix E.
Rationale for a Qualitative Methodology
A qualitative approach will allow the researcher to describe teachers' perceptions
of their experiences with LMS training. A qualitative method seeks to understand the
phenomena being studied using a naturalistic approach (Hoepfl, 1997). The purpose of
using the qualitative approach includes focusing on lived experiences and to better
understand individuals, "attitudes, values, beliefs, prejudices, biases, stereotypes, and the
like” (Grant & Lincoln, 2021, p. 3). Using a qualitative methodology permits the
researcher to examine human experiences while investigating the phenomena inductively.
An in-depth understanding using a qualitative approach provides an ability to uncover
experiences, perceptions, and feelings that would otherwise not be understood with a
quantitative statistical approach.
The qualitative methodology was most appropriate for this study for several
reasons. The use of several data sources provides a more in-depth examination of the
studied phenomena (Greenberger, 2017; Kostrub & Ostradicky, 2019; Lamba et al.,
2022). This study met those requirements because the phenomena to be examined are
teachers’ post-LMS training experiences. Using the qualitative method was best suited
because the study is not involving numbers but rather describes in-depth experiences of
the individuals (Watkins, 2016). Using a qualitative descriptive study approach provides
the researcher multiple data sources to examine the studied social phenomena.
In addition, Park and Park justified using the qualitative approach because the
method “plays a crucial role in the justification of research and that qualitative methods
are not good for justification but are excellent for discovery.” (Park & Park, 2016, p. 1).
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The open-ended questions for the study’s interviews and focus groups assist the
researcher in discovering emerging themes from teachers’ perceptions and lived
experiences. Siedlecki (2022) argues the advantages of using qualitative methodology
and that interviews can be conducted in person or remote and are not limited to a specific
geographical location. Due to COVID-19, all educators were mandated to transition into
remote teaching. This online transition has continued for most school districts within this
study’s geographical location. Having Zoom video calls allow for flexible interviews and
participation in a given time frame. Examining the ‘how’ and ‘why’ within the interviews
is ideal for participants to share their experiences in this study (Gaba et al., 2022).
Interviews and multiple data sources increase this researcher’s credibility within the
findings (Baxter & Jack, 2008; Greenberger, 2017). This also creates different types of
analysis for the researcher to develop emerging themes and see if there is a correlation
between the data sets.
The research questions do not have any right or wrong way to be answered;
instead, the goal is to create responses that would deepen the researcher’s understanding
of the studied phenomena. To gain a deeper understanding of this phenomenon, using a
qualitative approach to answer such questions allows for inductive reasoning and detailed
data analysis to be discovered. In the study, this researcher useed collected data from the
survey, interviews, and focus groups to understand how teachers experience their results
with LMS training.
Only recently has the American Psychological Association formally accepted
qualitative methodology as a proper approach (Greenberger, 2017). As the quantitative
method is more structured, the qualitative method allows more flexible approach that can
focus more in-depth on the phenomenon (Maul, 2015). Quantitative research has a
deductive process and tests theories, while qualitative research has an inductive process
with options to develop theories. This researcher’s study aims to provide inductive
reasoning to search for patterns based on the UTAUT theory. Conducting a study using a
qualitative design “strives to understand the perspective of participants or a situation by
looking at the first hand experience to provide meaningful data.” (Park & Park, 2016, p.
4). A qualitative approach also gives a personal voice to the participants' experiences and
allows the researcher to interact with researching the phenomena.
An essential aspect of using a qualitative method is the ability to have a flexible
approach to the research. The researcher can use prior questions or develop new questions
for interviews that shape the research context and drive the interview interaction
(Chandran et al., 2021). This research study focuses on the interaction with teachers. It
will also look at prior survey questions from the UTAUT and TAM theories to develop
new survey and interview questions to provide more context to the research questions.
Providing a more detailed understanding, this study is guided by the four research
questions that ask “how” teachers describe their experiences with LMS training. The
research questions are designed not to provide a ‘yes or no’ answer and allow for more
than a one-word response from participants. Having more than a one-word response was
most efficient when using a qualitative approach for this study. It helps generate ideas,
gain rich data, and learn more from the experiences of the first-person perspective in
LMS training and how effective it is.
An alternate approach to use in the study would have been a quantitative
methodology. Quantitative research examines a population and tries to understand the
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behavior or trend by collecting and analyzing the data (Goertzen, 2017). Quantitative also
focuses on “yes/no” questions while trying to find a correlation or significance using
statistics (Maul, 2015). “Quantitative studies contain measurable and quantifiable data, a
statistically appropriate sample, use of statistical techniques, and structured data
collection plan to ensure that the study can be replicated.” (McClendon & Elasser, 2015,
p. 1). Overall, while both methods have commonalities, the quantitative method prohibits
the researcher to understand the participant’s behavior, motivation, and does not report
any uniqueness to an individual.
The quantitative approach was ruled out of this study because it did not allow the
researcher to explore the phenomena with shared life experiences of their LMS training.
Quantitative also restricts using only variables and numerical results. The method
examines the relationships between two or more variables, while the qualitative approach
examines participants' behaviors and motivations behind the behavior (Greenberger,
2017; Yin, 2017). Therefore, a quantitative approach would not be suitable for this study.
Ultimately, the qualitative approach provides a phenomenological inquiry with an
understanding of what is little known or new perspectives on what is already known
(Hoepfl, 1997). Based on the UTAUT theory for the study, the research questions that
were drawn could not be answered with numerical data and statistical trends but rather
the need to search for meaning through a detailed inquiry. The open-ended questions in
this study help explain the “how” in the characteristics of the participants by observation
and analysis (Maul, 2015). In the end, the qualitative approach is most effective in this
study to answer the research questions and gather rich data to interoperate teachers’
experiences with LMS training and post-online teaching.
Rationale for Research Design
There are multiple research designs for a qualitative methodology. Several factors
were decided to consider which design was most reasonable. Some factors include the
focus of the study, sample availability, data collection and analysis, time available, and
resources. A qualitative descriptive design examines the “who, what, when, and where of
the events with the intent to develop a clear and simple description of the event as a
phenomenon.” (Maul, 2015, p. Table 5.6). While other designs provide some description,
qualitative description allows for a more comprehensive look into the experience of an
individual or group of individuals (Lambert & Lambert, 2012). While some designs were
heavily considered for this study, they were ruled out, and the qualitative descriptive was
proven most appropriate.
Using a naturalistic approach, the researcher can accurately and truthfully
examine and describe the studied phenomena. It is also important to understand that,
unlike the other qualitative designs, the qualitative descriptive is a phenomenological
design that intends to report lived experiences (Waldschmidt, 2017). The value of this
design is unique because it can focus extensively on the phenomena and describe key
components from interviews and focus groups that the other designs lack. Sandelowski
noted descriptive research designs are most suitable when “… a straight description of
phenomena is desired” (2000, p. 234). Unlike a quantitative approach, the qualitative
descriptive approach examines real-world issues.
According to a review of the qualitative method approach by graduates, Caelli et
al. (2003) saw a rise in students needing a type of methodology to utilize clinical
questions that could only be addressed with a qualitative descriptive method approach.
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Another aspect of this design is the levels of analysis. First, the researcher examines the
information related to the phenomenon or event providing a foundation for context.
Secondly, the researcher must determine the required data types, words, and/or numbers.
Numbers can be used in a survey rating scale to indicate if an individual strongly agrees
or disagrees. Words can be used within open-ended interview questions and designed to
help an individual describe their emotions or feelings about an experience. Lastly, the
design needs to focus on an overall phenomenological approach with each participant’s
subjective experience (Greenberger, 2017). Ultimately, the qualitative descriptive design
fulfills its ability to accurately describe the phenomenon, define the events that each
individual or group experiences, and reflect the actual experience.
Alternative qualitative designs that were considered for this study include case
study, phenomenological, grounded theory, and narrative. The first consideration was a
case study design. Yin (1994) defines “a case study [as] an empirical inquiry that
investigates a contemporary phenomenon within its real-life context, especially when the
boundaries between phenomena are not clearly evident” (p. 13). A case study is unique
with the ability to analyze a specific “case” which can include individuals, groups,
organizations, and so on (Kekeya, 2021). This design tends to be time-sensitive when
focusing on a specific case phenomenon and a particular activity or set of activities in a
timeframe (Greenberger, 2017). Having the capability to use several sources of data
provides a comprehensive description for the researcher based on their theoretical
foundation. (Maul, 2015). In addition, case studies can allow the researcher to observe or
be active in the study to engage with the participants.
Because the case study can provide a comprehensive account of cases, it can
sometimes be labeled as exploratory, given the unique design to examine groups or
individuals in detail (Kekeya, 2021). The case study approach is widely used and
considered a holistic, in-depth approach that tends to be more suitable for studies in
nursing (Nilmanat & Kurniawan, 2021). Kekeya (2021) noted some limitations could
include possible false information due to the researchers' ability to manipulate
information. Detailed data can also be too time-consuming, and findings don’t wholly
reflect a general population. Therefore, this design was ruled out because the researcher’s
study needs to examine lived experiences of individuals in a general population and does
not have any issues with time constraints when collecting data.
The second consideration was a phenomenology design. Halfhill (2020) defines
phenomenology as “Understand the phenomenon in depth… describing the meaning of
the lived experiences of individual participants who have experienced the phenomenon.”
(p. Table 8.2). This design depends on a large amount of data from a small sample size of
roughly 5-12 participants (Chess, 2017). With the sample size, the researcher also decides
on two common approaches. A descriptive phenomenology synthesizes experiences for
the researcher, while interpretive phenomenology focuses on the central meaning of the
phenomenon (Maul, 2015). Groenewald (2004) mentions types of data collection with
phenomenology can include interviews, field notes from observation, individual essays,
and focus groups. Some limitations of this design include the small sample size, which
limits the researcher's ability to understand a broader meaning of the phenomenon (Larkin
et al., 2019). Due to the limitations, gathering data for the study could have potential set
backs for the researcher.
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Using the qualitative descriptive design gives a surface-level account to get an
accurate generalization of the phenomenon while phenomenological design wants to
examine individuals who lived the experience (Neubauer et al., 2019). Claerbaut (2016)
noted that the phenomenological design is deep-rooted in individual experiences and
helps describe the “meaning” behind the personal experiences. Phenomenological design
goes beyond a summary but analyzes the impacts, relationships, and causations related to
the phenomenon to understand how ‘meaningful’ the experience was for an individual. A
phenomenology design would have been appropriate. However, the qualitative
descriptive design was more suitable because the goal of the study sheds light on how
teachers experienced their LMS training by constructing a comprehensive description of
their experience and not a deep-rooted meaning about their LMS training.
The third consideration was a grounded-theory approach. Maul (2015) defines
grounded-theory research as “focuses on collecting and synthesizing data about a
phenomenon in order to construct a theory or model.” (p. Para. 15). Grounded theory
does not use a prior theory as a lens but builds on previous theories or develops a theory
within the study. According to Greenberger (2017), a researcher can interview and
observe participants to gather data and develop themes which interpret the theoretical
framework being developed. Grounded theory can also incorporate ethnographic
observation that involves direct or partial participation to analyze beliefs, meanings,
behavior, and values in different social settings and cultures (FitzGerald & Mills, 2022).
By having this kind of approach, the researcher can have a deeper examination of
individuals and use the data to construct theories. This design was ruled out because the
study's goal was to use the UTAUT model. This theory has been widely used in education
studies to explore perceptions and experiences of individuals with technology acceptance
and self-efficacy of technology. This was was ruled out because the researcher is not
building on a previous theory nor developing a new theory as the focus of the study.
The final design to be ruled out was using a narrative design. Greenberger (2017)
defines narrative inquiry research as “the focus is on telling the narrative life stories of
participants. This type of inquiry entails expressing the constantly changing but
meaningful experience of people.” (p. Para. 17). This narrative design is developed from
participants and the researcher’s own stories from their personal experiences (Maul,
2015). Once the participants have concluded the narrative or stories, the researcher
combines the stories for an overall analysis of the phenomenon experienced by retelling
those stories (Chess, 2017). An example of narrative inquiry includes Visser et al. (2019)
study that focused on the experiences of victims of sex trafficking. They utilized a design
narrative inquiry to examine a deeper insight into the survivors' experiences in trafficking
and the nature behind it. Detailed descriptions of the experiences provides the researcher
the background and origins (Visser et al., 2019). This design deepens the relationship
between the researcher and participants, which could cause biases or ethical concerns.
This design was ruled out because the study aims to provide accurate data and an accurate
description of the studied phenomenon of teachers' LMS training.
The qualitative descriptive design was the optimal choice having a simplistic and
straightforward design compared to the other designs. The qualitative descriptive
approach allows for the generalization of the study's target population and options for
collecting multiple data sources (Maxwell, 2021). This approach is categorical with
developing themes and does not require any abstract interpretation compared to the other
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designs (Lambert & Lambert, 2012). According to Maul (2015), qualitative descriptive
research helps the researcher solely focus on clearly and concisely explaining the
phenomenon. This study used the qualitative descriptive design to describe how teachers
experienced LMS training for online classroom instruction. The study used three
instruments to provide comprehensive data on how teachers experienced LMS training.
Using a survey to send out to a K-12 teachers and school districts, semi-structured
interviews, and two focus groups to retrieve information about the phenomenon.
The unit of observation for this study are K-12th grade teachers, and the analysis
will describe how they experience the results of LMS training for online classroom
instruction. The study addressed the research questions with a survey sent that includes
25 questions about LMS training to teachers in a K-12 school districts in Arizona. The
researcher recruited teachers who completed the survey to describe their experiences
through semi-structured interviews as another data source. The semi-structured interviews
consisted of 15 participants minimum. The last data source were two focus groups of 5-7
participants. The UTAUT theory developed research questions that guided the study's
focus and instrument data used, which also assisted for the data analysis from all three
sources. The purpose of the interviews and focus group is to give teachers with LMS
training an opportunity to share their experiences that will be discussed from the topic
areas central to online teaching.
Population and Sample Selection
The general population for this study consists of 1,000 teachers in a K-12 school
districts within the state of Arizona. The target population comprised 500 K-12th grade
teachers who received LMS training for online teaching, which is the subgroup of the
general population (Greenberger, 2017).The final sample size of the three data sources is
a minimum of 90 participants. 15 are semi-structured interviews, two separate focus
groups of 5-7 people, and 50 completed survey responses. The sample number changed
based on the saturation of data; the selected participants were educators in a public K-12
school district in the geographical location who received LMS training. This type of
population and sample selection is most appropriate in this qualitative descriptive study to
best describe the context of the theory and research questions for the reader to understand
and relate to (Gustafsson, 2017). In the sample selection, the exclusion criteria included:
(a) K-12th grade teachers who are not currently employed in a public school, (b) K-12th
grade teachers who are not currently teaching in a classroom, (c) K12th grade teachers
who have not had LMS training, (d) K-12th grade teachers who are not currently or
previously used LMS for classroom instruction. While there was no requirement for
previous LMS or ICT use, teachers were required to have had LMS training to transition
into online teaching within an LMS.
Qualitative Sample Size
Teachers who had LMS training and continue to use LMS can provide more
indepth feedback from their experience (Stockless, 2018). According to Kekeya (2021),
researchers in qualitative studies apply purposive sampling to gather appropriate data for
the specific phenomenon studied and figure out what sample size is needed. To
comprehensively describe the studied phenomenon, this researcher used purposive
sampling to defend the sampling strategies needed to meet the purpose of this study
(Lambert & Lambert, 2012) (Lambert & Lambert, 2012). According to Maxwell (2021),
a fundamental approach for sampling includes generalization and random sampling to
provide the like hood that enough samples in the study will provide rich data. For a
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substantive sample, “the researcher needs the sample to be randomly selected and
representative of a larger population because they want to generalize their findings
beyond the study sample.” (Staller, 2021, p. 898). Utilizing a qualitative descriptive study
approach with the use of a smaller sample size within Arizona allowed the researcher to
apply a uniqueness to the study of participants experiences and insights into the nature of
the social phenomena (Nilmanat & Kurniawan, 2021). Focusing on one state, with the
use of a qualitative descriptive study is a feasible and time manageable way to focus on
one specific population to better analyze the theory and research questions discussed in
the study.
Recruiting and Sampling Strategy
The required sample size will ultimately depend on the amount of information and
data collected (Maul, 2015). It is not possible to predict an exact sample size. However, if
enough data does not produce more themes or ideas for the study, the data becomes
‘saturated’ and has reached its purpose (Farrugia, 2019). In a qualitative study, the
researcher is not focused on the number of participants but more on how the sample size
will provide rich data with in-depth context to analyze. The data saturation is possible
with as few as ten participants (Staller, 2021). The proposed sample size for this study
were 50 teachers to complete a survey, 15 teachers to participate in a semi-structured
interview, and 5-7 teachers to participate in two separate focus groups. These numbers are
a minimum to achieve data saturation for the sample size. An alternative approach to
alleviate any attrition, having multiple ways to contact the participants, including phone
numbers, work e-mails, and personal e-mails to ensure enough data will be generated to
answer the study’s research questions (Turaga, 2016). Purposive sampling allowed this
researcher to combat attrition of not having enough data to collect. Using purposive
sampling assisted with reducing attrition by allowing the researcher to target a specific
audience with the characteristics needed for the study. This helped with any outside bias
of those who would not qualify for the study. For all three data sources, the researcher has
listed criterion of those who would qualify to do the study within the state. Two school
districts site approvals and the Facebook group administration confirmation emails to
conduct the study have been approved (seen Appendix B).
The target population is clearly defined, however, if the initial sampling plan does
not meet the minimum sample requirements, sampling will continue with following up
with other Facebook teacher groups and school districts within the state. A third option
for additional data collection is to expand outside the state of Arizona. However, there are
multiple school districts in the state and K-12 teachers on Facebook groups to recruit and
is currently suitable for collecting data.
Site Authorization and Recruitment
The researcher sent a description of the study with information on informed
consent to each participant. Before recruitment, the researcher ensured that the questions
are accurate to align with the research questions and theoretical foundation. The
researcher had an expert panel review of peers to first to review the interview questions
and provide any revisions as needed. Once the questions were reviewed and feedback
completed, the researcher conducted a field test by having two K-12 teachers the
researcher knows with LMS training to complete one-on-one semi-structured interviews.
During the field interview, the researcher tested out the effectiveness of questions for both
participants.
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The field tests ran around 40 and 60 minutes long. After each interview, the
researcher asked for feedback on the questions and how the interview went. The first
participant provided feedback to let the researcher know some of the sentences could be
shorter and to the point but overall, the questions were understandable. The second
participant enjoyed the interview and did not have any feedback for changes needed (See
Appendix G). The participants also sampled the survey. They had no additional feedback
and said the questions were straight forward to answer appropriately. Once completed and
questions are applicable, the researcher moved on to the next phase of seeking site
authorization to conduct the study (see Appendix B). The researcher completed a
Collaborative Institutional Training Initiative (CITI) Training on proper ethical standards
to conduct a study. Once completed, GCU’s Institutional Review Board (IRB) reviewed
the study and methodology to ensure there are no ethical or legal issues (Greenberger,
2017). Once approved, a site authorization letter from IRB was sent to the researcher to
provide the two K-12 school districts and Facebook group to conduct the study (see
Appendix C.).
An initial letter to the school district and potential forms to conduct the study were
be filled out. Once approved, the researcher sent to the schools a recruitment email to
send out to teachers. When participants acknowledged the informed consent to participate
in the survey, they will automatically be able to complete the survey online (see Appendix
D.). The survey had the first five questions ask about their demographics while the
remaining questions asked about their LMS training experiences The demographic
questions are important for the researcher to discuss a potential correlation with the
survey answers based on the demographics of the studied phenomenon. For the
interviews and focus group, the researcher received a completed informed consent from
each participant. The researcher explained in detail how the interview or focus group will
be conducted. The last question in the survey recruited participants to volunteer for an
interview. A separate link was provided to take the participant out of the survey and into
another survey to enter in their e-mail information. This was done for the participant’s
privacy to have anonymity with their completed survey.
Once the researcher had participants email, a follow up email asked participants to
provide dates of availability to allow for flexibility and have a proper timeframe to
complete the interviews. Once the interviews were completed, the researcher began
coding the emerging themes from the interviews to develop focus group questions. This
allowed the researcher to further explore participants feedback in more detail and expand
on the research questions. For the focus groups, the researcher initially asked participants
from the interviews if they would like to follow up with a focus group. If participants
agreed to volunteer, the researcher asked about available times and determine what day
and time worked for everyone. The researcher then sent e-mails with a Zoom link to
invite each participant to complete the focus group interview in the time provided.
Participants could drop out of the study at any time after signing the consent form
(Greenberger, 2017). This allowed for proper IRB compliance and set appropriate
practices in place for the study.
The researcher used completed surveys to invite participants for interviews
initially. With those who continued to participate in the interviews and focus group, the
researcher provided e-gift cards as an incentive for their involvement. If there are not
enough volunteers, the researcher could ask previous participants who may have agreed
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to an interview and provided an email if they would like to volunteer. If there are not
enough participants for data saturation, the researcher could follow back up with the
school district to send out another district wide e-mail to every teacher. The researcher
planned to recruit a minimum of 5-7 participants to participate in two separate focus
groups from the interviews and survey to account for attrition. Because accessibility is a
significant focus for participants, using convenience sampling was also practical due to
various constraints, including distance, time, and financial limitations. This strategy
makes selecting a sample practical based on convenience and accessibility, such as Zoom
video chat (Steffes, 2016). Online video for interviews and the focus group was most
appropriate due to post-COVID-19 spread and teachers are either fully or partially
remote. Both data sources were conducted over Zoom, and the survey was sent via email.
The combination of completed surveys, interviews, and two focus groups allowed the
researcher to obtain rich data about how K-12th grade teachers describe their experience
with LMS training.
Attrition
The qualitative descriptive study of one population and data source within a state
can provide a low saturation of data obtained. In this case, the researcher applied two
additional data sources to add more participant feedback for better saturation of data. To
reach a point of data saturation, Mthuli et al., (2022) noted the researcher will reach a
point in the study where the themes will become re-occuing and begin to obtain the same
information. For this data saturation to occur, up to 50 completed surveys will be
obtained. The interviews will be 15 minimum participants; however, the researcher will
also add more interviews if data saturation is not reached. Additionally, two focus groups
of 5-7 participants will also be adjusted with the sample size for saturation. The
researcher also be applied purposive and convenience sampling to combat attrition with
using a descriptive study that focused on K-12 teachers who meet the criterion. Having
convenience sampling helped support the researcher to focus on a specific population and
availability while also using purposive sampling to support the theoretical framework
(Lee-Jen et al., 2014). So, the researcher does not risk an under-saturation of data within
the sample recruited, going back into the survey with additional participants wanting to
participate in the interviews could also be used for additional individual interviews and
focus groups.
Sources of Data
The researcher used purposeful and convenience sampling to the target population
represented in the study. The study used three sources of data to collect information. A
survey was first be sent out to a minimum of 1,000 K-12th grade teachers with LMS
training in Arizona. From the completed surveys, semi-structured interviews were
conducted with a minimum group of 15 teachers who had LMS training. Lastly, two
focus groups of 5-7 teachers with LMS training. The types of source data used is based on
homogenous case sampling. The study participants all have a shared experience of LMS
training that separates them from other staff members or teachers who did not receive
LMS training. With multiple sources of data, the researcher used a triangulation method
which involves examining, “Something from several angles rather than look at it in only
one way” (Neuman, 2000, p. 124). Baxter and Jack (2008) noted triangulation can
provide the study with an examination of using multiple perspectives with different data
sources. More than two sources of data can provide a more detailed illustration of the
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social phenomena studied (Cohen et al., 2011; Kekeya, 2021; Lincoln & Guba, 1985).
The benefits of using triangulation provides more accurate interpretation of the emerging
themes and a more in-depth examination of the topic related to the research questions.
Survey
The survey was the first data source to be sent out. This type of sampling done
first helped the researcher come up with enough participants and helped minimize the
timeframe to collect data. The survey used a Likert scale which allowed the participants
to show their level of agreement with statements (Joshi et al., 2015). The data from the
statements helped with triangulation of the data for a comprehensive understanding of the
phenomena studied. From the data collected, the research used descriptive statistics to
analyze the dataset and develop a generalized summary of the findings. The first five
demographic questions provide the researcher with additional demographic variables of
the participants to see any potential correlation with the answers provided. The
demographics included age, gender, grade taught, IT skill level pre-LMS training, and IT
skill level post-LMS training. The demographic information provided also shows
important background information on participants to better analyze the data. To establish
reliability for the survey, the researcher had an expert panel review and approve the
questions prior to IRB approval. The panel of reviewers made suggested changes to the
questions asked and provided additional optional feedback to the researcher. Once the
feedback and changes were made, the researcher conducted two field tests to ensure the
questions will provide substantive data (see Appendix E). Once the researcher received
IRB approval, a recruitment e-mail was sent to the school district to forward to the
teachers with a link to the survey. The survey had a timeframe to fill out and submit.
Once in the survey, teachers were provided an informed consent electronically before
beginning the survey. Once they click “I consent,” they were able to start the survey. The
survey had 25 questions. The first five questions asked about demographics, while the last
20 questions asked about teachers’ perceptions of the training teachers received for LMS.
For this descriptive statistic approach, the researcher used a Likert scale with a 1-5 rating,
one being “Strongly disagree” and five “Strongly agree.” The researcher used
Survey Monkey which was open for 15 business days to generate completed responses.
Semi-Structured Interviews
Once enough surveys were completed within the given timeframe, the next source
of data using semi-structured interviews was conducted. These questions had been
developed by the researcher based off the four research questions from the UTAUT
model. For each research question, three to four open-ended questions were formed.
During the interviews, additional follow-up questions were asked if needed. Prior to the
interviews, the researcher obtained completed informed consent from the participants
through an initial email that was sent out to schedule the interviews. According to Kekeya
(2021), using a set of general questions for interviews, provides the participants to
express their views, feelings, and opinions about their expierneces while also providing
suggestions for any issues being studied. The general questions provided the researcher a
way to also open up to additional questions to gain more in-depth feedback if needed on a
specific topic. According to Halfhill (2020), structured interviews have everyone answer
the same questions without deviation, while unstructured interviews allow the researcher
to open with any question to get participants to respond. Semi-structured interviews are
an in-between for both structured and unstructured interviews. The format is more
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effective for this study because it allows the researcher to understand the phenomenon
with a set of questions and to conduct follow-up questions as needed (Bernard, 1991).
After the interview, the researcher allowed the participants to review the transcribed data
for member-checking to ensure credibility. Once the interviews were completed, the
researcher analyzed and coded the data to develop a new set of questions to discuss with
the participants who interviewed to then discuss in two separate focus groups.
Focus Groups
While interviews allow the researcher to interact with participants on an
individual level, focus groups are a group of people brought together by the moderator or
interviewer to interact with one another through open-ended questions and interacting
with each other’s responses (Krueger & Casey, 2000). Both approaches are similar with
having open-ended questions about the same topic. Unlike the one-on-one interviews,
focus groups help motivate participants to communicate with others who would otherwise
be timid to individually be interviewed (De Leon Pineda et al., 2022). Additionally, De
Leon Pineda et al. (2022) noted that focus groups can assit with the researcher generating
more data through participants discussions with one another. (Guest et al., 2017) would
argue that individual interviews provide more detail however, each approach has its own
strengths and weaknesses. Within the focus groups, the researcher applied appropriate
leadership and facilitation skills to moderate the group interviews effectivly (Gibbs,
1997). This assisted with proper interview collaboration between participants and more
in-depth dicussion for data collection. Using both individual interviews and focus groups
provided the researcher with in depth data to better understand the phenomena studied.
A focus group can have between 5 and 15 participants, each of whom has
commonalities from which they compare their experiences (Steffes, 2016). However, per
the GCU guideline for doctoral learners, focus groups should have a minimum of 4-6 but
using more participants is acceptable. Having a focus group provides the researcher with
participants' new perspectives they would not have given in an individual interview to
then share in a group. Once the participants from the interviews agreed to follow up with
a focus group, the researcher already had a consent form for the participant completed
prior to the group meeting. The informed consent included both information about the
interview and focus group guidelines. Since the participants were the same from the
interviews. They both were combined in the consent form. It was sufficient with adding
in both data source information since the same interview participants were in a follow-up
interview being conducted within a group. The consent forms were initially emailed and
obtained prior to a follow up to schedule a focus group with the participants.
Once the researcher completed the semi-structured interviews, an analysis and
coding of emerging themes provided a guide of additional questions to help lead the focus
group. The emerging themes from the interviews helped expand further questions and
discussion for the focus group. The researcher initially led the group by providing the
open-ended questions to the group. An initial question prompts for each theme were
asked to the focus group. Those who do not respond, the researcher asked them their
thoughts on what other participants responses. By facilitating the discussion, the
researcher asked each participant if they agree or disagree with another’s opinions on the
subject. Facilitating the focus group allowed more open dialogue and interaction within
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the group. Focus group questions were addressed in following chapters and added to the
appendices (See Appendix E).
The researcher chose to add an additional data source of a focus group to gain
more data and perspective on how teachers describe their LMS training and how each
participant might have a similar or different experiences of the training. The added
benefits of focus groups provided the researcher with more in-depth data of the
individuals and their shared experiences (De Leon Pineda et al., 2022; Gibbs, 1997; Rowe
& Frischherz, 2022). Noted by Rowe and Frischherz (2022) focus groups also provide a
type of collaboration among individuals to expore a topic more in-depth which allowed
the researcher to understand each individual and their experiences. Focus groups were
conducted through Zoom correspondence and coded (see Appendix F). To establish
reliability in the focus group, the researcher made sure to conduct member-checking with
allowing the participants to look through transcribed data to ensure accuracy and
credibility of the focus group interview.
Trustworthiness
This section will address four crucial factors in qualitative studies: credibility,
dependability, transferability, and confirmability. These elements establish accuracy in
this qualitative descriptive study's research practices and results. Each element supports
the concept of trustworthiness, to which Lincoln and Guba (1985) refer how the study is
worthy and credible. According to Kekeya (2021), “Trustworthiness is related to
consideration of the whole research inquiry process, including the theories that underpin
the study” (p. 32). This section will describe different strategies that were developed to
enrich the study's trustworthiness. The researcher used triangulation through the three
data sources to provide consistancy and validity within the study (Nilmanat &
Kurniawan, 2021). Using field testing, the researcher was able to gather important
information on the duration of the interviews. Each interview was between 40 and 60
minutes. The interviews were exported into MAXQDA which provide roughly 30 to 40
pages of transcription. Some initial practice codes from the two interviews included, LMS
follow up training, resources, and online IT help. The outcome of the interview provided
the researcher a better understanding of the data collecting and codeing process. Though
the field test provided a certain amount of accuracy in future data collection process
which assisted in the trustworthiness of conducting field tests. Noted by Kekeya (2021)
to obtain trustworthiness within a study includes accurate data from the participants and
specific protocols which provide more accurate validity. This also correlates with the
credibility of the researcher to collect the data with confidence and accuracy by
understanding the process. With these proper steps taken, the researcher could limit any
bias within the study.
Credibility
The study established credibility using several practices, including rich data
descriptions, member-checking, video/audio-recording interviews, committee panel
review, and field-test interviews. Credibility allowed participants' experiences to be
accurately represented in the study (Chess, 2017). A significant issue of credibility the
researcher can face is not having enough data to completely describe the experiences of
each participant in the study (Guba, 1981). To prevent this issue from happening, the
researcher used a detailed description of the data by adding follow-up questions to
promote a more detailed response from the participants.
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This study also used member-checking with the review of transcribed data. This
transcription was shared with participants to make sure they are also acknowledging what
was stated was accurate and reflective of what they meant to say (Kekeya, 2021;
Nilmanat & Kurniawan, 2021). In addition to accuracy within a transcription, the
researcher informed the participants at the beginning of each interview that this study is
intended for research and scientific purposes to minimize any biases and get the most
honest and accurate responses. According to Baxter and Jack (2008), following up with
participants to review and verify their transcribed interviews ensures the researcher can
clarify and interperate the information corretly which contributes to the validity of the
data. Utilizing member-checking limited the researcher’s biases and provided additional
trustworthiness and credibility into the study.
In addition, before IRB approval to conduct the study, the researcher conducted
peer reviews on the research questions and field testing with two separate semi-structured
interviews. These field interviews helped the researcher test the effectiveness while
receiving feedback to make necessary changes. The two volunteers selected for the
interviews provided efficient feedback for the questions to move forward. Based on the
feedback, the researcher was able to make small sentence rephrasing changes to the
interview questions and no changes were needed for the survey. Once approved to collect
data, additional checks and balances for credibility were the video/audio recordings. This
helped the researcher go back and re-examine the interviews to transcribe the data
correctly. Overall, these approaches helped limit any bias and reassure the reader that the
data collected and analyzed is truthful in how teachers describe their experiences with
LMS training.
Dependability
This study planned to establish credibility by making sure the study’s procedures
are well documented (Chess, 2017). Dependability is how the researcher can ensure the
data collected can be trusted and relied upon. Lincoln and Guba (1985) stated, “there can
be no credibility without dependability, a demonstration of the former is sufficient to
establish the latter” (p. 316). The study can have sufficient findings that others can refer
back to the study itself. Another dependability factor has an audit trail. An audit trail
helped the researcher document the entire process to show comments and notes to reflect
data variances (Kekeya, 2021; Lincoln & Guba, 1985). First step of an audit trail, the
researcher documented and created a protocol and questions for interviews and the two
focus groups, which will followed guidelines from the theoretical framework.
The next phase of an audit trail goes under the expert panel review to review and
provided feedback on the questions before field test interviews. Once the field interviews
were complete, the documents were be sent to IRB for approval. IRB will provided the
researcher with an approval letter to conduct the study. Using an audit trail, the researcher
could appropriately document the entire process. Once the study is concluded, the
researcher collected the data and ensure sufficient information is obtained to analyze. The
researcher used coding to categorize trends and themes from the data collected. Having
an in-depth methodological description provided the researcher with a comprehensive
record of how data was collected and analyzed to aid in dependability. The interview
process (see Appendix E) along with transcribed data, are included in the appendices (see
Appendix F).
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Transferability
To improve transferability, the researcher obtained rich data by sampling
efficiently and ensuring proper data saturation from the study. Transferability in a study
provides a “think description necessary to enable someone interested in making a transfer
to reach a conclusion about whether transfer can be contemplated as a possibility”
(Lincoln & Guba, 1985, p. 316). This study had appropriate methods and samples to
obtain findings applicable for future research (Chess, 2017; Cohen et al., 2011; Kekeya,
2021; Lincoln & Guba, 1985). The study aimed at the required minimum for a qualitative
design, however, more extensive recruitment could be used if needed. To achieve data
saturation, Kekeya (2021) noted the use of multiple data sources to include interviews,
observations, and additional documentation to achieve rich data of participant’s lived
experiences. To achieve this, the researcher could obtain additional recruitment if needed
to have sufficient data in case there is not enough saturation, or an individual removes
themselves from the study.
Confirmability
This study used different approaches to confirm findings and have sufficient data
to support the themes and research questions to establish confirmability. Kekeya (2021)
describes confirmability as “the study findings have been accurately and fairly presented
without bias by following the required study standards and requirements” (p. 32).
Confirmability is only as accurate as the people who are checking and re-checking the
data without any biase or mis-interpretation. There also needs to be an accurate
representation of the population and sampling for accurate data (Cohen et al., 2011). If
there is a lack of confirmablity, it can affect the trustowrthieness of the researchers study.
In order to combat any threats towards confirmability, the researcher used a process is
called an ‘audit approach’ in which data is constantly being evaluated and analyzed. First,
the data for the questionnaire will target 50 completed surveys minimum. In addition, 15
participants for semi-structured interviews and an additional data source of two focus
groups of 5-7 to ensure sufficient data is collected.
When collecting the completed surveys, the researcher applied descriptive
statistics with using Survey Monkey as the instrument. Survey Monkey provided
advanced features to surveys with custom feedback, data exports, and similar data trends
with statistical analysis. Using the data collected from the interviews and focus groups,
the researcher coded and detected themes from the data. The researcher chose to have
several sources of data to develop a triangulation that helped compare multiple sources of
data to ensure validity of the data (Maul, 2015). Completed data that has been analyzed
was sent to the chair and methodologist for accuracy. This is an important process in
which the committee also checked and the analyzed data to promote confirmability and
trustworthieness in the study. The researcher also applied reflexivity. Reflexivity is how
the researcher identified the data and its meaning and understand how one must conduct
themselves within the study (Greenberger, 2017). The researcher took notes during the
interview and focus groups to review, listened back on the audio/video recordings, and
also provided the transcripts to the participants to ensure they provided accurate
feedback.
Data Collection and Management
This section will outline the data collection and management step-by-step. The
researcher collected data from three sources: a survey sent to 1,000 K-12th grade
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schoolteachers, semi-structured interviews from 15 participants, and two focus groups of
5-7 participants. First, an e-mail was sent with a link to Survey Monkey, which had an
initial page of informed consent to conduct the survey. Next, an e-mail with informed
consent was sent to the participants recruited from the survey. The forms explained the
nature of the study, voluntary participation, participant expectations, and privacy
protection. The researcher developed an interview process outlining the participation
steps, setting up the interviews, an interview guide, and wrapping up the interviews and
focus groups (Appendix E).
The study utilized Survey Monkey to administer the questions. The interviews and
focus groups were conducted using Zoom to minimize time, distance, and the need for in-
person contact. Although video calls are beneficial and preferred over in-person
interviews, there are associated challenges. Technical difficulties with video calls such as
freezing screen, time lag, disconnected calls, or software updates are all issues that can
cause a disruption (Krouwel et al., 2019). A virtual call can have ups and downs, affecting
the researcher’s observation and interaction. If any technical issues arise, the researcher
could offer to follow up with the participant at a later time to interview to address and fix
any issues. Another option would be to use a different software like Microsoft Teams for
video or Skype. Another challenge is not having an in-person interview which could
change the participant's behavior compared to video conferencing (Krouwel et al., 2019).
Having Zoom video calls can cause issues that could prevent the researcher from
observing accurately. There runs a risk of minimal transparency with engagement and
perceptions of participants experiences if there are technical issues and the lack of a
comfortable environment.
While video conferencing has pros and cons, the positive outweighs the negative
for several reasons. Zoom video calls are accessible, at no cost to the participants; and
convenient as they don’t require the time or distance to interview in person (Gough &
Rosenfeld, 2006). In addition, due to the constant variables of COVID-19, Zoom video
calls appear to be a safer approach than meeting in-person. The researcher carefully
considered the safety of the participants and chose to provide safety measures in place
against the possibility of spreading or getting infected by COVID-19.
The researcher created four questions that addressed each of the research
questions for the interviews and two focus groups. The survey had 25 questions, with five
focusing on each research question and five initial demographic questions. Using
descriptive statistics, the survey provided data on individual variables to describe the
opinions or attitudes of participants' experiences (Cohen et al., 2011; Kekeya, 2021;
McClendon & Elasser, 2015). Once the survey was complete, the last question recruited
participants for interviews. They provided the researcher with their e-mails to follow up
on a separate Survey Monkey to maintain anonymity for the completed survey
participant. The researcher sent e-mail invitations to each participant in the survey to
schedule a semi-structured interview. Additionally, participants could choose to also
participate in the focus group. This allowed for different experiences and feedback from
an individual one-on-one and within a group. These interviews were beneficial because
they describe experiences and provide detailed feedback about LMS training. Yin (1994)
advises researchers to generate a casual environment for participants. This can be
achieved by minimal interaction and control over the interview and by allowing the
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participants to engage more. To validate the questions and ensure they are appropriate, the
researcher had an expert panel review to ensure there’s no bias and no leading.
The researcher followed guidelines by first describing the steps of the interview
setup. Before the interviews begin, the researcher had previously e-mailed the
participants the informed consent prior to scheduling the interview. The interview was
guided by first stating the purpose of the study, the value added by the participant in the
study, and how the results will be provided and shared with the participant afterward. The
estimated time length given for the interviews were 45-60 minutes. In It is crucial to
ensure the participants have enough time to think about the question and respond
appropriately (Blackstone, 2018). In the field test interviews, the researcher determined
how many minutes to focus on each question and response from the participants.
From the interviews, participants in the focus groups will also be conducted over
Zoom. The researcher having minimal engagement and more facilitation for aksing
openended questions within the group interviews. The focus group allowed participants to
share similarities or differences in a group discussing the same topic of interest (Krueger
& Casey, 2000). The focus group began with the researcher introducing herself and
providing an introduction of the purpose of the study. There will then be a quick
introduction of the group participants to let everyone get to know one another.
Introductions are most appropriate to help participants be familiar with the other group
members and set a tone for engageing in conversations (Blackstone, 2018). During this
time, the researcher asked open-ended questions and then observed and took mental notes
on the participants' engagement and reactions to the questions and each other (Krueger &
Casey, 2000). If an issue arose of minimal engagement to the questions, then in that case,
the researcher tried to re-engage participants by asking additional probing questions such
as, “Some of you mentioned__, what does the rest of the group think about this?” or “I
am interested to hear more about what participant 1 and 2 think about what participant 3
and 4 agreed with”. Names will not be listed due to ethical and privacy considerations.
All interview steps, questions, and follow up questions will be in the appendices.
Distributing the Survey. The researcher used Survey Monkey link to put into a
recruiting e-mail that provided to the Facebook groups and the site approved districts to
send out. The survey sent out had an initial timeframe of 15 business days to complete.
Although, depending on the number of surveys completed, the researcher could extend
the time and ask the district to re-send out a reminder e-mails. The main concern of a
specific timeframe is the response rate. Steffes (2016) noted it is wise to send out a
minimum of 300 surveys for a qualitative descriptive study to get enough responses back.
A survey provided a series of questions to participants created by the researcher to answer
the study’s research questions (Halfhill, 2020). The questions in the survey were based on
the research questions from the UTAUT theory that focused on the acceptance of
technology. González-Ramírez and García-Hernández (2022) recommended the use of a
survey due to its statistical efficiency to assess individuals and obtain data analysis to
support the hypothesis or research questions. The survey was designed by the researcher
of this study to follow up with each research question. The survey had 25 multiple choice
questions total using the Likert scale of 1 through 5. The first five questions will focus on
important demographics, including gender, grade taught, years of service and technology
skill level. The following 20 questions will be split into four sections for each RQ. Each
of the questions pertained to one of the research questions addressed in the study. The last
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question was an open-ended question to recruit participants to follow up with an
interview.
Individual Semi-Structured Interviews. The researcher created open-ended
questions based on previous questions from the UTAUT and other similar studies
focusing on technology acceptance. Other studies have provided previous open-ended
questions using a semi-structured interview format which will reflect a part of this study’s
qualitative data collection method (Steffes, 2016). This approach allowed for better
trustworthiness by gathering techniques, data analysis, and strategies (Cohen et al., 2011;
Kekeya, 2021; Lincoln & Guba, 1985; Yin, 1994, 2017). The interview questions the
researcher prepared provide important topics. However, the researcher could have the
ability to ask follow-up questions if necessary (Brinkmann & Kvale, 2015). Each
question was developed to identify how each teacher has experienced their LMS training
for online classroom instruction. In the interview, there are five open-ended questions to
each research question and several additional questions to supplement data to be
collected. In addition to the questions which will be listed in the Appendix E, the
researcher could also inquire further participants to respond by asking “tell me more” or
“what does that mean” to get a detailed understanding when appropriate. Using
openended questions allowed participants to provide detailed responses to address each
research question.
Focus Groups. Two focus groups targeting K-12th grade teachers with LMS
training will be the third data source. This data source was also guided by open-ended
questions which are developed from the interviews which the researcher will code and
theme to see emerging questions to discuss with the focus group. Most of the current
focus group questions are related to the research questions addressed in the study. The
questions examine the topics founded on UTAUT theory and research questions. The
focus group helped expand the individual interviews by allowing for a “group discussion”
in which the participants could share their experiences and discuss any similarities or
differences (Ngozwana, 2018). As previously noted, the focus group added an additional
data source to help provide more data saturation for the study. It also allowed the
researcher to examine further teachers’ shared experiences of the phenomenon studied.
The researcher provided additional questions to elicit a response and provide more
conversation within the group on an as-need basis. The researcher had little involvement
in the focus group except to facilitate by asking questions based on the research questions
and theory in the study (De Leon Pineda et al., 2022). All the data collected is locked in a
secure password encrypted computer that only the researcher has access to. Once the
study is complete, the researcher will keep the data locked secure for three years. After
the three years, the data will be destroyed.
Data Analysis Procedures
This section will provide a process to describe the steps taken to conduct the data
analysis. The purpose of this qualitative descriptive study is to understand how teachers
in online learning describe the influence of learning management system (LMS) training
on performance expectancy, effort expectancy, social influence, and facilitating
conditions in the online classroom environment. These dimensions flow from the
theoretical framework allowing, as qualitative research may, for an inductive analysis and
possible deductive analysis or a hybrid approach (Fereday & Muir-Cochrane, 2006).
Using a hybrid analysis for this study was most appropriate with using a deductive
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approach with coded themes from the research questions and inductive approach with
allowing themes to emerge from the data (Fereday & Muir-Cochrane, 2006). Having the
hybrid approach provided the researcher with qualitative richness of the studied
phenomenon. The problem statement will be examined using the following questions:
RQ1a How do teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy in the online classroom
environment?
RQ1b: How do teachers in online learning describe the influence of learning
management system (LMS) training on effort expectancy in the online classroom
environment?
RQ1c: How do teachers in online learning describe the influence of learning
management system (LMS) training on social influence in the online classroom
environment?
RQ1d: How do teachers in online learning describe the influence of learning
management system (LMS) training on facilitating conditions in the online classroom
environment?
The researcher analyzed the collected data using the six-step thematic analysis
(Braun & Clarke, 2021b). The six-step thematic analysis allowed the researcher to
identify themes from the data (Chess, 2017; Nilmanat & Kurniawan, 2021). From the
data sources, this researcher chose to use inductive reasoning with the use of purposeful
sampling to find emerging themes from different forms of data collected. The researcher
established proper sampling saturation based on thematic analysis by transcribing the
interviews and focus groups with analyzing patterns and themes. This was done with the
use of MAXQDA to use themes from the research questions and emerging themes from
the data. Once the data gets to the point where there is no new information, the data
saturation has been met. The codebook was be created within MAXQDA and exported
into Microsoft Word to be provided within the appendices and discussed in Chapter 4 and
Chapter 5. Prior to coding any data, the researcher sent out the transcribed interviews to
each participant to verify. This provided the researcher with member checking by
following up with each participant to allow them to review their transcript (Maul, 2015).
The researcher e-mailed the transcripts to the participants to ensure the data's reliability
and make sure the participant acknowledges that the transcript is accurate on their
interpretation of each question.
The interviews and focus group data sources were analyzed using Braun and
Clarke’s (2021b) six-step thematic analysis that includes being familiar with the data,
initial codes, searching for emerging themes, reviewing, defining and write up the
themes. The thematic analysis helped the researcher uncover the themes and discuss how
each theme correlates with the research questions addressed. In addition to developing
themes, the researcher also needed to utilize reflexivity to understand the analytic six-step
process and reflection (Braun & Clarke, 2021a). Using this approach to break down the
data will allow the researcher to provide detailed findings of common themes, limitations,
and recommendations for future studies in the next two chapters. These six phases are:
1. Phase one: Being able to immerse yourself and become familiar with the data by
re-reading and taking notes to develop any insights or ideas that emerge (Braun &
Clarke, 2021b).
2. Phase two: The researcher will code the data with first developing ‘code labels’ by
finding relevant words or descriptions. Each code created will then develop into
segments (Braun & Clarke, 2021b).
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3. Phase three: Once the researcher has similar coding of segments, they can begin
to identify shared patterns and emerging themes of the dataset. The themes are
created by the researcher which focus on the research questions addressed (Braun
& Clarke, 2021b).
4. Phase four: From the dataset, the researcher makes sure each theme makes sense
and outlines the overall concept of discussion as it relates to the research
questions (Braun & Clarke, 2021b).
5. Phase five: The researcher will then refine the themes and synthesize each theme
to make sure it aligns with the overall story or concept being analyzed (Braun &
Clarke, 2021b).
6. Phase six: Lastly, the researcher from phase three until the last phase will finish
writing and synthesizing the themes with developing an ‘analytic narrative’ and
addressing the research questions with each theme (Braun & Clarke, 2021b).
The first phase, the researcher took the transcribed data from the interviews and
reviewed several times while taking notes on important patterns that developed. This will
be done by first exporting the video into transcribed data and put into MAXQDA to code
and began dividing up the data within current and emerging themes. Phase two, the data
was sectioned into categories relevant to the research questions and key words. The initial
themes from the UTAUT model formed each of the research questions. The researcher
then had emerging themes under the main themes to categorize the data. Phase three, the
researcher looked at the emerging themes and begin to correlate them with each of the
research questions in the study. Each of the initial theme from the UTAUT theory used
formed the research questions that will assist with organizing the additional emerging
themes and aligning each other into each theme. In phase four, the themes emerged
provided the researcher with a summary of themes which will begin to analyze with the
researcher questions for chapter 4 discussion on findings. This was helpful with the
interviews to establish focus group questions that also provided emerging themes for the
study. The researcher can then take each theme and provided a summary of results to be
discussed in chapter 4. Phase five, the researcher used the themes are aligned with the
research questions to develop an overall story. This was done with the use of a summary
of each theme’s narrative. The last phase, the researcher finally analyzed and synthesized
the data and themes to create an overall narrative of the findings and address the research
questions with the developed themes.
The researcher created a codebook for each data source that provided codes and
definitions with examples (see Appendix F). Using Braun and Clarke’s (2021b) six-step
thematic analysis to identify patterns, the researcher coded the data and themes using
MAXQDA to organize and create patterns for the data. The researcher chose to use
MAXQDA as an instrument because it was provided at no cost from GCU, and it also
assist with analyzing the data through transcribe interviews. Thematic analysis was the
most appropriate choice to analyze the data because it identifies themes to generalize and
answer each research question (Chess, 2017). Thematic analysis assisted the researcher in
understanding the participants' responses and associating them with the theory used for
the research questions that direct the study. After coding the data, a summary of each
theme helped with providing a detailed discussion of the data and how it correlates with
each of the four research questions addressed in the study. The process of using thematic
analysis was used by a reflexive thematic approach.
The reflexive thematic approach applies the above six phases. It can include both
inductive and deductive analytic processes. Researchers apply an inductive approach to
identify and communicate data effectively in their reporting. Deductively, they use
existing research to interpret the data (Braun & Clarke, 2021b). By using the reflexive
approach of coding and processing theme development, it allowed for a larger framework
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known as the Big Q. “Big Q qualitative is sometimes termed ‘fully qualitative’ research
(i.e., research that is qualitative both in techniques and values)” (Bruan & Clarke, 2020,
p. 39). For this reason, reflexive thematic analysis is widely used across fields to seek and
understand patterns within qualitative research. Using this approach provides the
researcher with flexibility within the data to assist in interpreting the findings. This will
include all three data sets within this study.
While the interviews and focus groups were the primary data analyzed and
discussed, the survey provided questions that allowed participants to provide information
on their experiences. This helped the researcher capture additional data from the
participant’s experience of the phenomena studied. The results from this study were
provided in a summery by using frequency tables and figures to discuss Chapter 4 results.
Using thematic analysis, ensured the researcher discussed results from the themes to
describe the phenomenon instead of interpreting the meaning (Maul, 2015) The
researcher collected and coded the data using thematic analysis to find emerging themes
that associated with each research question addressed.
Ethical Considerations
This section explains ethical issues related to the study. Each potential ethical
issue will be addressed using GCU guidelines for ethics and the Belmont Report
(Belmont Report, 1979). Resnik (2005) stated, “A person who enters a profession
acquires ethical obligations because society trusts them to provide valuable goods and
services that cannot be provided unless their conduct conforms to certain standards.” (p.
14). The Belmont Report (1979) helps identify fundamental ethical principles concerning
persons, beneficences, and justice. First, the researcher needed IRB approval prior to
conducting a study. The IRB reviewed to check for any ethical issues from the study
before approval. Once the IRB approved, the researcher began getting site approval for
two school districts and a Facebook group of educators within in Arizona. The
recruitment letter addressed the purpose of the study and the participants needed.
Once approved by the two school districts and Facebook administrator to move
forward with the study, the researcher followed up with the Facebook groups and site
approved districts to send out recruitment e-mails for the survey and followed up with
additional e-mails for the interviews and focus group. Privacy was protected by
eliminating any personal identifiable information. Confidentiality was also maintained
through appropriate data management. Only the researcher and committee members
uncluding the chair, content expert, and methodologist have access to the informed
consent data. Any additional personal information such as phone numbers, e-mail
addresses, and other contact information is destroyed immediately after use. All the data
collected is stored on the researcher’s external USB hard drive with an encrypted
password to get into the drive. The data will be destroyed three years after the
researcher’s dissertation publication date. The researcher will take proactive steps to be
subjective with analyzing the data and collect data only significant to the study.
Assumptions and Delimitations
Assumptions
Assumptions are beliefs by the researcher on what is assumed to be true (Simon &
Goes, 2018). Theoretical, methodological, and topic-specific assumptions are discussed.
It was assumed for this study that participants would not be deceptive in their answers
and that they would answer questions honestly and to the best of their ability. Teachers
may feel hesitant to provide any negative responses for fear of retribution. Therefore, this
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researcher reassured them that their identities would be kept confidential. The rationale
for this assumption is for the participants to feel more comfortable engaging the questions
and being more candid with their responses. Each participant was identified as
alphanumeric to hide their identity, and the researcher only required e-mail addresses
from teachers to communicate. It was assumed that the school districts selected had
already implemented an LMS system and training during COVID-19 to transition
teachers and students into a fully online format. The rationale for this assumption is that
Arizona Governor Doug announced on March 30, 2020, that all schools must be shut
down for the remainder of the 2019-2020 school year. It is also assumed teachers
continued to use the LMS provided for either fully online, hybrid, or digital resources in
their traditional classes.
It was assumed that K-12th grade teachers in Arizona school districts had access to
technology and could participate in the online questionnaire or video call interviews. The
rationale for this assumption is that teachers were given laptops to take home for online
instruction during COVID-19 and still have laptops or desktop computers in their
classrooms. Also, teachers were given some LMS training before transitioning into online
teaching.
It is a theoretical assumption that UTAUT's four domains influenced participants’
experience with LMS training for perceived ease of use and voluntariness to use LMS.
Some issues that could arise with assumptions is consequences with transferability of the
findings. In a qualitative study, the research has a responsibility to provide a thick
description of the study, its process, and data (Korstjens & Moser, 2018). Some issues
that can arise can be a lack of proper sample size; interview questions that don’t properly
address the research questions, and not enough data saturation to ensure a rich account of
descriptive data (Korstjens & Moser, 2018). According to Yin and Zuscovitch, some
technologies are not transferrable in that they cannot generalize and can create barriers
and limit the study and research to have a rich description of the data or process of the
study (1998). By addressing assuptions and limitations, the researcher limited any issues
on the process and transferability of data findings.
Delimitations
Delimitations are boundaries set forth by the researcher for the study. The
researcher consciously makes any given choice (Simon & Goes, 2018). The following
delimitations are presented in the study. The first delimitation was a purposive sampling
limited to Arizona K-12 teachers. Purposive sampling allowed the researcher to select the
target population based on who is best associated with the studied phenomenon (Walker,
2016). This could potentially affect transferability due to the specific criteria of the study
and is only limited to teachers’ experiences. The next delimitation is proper data
collection. The survey was limited to 50 minimum to be completed, which limits the data
unless there are more completed surveys to add to the sample saturation. Having
technology like Zoom to conduct interviews provided the researcher with unique tools
and data generation opportunities for the study (Gray et al., 2020). The researcher also
had additional data sources to choose from but ultimately went with semi-structured
interviews of 15 participants and two focus groups of 5-7 participants. Being virtual
instead of in-person might also cause a delimitation of accurate data.
Another challenge was coordinating participants into focus groups in which
everyone is available to meet at one scheduled time. In the end, the best option for the
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researcher was in a virtual formatted setting for better flexibility with the participants and
e-mail a survey. The last delimitation was finding the problem space by only using
literature from the past five years to highlight the topic in the study. Although the
recommendation of searching literature reviews is within the past ten years (Lentz, 2016).
GCU doctoral learners are required to find the problem space within the past five years
from when the dissertation is approved. Using a more extensive scope may have resulted
in a more significant gap within the research. However, the five-year limitation provided
the researcher to use the most up-to-date, relevant, and considerable research from
literature. Some potential consequences for the methodological assumptions can be the
data obtained does not correlate with the research questions. The researcher was focused
on using semi-structured interviews to have initial questions for participants, however,
during the interview the researcher is able to ask to follow up questions that can help
explain more detailed experiences of the participants. Another concern would be the
process of the research. The researcher made all processes of instrumentation use,
interviews conducted, and collection of data and analysis available in the study to ensure
transparency (Korstjens & Moser, 2018). Having processes in place and transparency
with the data can help with credibility, confirmability, and dependability of the findings.
Assumptions, limitations, and delimitations in this section provided an overall
look into the study’s quality, validity, and trustworthiness. The researcher was able to
recognize potential issues and assumptions to act on how to resolve any possible
consequences by providing appropriate steps to take. The delimitations show how the
study can be accomplished with a practical and sensible approach.
Summary
It is not known how teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy, effort expectancy, social
influence, and facilitating conditions in the online classroom environment. To address the
problem statement, the study will be guided by the following research questions:
RQ1a How do teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy in the online classroom
environment?
RQ1b: How do teachers in online learning describe the influence of learning
management system (LMS) training on effort expectancy in the online classroom
environment?
RQ1c: How do teachers in online learning describe the influence of learning
management system (LMS) training on social influence in the online classroom
environment?
RQ1d: How do teachers in online learning describe the influence of learning
management system (LMS) training on facilitating conditions in the online classroom
environment?
The questions will be answered by using a qualitative methodology approach.
This approach is the best option for this study because the researcher could understand
human behavior by examining the participants' perspectives, attitudes, and emotions
(Mohajan, 2018). Another factor in choosing a qualitative methodology was the ability to
have three separate data sources, including a survey, semi-structured interviews, and two
focus groups. Each will be analyzed using descriptive statistics for the survey and Braun
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and Clarke’s (2021a) thematic analysis for the interviews and two focus groups. Using a
qualitative descriptive study design provides the researcher with extensive and
comprehensive data that examines how K-12th grade teachers in Arizona describe their
experience with LMS training and how it has affected their online classroom instruction.
The researcher developed a process to collect and analyze the data from the
surveys, interviews, and focus groups. The study had a target sample size of 50
participants for the survey, 15 participants for the semi-structured interviews, and 5-7
participants for two separate focus groups. To confirm the open-ended questions were
valid and generated substantive responses, the researcher conducted a field test with two
individuals with previous LMS training experience. Once IRB was approved, the
researcher e-mailed the survey, schedule one-on-one interviews, and schedule two focus
groups to obtain enough saturated data.
The researcher will use Braun and Clarke’s (2021b) six-step thematic analysis to
discover themes and patterns within the collected data to analyze data. The coding was
developed with ideas based on analyzing the data (Braun & Clarke, 2006, 2021b). Once
the researcher filtered through and create the coding, examining keywords or noticeable
phrases helped identify the themes (Saldaña, 2021). For the survey, descriptive statistics,
and Survey Monkey as the instrument allows the information from the survey to export
the data which provides charts, filters, and comparison of the participants answers to
further analyze.
Using the Belmont Report (1979), this researcher properly followed ethical
standards to conduct the study. Chapter 3 provided detailed information about the study’s
methodology, data sources, data analysis and management, and other appropriate
processes to conduct this study. Chapter 4 will provide the study’s actual data findings.
Next, chapter 5 will discuss in detail the study's findings, limitations, recommendations,
and conclusion.
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Chapter 4: Data Analysis and Results
Introduction
The purpose of this qualitative descriptive study was to explore how teachers in
online learning describe the influence of learning management system (LMS) training on
performance expectancy, effort expectancy, social influence, and facilitating conditions in
the online classroom environment in Arizona. Training in LMS provides teachers with the
opportunity to expand their teaching pedagogy in the classroom which provides students
with a better outcome of being successful in class. gap in the research identifies more
research needed to explore students who are under engaged online and to identify
competencies and effective professional development practices for educators (Borup &
Stimson, 2019b). Results from this study will provide information which can be used for
educators’ PD needs within the online class and instruction.
Before this study, it was not known how teachers in online learning describe the
influence of learning management system (LMS) training on performance expectancy,
effort expectancy, social influence, and facilitating conditions in the online classroom
environment in Arizona. A qualitative descriptive research design helped identify this
need for further research collecting data from surveys, semi-structured interviews, and a
focus group, then analyzing and summarizing all three data sources. Participants’
responses were explored using thematic analysis to understand the phenomenon of their
LMS training. Participants for this study were K-12 teachers in Arizona. A total of 36
K12 teachers participated in this study. The data collected for the study had 36 completed
surveys with 13 follow-up participants for semi-structured interviews, and five of those
participants followed up with a focus group. To formulate a process and guide to
collecting data, the following research questions were addressed:
RQ1a How do teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy in the online classroom
environment?
RQ1b: How do teachers in online learning describe the influence of learning
management system (LMS) training on effort expectancy in the online classroom
environment?
RQ1c: How do teachers in online learning describe the influence of learning
management system (LMS) training on social influence in the online classroom
environment?
RQ1d: How do teachers in online learning describe the influence of learning
management system (LMS) training on facilitating conditions in the online classroom
environment?
The recruitment plans discussed in the previous chapter were used to collect data
for the study. The researcher first utilized purposive sampling to ensure there was enough
data to collect and reduce attrition by targeting an audience with specific characteristics
needed for the study that included: (1) Are currently employed as a K-12th grade teacher
in an Arizona public school. (2) Currently teaching in a classroom. (3) Have prior LMS
training. (4) Have current or previously used LMS for classroom instruction. Because
accessibility is a significant focus for the researcher to have participants to help with the
study, using convenience sampling was practical due to various constraints, including
distance, time, and financial limitations.
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This type of strategy made selecting a sample practical based on convenience and
accessibility, such as Zoom video chat (Steffes, 2016). Online video chat was most
appropriate due to post-COVID-19 spread and teachers who were partially remote or
spread across the state that were unable to meet in-person. The researcher was initially
able to obtain site approval from two school districts in Arizona. Recruitment e-mails
were provided to the school districts to distribute to K-12 teachers. After sending out
recruitment e-mails on three separate occasions to the school districts, the researcher got
an additional site approval from a Facebook group to also post a recruitment flyer within
the group of educators located in Arizona for further data collection. After obtaining 40
surveys, only 36 were valid due to four surveys not acknowledging the initial informed
consent provided and exiting the survey. The 36 completed surveys allowed the
researcher to have enough participants for the semi-structured interviews.
From the first three interviews, the researcher was able to obtain additional
information that established more follow-up questions for the next ten participants. The
additional follow-up questions allowed more feedback during the interviews. By having
additional follow up questions, the researcher was able to employ an engagement strategy
for teachers to answer more questions and pursue more data until saturation occurs. The
initial 36 completed surveys with the 13 interviews helped the researcher develop
followup focus group questions. After analyzing the transcribed interviews and
descriptive data, one factor in determining data saturation from the teachers’ interviews
and completed surveys was redundancy of the same codes and categories. Therefore, the
need for a second focus group of teachers was eliminated. The interviews provided a total
of 175 single-space pages with a total of 9 hours and 17 minutes of transcribed interview
data.
From the focus group, a total of 102 single-space pages was produced with a time
duration of 53 minutes. Recommendation of obtaining rich thick data gathered from
elaborate interviews, there was enough sufficient data to represent the experiences of K12
teachers LMS training. After the data collection, the researcher was able to collect enough
information to develop substantive categories and themes for the research questions. In
conclusion, data saturation was reached from using triangulation from all three data
sources.
Important Changes and Updates to Information in Chapters 1-3
Most of the research in this study was followed through as discussed in chapter
three, but with a few exceptions that are discussed in this section. The number of surveys
obtained was 36 of the original goal of 50. Also, the number of study participants was
originally 15 but ended at 13, with two individuals not being able to interview due to
personal circumstances. Two separate focus groups of 5-7 participants were originally
planned. However, with the number of interviews done, the researcher was able to code
and analyze the transcripts to show the data was saturated enough to have one focus
group of five participants from the initial interviews to participate. As mentioned in
chapter three, -data saturation is possible with as few as ten participants (Staller, 2021).
Between the 36 surveys, 13 interviews, and the follow-up focus group of five teachers,
much redundancy and repetition of information from the participants was enough to have
a high saturation of data to analyze.
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Organization of the Chapter
Chapter four begins with the purpose of this study, the research questions from the
theory used, and a description of the sample with demographic data. The data collection
will be presented with all three data sources analyzed using Braun and Clarke’s (2021b)
thematic analysis. This provides a summary of steps used for analysis and present results
organized by themes to support each of the research questions. Finally, Chapter 4 will
summarize the findings in the study with the study’s limitations and transition into
chapter 5.
Preparation of Raw Data for Analysis and Descriptive Data
Preparation of Raw Data for Analysis
The survey was conducted using Survey Monkey while the interviews and focus
groups were on the Zoom online platform. To confirm transcript accuracy, the researcher
was able to subscribe to Zoom premium service which assisted with transcribing the
video and audio data. To ensure accuracy of transcripts, the researcher would review the
video and audio to compare with the transcription of the data. If there were any errors
with inserting double words, missing punctuation, or misspelled words, would be
corrected. Once all transcriptions were made, the researcher went back over the
transcripts and repeated the process to ensure accuracy of data to be analyzed. Once the
corrections were made, transcripts were then edited, and important participant
information was removed including names, locations, and other identifiable details. The
participants names were replaced with pseudonyms such as P1 to indicate Participant 1.
Descriptive Data
The initial data collection for this study involved participants completing the
online survey through Survey Monkey. Once they clicked into the link provided in the
recruitment e-mail/Facebook post, the initial page introduced them to the study and
criteria to participate. They also went through the informed consent and acknowledged
each page to move onto the survey questions. The first section of the survey included
demographic questions to better understand each participant’s background. Each of the
questions included: gender, age, grade taught, IT skill level pre-LMS training, and IT skill
level post-LMS training. Of the 40 participants that expressed interest in participating,
only 36 completed the informed consent on Survey Monkey.
Of the 36 participants, the majority 63 percent (n = 23) were female while only 36
percent (n = 13) were male (See Table 1). Most of the participants made up 44 percent (n
= 16) of the 25-34 age range and the 35-44 made up for 38 percent (n = 14) age range in
the study (See Table 2). The participants grade taught from kindergarten up to 12th grade.
The elementary teachers grade K-8th made up 47 percent (n = 17) while 52 percent (n =
18) were high school teachers grade 9-12th (See Table 3). It was interesting to see the
participant IT skill level pre and post LMS training. Pre-LMS training, advanced skill
level were 44 percent (n = 16) and expert made up 5 percent (n = 2) of participants (See
Table 4). After LMS training, the skill level for advanced went down to 41 percent (n =
15) while expert went up to 33 percent (n = 12) for participants after the LMS training
(See Table 5). The findings show participants’ overall IT skills went up after LMS
training. The researcher was able to get 13 of the 36 participants to follow up in an
interview which also makes up a variety of the below demographics for further analysis.
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Table 1
Participants Gender
Group Responses
Male 36.11% 13
Female 63.89% 23
Answered 36
Table2
Participants Age
Group Responses
18-24 5.56% 2
25-34 44.44% 16
35-44 38.89% 14
45-54 8.33% 3
55-64 0.00% 0
65+ 2.78% 1
Answered 36
Table 3
Participants Grade Taught
Group Responses
Kindergarten/1st Grade 8.33% 3
2nd Grade 8.33% 3
3rd Grade 11.11% 4
4th Grade 8.33% 3
5th Grade 5.56% 2
6th Grade 0.00% 0
7th Grade 5.56% 2
8th Grade 0.00% 0
9th Grade 0.00% 0
10th Grade 5.56% 2
11th Grade 11.11% 4
12th Grade 36.11% 13
Answered 36
Table 4
Participants IT Skill Level
Pr e-LMS Training
Experience Responses
No Experience 5.56% 2
Beginner 5.56% 2
Intermediate 38.89% 14
Advanced 44.44% 16
Expert 5.56% 2
Answered 36
Table 5
Participants IT Skill Level Post-LMS
No Experience 2.78% 1
Beginner 0.00% 0
Intermediate 22.22% 8
Advanced 41.67% 15
Experience Responses
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Expert 33.33% 12
Answered 36
The sample for this study consisted of 36 K-12 teachers employed in Arizona, 1
through 13 participants followed up for interviews. The interviews served as a secondary
source of data. Interviews with participants began in March of 2023 and were completed
by the end of November of the same year. The gap in time was due to the summer when
teachers were out of school and started back in the fall for new academic year. Names and
information have been omitted to maintain the privacy of each participant. The average
length of the interviews were 42 minutes (range 21 – 60 minutes) producing transcripts
with an average length of 13 pages (range 8 – 21 pages). Please see Appendix
E. of the survey provided to participants. All transcripts were single-spaced and typed in
Times New Roman, font size 12 (See table 6).
Table 6
Interview Data
Participant Setting Date Duration in
Minutes
# Transcribed
Pages
Participant 1 Zoom conference 4/15/2023 60 14
Participant 2 Zoom conference 4/21/2023 45 14
Participant 3 Zoom conference 9/6/2023 42 13
Participant 4 Zoom conference 10/5/2023 53 14
Participant 5 Zoom conference 10/27/2023 30 21
Participant 6 Zoom conference 11/4/2023 47 13
Participant 7 Zoom conference 11/20/2023 31 8
Participant 8 Zoom conference 11/20/2023 39 10
Participant 9 Zoom conference 11/21/2023 52 15
Participant 10 Zoom conference 11/21/2023 47 15
Participant 11 Zoom conference 11/21/2023 32 11
Participant 12 Zoom conference 11/21/2023 43 14
Participant 13 Zoom conference
11/25/2023 49 13
Mean 42.31 13.46
Total
550 175
Note. Transcript pages were Times New Roman, font size 12, single-spaced.
From the 13 teachers to participate in an interview, five of them followed up for a
focus group. The focus group served as a third source of data. The researcher coded and
analyzed the individual interviews to develop follow up questions for the same
participants to have a more in-depth discussion of their experiences with LMS training.
The focus group lasted approximately 53 minutes. Participant 4 came into the meeting 20
minutes late due to internet connection problems. The researcher still allowed the
participant to join given the left-over time and their willingness to contribute to the focus
group. The average contribution from the focus group was 7 with a total of 38
contributions total during the interview. The amount of time spent, and contributions
totaled up to 102 transcribed pages. All transcripts were single-spaced and typed in Times
New Roman, font size 12 (See Table 7).
Table 7
Focus Group Discussion Data: Number of Contributions
Focus Group
Participant Date Interview
Duration
Number of
Contributions Transcribed Pages
Participant 1 12/18/2023 53 mins 10 102
Participant 2 12/18/2023 53 mins 11 102
Participant 3 12/18/2023 53 mins 5 102
Participant 4 12/18/2023 33 mins 4 102
Participant 5 12/18/2023 53 mins 8 102
Total 38 102
Mean 7.6
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Data Analysis Procedures
In this qualitative descriptive study, thematic analysis was used to analyze and
identify accounts of K-12 teachers in Arizona and their experiences and perceptions of
the LMS training they received for online instruction. The data analysis procedures from
this analysis can be framed relative to each research question. Data was organized by
examining the phenomena by themes and patterns as deemed appropriate for the design
with this qualitative descriptive study. Thematic analysis approach is categorical with
developing themes (Lambert & Lambert, 2012). Braun and Clarke’s (2021b) six-step
thematic analysis include being familiar with the data, developing the initial codes,
searching for emerging themes, reviewing, defining, and writing up the themes. The study
had three sources of data, having two of the sources of data include interviews (n = 13)
and a focus group (n = 5); descriptions from participants helped answer the four research
questions:
RQ1a How do teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy in the online classroom
environment?
RQ1b: How do teachers in online learning describe the influence of learning
management system (LMS) training on effort expectancy in the online classroom
environment?
RQ1c: How do teachers in online learning describe the influence of learning
management system (LMS) training on social influence in the online classroom
environment?
RQ1d: How do teachers in online learning describe the influence of learning
management system (LMS) training on facilitating conditions in the online classroom
environment?
Thematic analysis allowed the researcher to uncover eight different themes and
how each theme correlated with the research questions addressed. In addition to
developing themes, the researcher utilized reflexivity to understand the analytic six-step
process and reflection (Braun & Clarke, 2021b). Using this approach helped to break
down the data which allowed the researcher to provide detailed findings of common
themes, limitations, and recommendations for future studies discussed at the end of this
chapter and chapter five. The six phases of thematic analysis include (1) immerse
yourself and become familiar with the data, (2) code the data with developing ‘code
labels’ by finding relevant words or descriptions, (3) identify shared patterns and
emerging themes of the dataset, (4) makes sure each theme makes sense and compare
with data set, (5) define the themes and refine the themes and make sure it aligns with the
overall story or concept, (6) finish writing and synthesizing the themes with developing
an ‘analytic narrative’ and addressing the research questions with each theme (Braun &
Clarke, 2021b). Thematic analysis was most appropriate because it allowed the
researcher to create an overall narrative of the findings and address the research questions
with the developed theme.
Trustworthiness
Having appropriate methodological choices included elements to establish
accuracy in this qualitative descriptive study's research practices and results. Each
element supports the concept of trustworthiness, to which Lincoln and Guba (1985) refer
how the study is worthy and credible. “Trustworthiness is related to consideration of the
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whole research inquiry process, including the theories that underpin the study” (Kekeya,
2021, p. 32). To increase the trustworthiness of this study, the researcher used
triangulation through the three data sources to provide consistancy and validity within the
study (Nilmanat & Kurniawan, 2021). In order to maintain credibility and reliability of
data instruments, the use of an expert panel review of the interview questions helped aid
in testing prior to data collection.
The researcher used an expert panel in order to provide an extensive evaluation of
the developed interview questions based off the four research questions in this study. All
three experts in the panel study have terminal degrees and years of exerpeince in teaching
and professional development. From the expert panelists’ feedback, they each made
individual edits to the interview questions. They provided additional feedback to the
researcher which the researcher highlighted in different color corrections. Additional
feedback included making sure to write notes during the interview to address any
followup questions. Each expert panalist provided their information, professional, and
academic backgrounds to the reacher to enhace credbility to the study. In addition, the
revised interview questions with color chages are also provided (See Appendix E).
Once the researcher received the feedback and edits from the interview questions.
The researcher conducted field testing for the survey and interview questions. The field
testing allowed the researcher to ensure the questions provided were clear and
understandable to the participants. The survey was completed with two participants. They
provided minimal feedback for any changes needed for the questions. There was only
minor issues with getting through the informed consent and making changes with Survey
Monkey ‘user ability’ to select the prompts for the next page. The interviews from both
participants allowed for the researcher to establish facilitating the protocols. At the end of
both interviews, participants provided feedback on the clarity of some questions and
verbage. From the feedback on the field tests, the researcher restructured the interview
questions to make them sound more coherent and flow with one another for the
participant to stay focused on the topic. Again, to maintain credibility, both participants
are teachers in the Arizona education system and were able to provide their background
experience for additional validity and trustworthiness to the study (See Appendix E).
Additional steps were made during the data collection process to ensure
trustworthiness in the study. The researcher made sure to have all participants read the
informed consent for the study prior to completing the survey, interview, and focus
groups. Both interview and focus groups were conducted on Zoom and recorded to ensure
accuracy and reliability of data collection. The beginning of each interview, the
researcher let participants know about their rights, anonitmity, and being provided
transcript of the interview at the end. Within the focus group, the researcher took
appropriate leadership and facilitation skills to moderate the group interview effectivly
(Gibbs, 1997). This process helped assist with proper interview collaboration between
participants and more in-depth dicussion for data collection.
Once the interviews were complete, the researcher reviewed Zoom video
recordings and matched them to transcription for accuracy. Steps to strengthen
trustworthiness was conducted with member-checking by providing participants the
opportunity to check their transcripts for accuracy. Following up with participants to
review and verify their transcribed interviews ensures the researcher can clarify and
interperate the information corretly to stregthen the validity of the data (Baxter & Jack,
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2008). Utilizing member-checking limits the researcher’s biases and provides additional
trustworthiness and credibility into the study. A copy of the transcripts was provided to
each participant, and they were allowed seven days to follow up with researcher for any
inaccuracies or corrections necessary. Four of the participants responded with no errors
and the rest of the participants did not respond.
Reflexivity Protocol
Reflexivity is understanding how to have self-awareness of how individual’s
personal experiences and assumptions can influence research decisions (Korstjens &
Moser, 2018). The researcher was able to apply reflexivity to this study. Reflexivity is
how the researcher will identify the data and its meaning to understand how one must
conduct themselves during data collection, analyzing data, and discussing the results
(Greenberger, 2017). The transcripts were reviewed then followed up to provide the
participants the ability to check the accuracy to ensure proper feedback. The researcher
took breif notes during the interviews and the focus group to review. When taking notes
for the interviews, the researcher added additional notes for follow up on certain
questions. For example, as the researcher condsidered the question about teachers
posttraining and resources, she recoreded in her notes, “LMS post-training is varied
among teachers and the need to follow up on specific probing questions for what
additional support or resources they receive is important”. In response, the researcher did
add more probing questions which also porivded more feedback and rich data to analyze.
Through contunied interviews, the researcher also discovered her own personal
experiences with training and reflected on her own frustrations. By identifying this, the
researcher could self-reflect and make sure to only focus on the questions designed for
the study, rather than follow up questions for her own personal opinions from collected
data.
During the focus group, the researcher took notes on current discussions which
attached into later questions for the researcher to ask. When participants mentioned about
suggestions for the school district to improve LMS trainings, the researcher would note
and later ask, “Please explain further your suggestions on future LMS training and how
they would impact not just yourself but other colleagues.” Taking notes during the
interview and focus group sessions helped the researcher to identify her own personal
experiences and separate those from the experiences of the participants. This provided
more valued conversations during the interviews to focus solely on participants
experiences to limit bias. This process also helped with coding and analyzing the data
from the interviews. The researcher used MAXQDA to import the transcribed data from
Zoom. The researcher took notes while coding the data and looked back on previous
notes during the interviews to help with developing patterns and themes. The use of note
taking during the data collection, coding, and analysis allowed to identify any personal
assumptions which helped reduce the amount of bias on the data analysis.
Data Analysis Steps
Survey. The researcher developed questions based on the unified theory of
acceptance and use of technology (UTAUT). The collection of multiple data sources with
the same participants showed significant findings that determined over time, participants
increase in experience increased the ease of use (Venkatesh et al., 2003). The UTAUT
provided further studies to investigate key variables that explain how individuals use
technology and how they can apply self-efficacy using ICT. Using the UTAUT research
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questions as a guide, the researcher was able to develop the survey questions from reach
research question. Participants who chose to participate went through a link connected to
Survey Monkey platform. Participants were not aware of each question being aligned
with each research question in the study.
The survey was sent as a link in a recruitment e-mail distributed at two school
districts and on a Facebook group for Arizona educators. The participants graded each of
the statements using a five-point Likert scale. The questions were divided into categories
within each research question from the study. Each statement provided a 1-5 scale to
analyze the results.
1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
The survey helped addressed the phenomena of teachers experience with LMS
training using the five-point scale contrasting the four research questions. Each research
question had survey questions attached to allow for more detailed data from the
participants. This provided data to understand their LMS training experience and IT skills
pre and post training. These questions also helped with the follow up interview questions
and aligned with the themes that are discussed in the results section in this chapter (see
Appendix E).
Interviews and Focus Group. This section discusses how the researcher used
thematic analysis to analyze data in the interviews and focus group for this study.
According to Braun and Clarke (2021b) there are six phases for data analysis including
identifying, analyzing, and developing themes from the data. Discussed below are the six
phases that include how the researcher analyzed and developed the themes for each
research questions to be discussed when presenting the results later in this chapter.
Phase 1. The first phase according to Braun and Clarke (2021b) is for the
researcher to dive deep into reviewing the data and become familiar enough with the
content of the data. In this phase, the researcher first looked at the transcribed data from
Zoom and began to review the transcripts to compare with the audio and video recording.
This was done to ensure the transcripts were accurate and reflected what was said from
the interviews. During this review, the researcher also took notes identifying specific
areas to begin referencing. Additional notes were also taken to identify similarities or
differences from each participants response to each question. This helped when following
up to develop codes, categories, and emerging themes. When the transcripts were reread
while listening to the Zoom recording, the researcher corrected any errors in the transcript
including repeated words, pronunciation of words, and proper punctuation to reflect
accurate meaning of the responses. The researcher took notes on the reoccurring phrases
from the participants such as LMS training was limited, skills improved with training,
easy to navigate and use, and easier to grade with. Having these initial repetitive
responses from the interview data allowed the researcher to develop the datasets more
efficiently. Becoming familiar with the dataset, the researcher can properly identify the
patterns and meanings which also makes it easier to begin coding (Braun & Clarke,
2021b). Phase one helps stress the importance of knowing the data in detail so the
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researcher can develop a better understanding of how to move through the analysis
process efficiently.
Phase 2. The next phase is to identify descriptions of specific patterns and
meanings to code (Braun & Clarke, 2021b). Once the researcher uploaded all transcripts
on to MAXQDA, began to analyze the data and develop code labels. The researcher
looked at responses from participants and saw consistent patterns to code such as
developing coursework, easy workload, and quick to use. With the help of MAXQDA, the
researcher was able to develop initial codes and datasets to organize each code into
categories and identify themes. A complete list of codes was generated from both the
interviews and focus group to analyze (See Appendix F). An example of phase one with
how the codes were analyzed and defined using the transcripts of this study is provided
(See Table 8).
For this study, a total of 102 codes were collected in 13 interviews and the focus
group session of five participants. Each code was then grouped within categories for the
researcher to develop each emerging theme. An example of phase one with how the code
were analyzed and defined using the transcripts of this study is provided (See Table 9).
Appendix F will provide the complete list of all the code into categories.
Table8
Example of Codes
Code Code Description Example from Transcript
Job performance Ability to use LMS within
the classroom for job
performance.
“Third through eighth grade is expected to use
Schoology in conjunction. We're all one-to-one.
and it's just like just like our like. I can't think of
what it's called, but like our performance matters
where we do our benchmark, testing all
everyone's just expected to use it starting in third
grade like it. I would be shocked if everyone
doesn't do bell work in Schoology across the
board.” (P4)
Post COVID
training
Any LMS training received
after COVID-19 for current
teachers.
“I don't think we've had another training on
Schoology. So, if you're a new teacher since
Covid. I have never seen them get officially
trained in it. Hmm! I'll have to. I'll try to find you
a new teacher to talk to a post-Covid teacher. and
they're expected to at our school.” (P4)
Daily classwork Curriculum and instruction
used in the class on a daily
basis.
“I use a lot of what I already made post-COVID,
and I use it a lot more efficiently now. And I
would say, is that I use Schoology every single
day in my math classes. and I use it sometimes in
my stem classes.” (P4)
More roductivity LMS training to improve
classroom productivity for
instruction.
“As I said, I haven't had a training, and many,
many, many years. But the training definitely
helps my productivity. after I first received it. So
this would definitely have been pre covid. And it
helped me definitely be more productive because
I had these tools that I had never had before.”
(P1)
Table 9
Example of Codes to Categories
Sample Codes Category Assigned Category Explained
Job performance, Post COVID
training, Daily classwork, More
productivity, Everything digital,
Online Instruction, More work,
Preparedness, Basic training,
Developing coursework, Schools
closed, No prior knowledge,
Online Convenience
COVID online engagement LMS classroom instruction and
performance during COVID
More organized, Multitask, Self-
taught, No help, Helpful
training
Training/Accomplishing tasks Ability to accomplish tasks more
efficiently on LMS
Overwhelming information,
Efficient organization,
Improved LMS skills
Participant technology skills Teachers’ skills with technology
and use of LMS
Anti-technology, Understanding
technology, Training resistance,
Coping skills
New/Older teacher's tech skills
Understanding older or newer
teachers' tech skills applied to
LMS
Pre-made curriculum,
Efficiency online, Streamline
work
Getting to know LMS Understanding LMS features
and resources
Experiment, Customize courses,
Classroom structure
Curriculum Development Implementing course
curriculum in an online
classroom
Easy workload, Balance,
Effective management,
Engagement, Accessible tools,
Time management/Productivity Having time management using
LMS and online instruction
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Student efficiency
Phase 3. In this phase, the researcher was able to capture important ideas and
develop emerging sub themes. According to Braun and Clarke (2021b), in phase three,
the researcher will take the developed codes and begin to create themes. The researcher
took all the initial codes and began to see similarities. From the similar patterns of codes
created a series of categories to explore the development of the sub themes. Through
these themes, the researcher was able to describe a boarder shared meaning of the
responses. Category codes were reviewed, and more sub themes were developed and
rereviewed until there were enough sufficient sub themes to analyze into overall themes
of each research question. The researcher had a total of 17 sub themes spread across each
research question. The researcher considered removing themes and combining themes. It
was determined to capture the sub themes into groups that helped associate with an
overall theme. For example, the categories grouped together included COVID
engagement, Training/Accomplishing tasks, Getting to know LMS features, and
Curriculum development transitioned into sub themes of LMS training helps with online
engagement, Training during COVID to improve accomplishing tasks, Training to help
know LMS features, and improving online curriculum. The researcher used the same
process for the remaining categories to group together into sub themes and group the sub
themes into the major themes for the research questions. A final review was done, which
resulted in a total of eight themes (See Table 10).
Table 10
Categories, Sub Themes, and Themes
Categories Sub Themes Theme Assigned
COVID Engagement,
Training/Accomplishing tasks,
Getting to know LMS features,
Curriculum development
LMS training helped with online
engagement
Training during COVID to improve
accomplishing tasks Training
to help know LMS features
Improving online curriculum
Theme 1 – Pre/Post COVID
training allows for LMS
understanding to perform better
in an online environment
Participant technology skills,
New/Older Teacher's Tech
Skills & Training
Improvement of IT skills after LMS
training
New and tenured teachers advance
IT skills post-training
Theme 2 – LMS training
provided teachers with
advanced technology skills and
skills to help colleagues
Time management
/Productivity, Ease of use,
Effort/motivation in using
LMS/training, LMS use in
grade/subject area
Having better management and
productivity in online class
Having more effort with using LMS
from training and support LMS
features utilized with specific
grade/subjects
Theme 3 – Teachers described
LMS training as helping
streamline their workload and
improve job performance
Coaching other teachers with
LMS, Teacher collaboration,
Communication with students
Teacher training to help others with
LMS use
Teachers collaborate and share
information online
Improved communication with
students after training
Theme 4 – Ability to use LMS
effectively to help other
colleagues and students with
LMS
Encouragement to use LMS
from training, School
administration influence/support
Positive encouragement and use of
LMS
School leadership support for LMS
training and resources
Theme 5- Influence from
school leadership and training
for teachers to learn and use
LMS
Online instruction/teaching
pedagogy, LMS training
timeframe
Improvement in teaching pedagogy
after LMS training
LMS training timeframe for online
instruction
Theme 6 – Teachers describe
LMS limited training
timeframe and support to help
with online instruction
Follow-up training/IT support,
LMS resources, LMS features
LMS follow-up training and IT
support provided
LMS training provided resources
and additional outside features to use
for instruction
Theme 7 – Follow-up LMS IT
support provided teachers with
the skills and tools needed for
online instruction
School Technology
infrastructure, School
engagement, LMS use, LMS
instruction
Providing teachers with proper
technology infrastructure
School administration maintaining
engagement for LMS use Teachers
providing continuous LMS
instruction or resources to students
Theme 8 – Overall school
support, LMS training, and
LMS use to help teachers
effectively teach online
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Phase 4. This next phase goes deeper into the development of themes. Reviewing
the data and developing each theme; the researcher needed to ensure those themes told a
story and made sure to keep focus on the overall scope of the topic (Braun & Clarke,
2021b). The sub themes created help with organizing the concept but focus on one
individual element. The researcher reviewed multiple times each theme to ensure it fit
into the overall story of the data. Each theme was compared with the analysis of every
code, category, and sub theme. There were multiple sub themes that emerged into the
overall themes used in the results. In total, eight themes emerged. However, after further
review and analysis, not all themes spread evenly across each research question. The
RQ1a and RQ1c had two developed themes, RQ1b with one theme, and RQ1d had three
themes. Overall, the eight themes were: (a) pre/post COVID training allows for LMS
understanding to perform better in an online environment, (b) LMS training provided
teachers with advanced technology skills and skills to help colleagues, (c) teachers
described LMS training as helping streamline their workload and improve job
performance, (d) ability to use LMS effectively to help other colleagues and students with
LMS, (e) influence from school leadership and training for teachers to learn and use
LMS, (f) LMS training timeframe and support to help teachers with online instruction, (g)
follow-up LMS IT support provided teachers with the skills and tools needed for online
instruction, (h) overall school support, LMS training, and LMS use to help teachers
effectively teach online (See Table 10).
Phase 5. The second to last phase is the researcher developing the overall story
and central idea from the themes. Braun and Clarke (2021b) describe this phase as being
able to define, refine, and name the themes through the data. Through the first research
question of how teachers LMS training affected their performance, theme one provided
and overall understanding of teachers training provided the knowledge of LMS features
and were able to perform better with accomplishing tasks in the online classroom. Theme
two gave additional findings of how teachers had improved performance with their
understanding of the LMS technology and how to use it within their classroom setting.
The second research question wanted to know how the training affected teachers’ effort to
use the LMS within their classroom. A major theme emerged with the findings that show
the training provided teachers with the technology skills needed to help their ease of use
with LMS which then improved their effort to want to use LMS within their classrooms.
The third research question asked how the LMS training provide affected teachers
with their social influence with using LMS. Two separate themes emerged, each
correlating with the third research question. Findings within the first theme showed
teachers LMS training allowed them to assist other colleagues and students with using
LMS. The second theme showed findings of teachers’ social influence from school
leadership with the need to have teachers use LMS and the importance of using it for
classroom instruction. The fourth research question asked how teachers LMS training
affected their LMS use of facilitating conditions in the classroom. Theme one showed
findings that teachers had been provided with sufficient LMS training and continued
resources and support, they were able to have a solid technology infrastructure to support
their use of LMS to facilitate proper classroom instruction. The third theme showed
although teachers had limited continued training, they still experienced a positive overall
view of their school providing enough training to effectively use LMS for classroom
facilitation. Through the analysis, the researcher was able to take each participant’s
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responses, refine, define, and name the themes listed to further summarize the data and
research questions. Table 11 shows the alignment between the categories, theme assigned,
and theme explained. The interview questions that align with each research question are
provided in Appendix E.
Table 11
Research Questions, Theme Assigned, and Theme Explained
Research Questions Theme Assigned Theme Explained
RQ1a: How do teachers in online
learning describe the influence of
learning management system (LMS)
training on performance expectancy
in the online classroom environment?
Theme 1 – Pre/Post
COVID training allows for
LMS understanding to
perform better in an online
environment
LMS training provided teachers
with knowledge of features to
develop an online curriculum and
accomplish tasks (RQ1a)
Theme 2 – LMS training
provided teachers with
advanced technology skills
and skills to help colleagues
Advancing technology skills
through LMS allows teachers to
perform and help others (RQ1a)
RQ1b: How do teachers in online
learning describe the influence of
learning management system (LMS)
training on effort expectancy in the
online classroom environment?
Theme 1 – Teachers
described LMS training as
helping streamline their
workload and improve job
performance
Teachers’ motivation from training
and using LMS to improve their
instruction in the online classroom
(RQ1b)
RQ1c: How do teachers in online
learning describe the influence of
learning management system (LMS)
training on social influence in the
online classroom environment?
Theme 1 – Ability to use
LMS effectively to help
other colleagues and
students with LMS
Importance of LMS use for
teachers to help others with online
engagement (RQ1c)
Theme 2- Influence from
school leadership and
training for teachers to
learn and use LMS
How teachers perceive training
and school influence on how
important to use LMS for
classroom instruction (RQ1c)
RQ1d: How do teachers in online
learning describe the influence of
learning management system (LMS)
training on facilitating conditions in
the online classroom environment?
Theme 1 – Follow-up LMS
IT support provided teachers
with the skills and tools
needed for online instruction
The majority of teachers had IT
LMS support infrastructure that
provided more favorable
opportunities for online
instruction (RQ1d)
Theme 2 – Overall school
support and LMS training
and use to help teachers
effectively teach online
The majority of teachers had
school support and engagement
for LMS training and used to
provide a solid technology
infrastructure to support online
teaching (RQ1d)
Theme 3 – Teachers describe
LMS limited training
timeframe and support to
help with online instruction
The majority teacher’s timeframe
of having enough LMS training to
help support online instruction
(RQ1d)
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Phase 6. According to Braun and Clarke (2019b), this last phase of data analysis
finalizes a detailed report of the data. They emphasize the importance of providing in
depth logical data analysis presentation and summary (Braun & Clarke, 2021b). In this
final phase, the researcher has reviewed a solid set of themes developed for each research
question. When writing the report presenting the results, each theme within the data will
provide examples to support the data analysis.
Justification of the Analysis
The purpose of this qualitative descriptive study was to explore how teachers in
online learning describe the influence of learning management system (LMS) training on
performance expectancy, effort expectancy, social influence, and facilitating conditions in
the online classroom environment in Arizona. Three different data sources were used for
triangulation in this study and the use of Thematic analysis in searching the data for
patterns and codes to find meanings expressed by the study’s participants. Thematic
analysis was used because it assisted the researcher with properly examining the collected
data, coding, and developing themes. This was necessary for the researcher to express
unique meanings shared from the participants experiences in this study.
The research was conducted through two school districts in Arizona and a
Facebook group page for Arizona educators. Among the sample, 36 participants
completed the survey, 13 participated in the initial interviews, and five followed up with a
focus group. The participants joined through a videoconference on Zoom. The changes
within the data sources were minor and remained within the approved research plan for
this study. The researcher will provide in the following section a detailed analysis of the
eight themes within each research question, each theme, overall survey responses to each
theme, and participants comments to support the analysis.
Results
This qualitative descriptive study explored how teachers in online learning
describe the influence of learning management system (LMS) training on performance
expectancy, effort expectancy, social influence, and facilitating conditions in the online
classroom environment in Arizona. The study utilized three separate data sources to
collect data from participants. There were 36 completed surveys, 13 semi-structured
interviews, and a focus group of five participants to follow up from the initial interviews
Results in this section are organized and discussed according to the four research
questions that guided this study.
RQ1a How do teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy in the online classroom
environment?
RQ1b: How do teachers in online learning describe the influence of learning
management system (LMS) training on effort expectancy in the online classroom
environment?
RQ1c: How do teachers in online learning describe the influence of learning
management system (LMS) training on social influence in the online classroom
environment?
RQ1d: How do teachers in online learning describe the influence of learning
management system (LMS) training on facilitating conditions in the online classroom
environment?
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Data Saturation
To achieve data saturation, the researcher used three separate data sources to
collect data. Kekeya (2021) noted the use of multiple data sources such as interviews,
observations, and additional documentation is important to better understand participant’s
lived experiences. To achieve data saturation, the use of multiple data sources is needed
to achieve rich data of participant’s lived experiences (Kekeya, 2021). The researcher
planned to conduct 15 interviews and two focus groups. After coding the 11th interview,
the researcher began to notice the same code patterns and no new codes were generated.
The coding was used to generate follow up questions for the focus group. Althoug two
participants were unable to interview to total 15 participant needed for the study initally.
The researcher determined by the 13th interview there was suffeciant data saturation, also
fererred to as information redundancy (Braun & Clarke, 2021b). Data saturation was also
added and confirmed with the focus group which the researcher combined one additional
theme for the follow up interview. Survey responses are included with each theme to
show alignment in participants responses. Interviews and the focus group responses are
also provided collectively in the results section of this study.
Research Question 1a
How do teachers in online learning describe the influence of learning management
system (LMS) training on performance expectancy in the online classroom environment?
Specific survey and interview questions were asked of teachers based on the training they
received. How they believe that using the system will help him or her to attain gains in
their job performance. In addition, the researcher asked teachers to describe how they use
LMS to help with their job performance.
Theme 1: Pre/Post COVID Training Allowed for LMS Understanding to
Perform Better in an Online Environment. In the initial survey, participants were asked
statements on how the training helped their skills and performance using LMS in the
classroom. The first four questions in the survey shown on Table 12 provide the
breakdown of each participants responses using a Likert scale of 1 through 5. The first
question associated with the first theme stated, “I found LMS training enhanced my
online teaching skills both online and in the traditional classroom setting.” Of the 36
participants, 41.67% strongly agreed and 41.67% agreed that made a total of 83.34%
majority, that the training enhanced their teaching skills. The second question stated,
“LMS training enabled me to accomplish tasks in the online class quicker and more
efficiently.” 47.22% participants strongly agreed and 38.89% agreed the training helped
them become more efficient with LMS. Both questions and majority survey responses
align with theme one that the LMS training allowed for teachers to perform better in an
online environment.
Table12
Theme 1: Survey questions 1 through 4
Research Question RQ1a: How do teachers in online learning describe the influence of learning management
system (LMS) training on performance expectancy in the online classroom environment?
1. I found LMS training enhanced my teaching
skills both online and in the traditional classroom
setting.
15 (41.67%) Strongly Agree, 15 (41.67%) Agree, 3
(8.33%) Neither, 3 (8.33%) 0 (0%) Disagree, 0 (0%)
Strongly Disagree
2. LMS training enabled me to accomplish tasks in
the online class quicker and more efficiently.
17 (47.22%) Strongly Agree, 14 (38.89%) Agree, 5
(13.89%) Neither, 0 (0%) Disagree, 0 (0%) Strongly
Disagree
3. LMS training enhanced my effectiveness as a
teacher in an online and traditional classroom
setting.
13 (36.11%) Strongly Agree, 18 (50.00%) Agree, 4
(11.11%) Neither, 1 (2.78%) Disagree, 0 (0%)
Strongly Disagree
4. LMS training increased my job performance
with student motivation and engagement.
12 (33.33%) Strongly Agree, 13 (36.11%) Agree, 8
(22.22%) Neither, 3 (8.33%) Disagree, 0 (0%)
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Strongly Disagree
As a follow up to the survey responses, the researcher asked more probing
questions in the interviews that developed categories including COVID engagement,
accomplishing tasks, getting to know LMS features, and curriculum development.
Participant 4 described how they were trained on LMS when COVID began and even
after COVID, they were able to use LMS more efficiently, “I use a lot of what I already
made post-COVID, and I use it a lot more efficiently now. And I would say, is that I use
Schoology every single day in my math classes. And I use it sometimes in my STEM
classes” (P4). Participant 1 also had a similar experience after training on LMS to have
them become more productive within the classroom. “And it helped me be definitely
more productive because I had these tools that I had never had before” (P1). The
participants’ response from the interviews emerged specific themes in the researchers
coding that included LMS training helped with online engagement, training during
COVID to improve accomplishing tasks, and training to help know LMS features
improving online curriculum. Through these sub themes emerged the overall theme of
Pre/Post COVID training allows for LMS understanding to perform better in an online
environment. The overall responses from the survey and interviews, and findings show
teachers ability to perform better with LMS if training is provided. Table 13 has
additional participant statements which also align with theme one of the first research
question.
Table 13
Theme 1: Examples of Participant’s Statements, Individual Interviews or Focus Group
Research Question RQ1a: How do teachers in online learning describe the influence of learning management
system (LMS) training on performance expectancy in the online classroom environment?
Theme 1: Pre/Post COVID training allows for LMS understanding to perform better in an online
environment
Interview Response: “I use a lot of what I already made post-COVID, and I use it a lot more efficiently
now. And I would say, is that I use Schoology every single day in my math classes. And I use it sometimes
in my STEM classes.” (P4)
Interview Response: “As I said, I haven't had a training, and many, many, many years. But the training
definitely helps my productivity. After I first received it. So, this would definitely have been pre covid. And
it helped me be definitely more productive because I had these tools that I had never had before.”
(P1) Interview Response: “And then, now, even post Covid. My students are. I mean, they turn in
work. Nothing is on paper, which I really like. I don't like grading on paper. And so yeah,
everything is on campus in Canvas for me.” (P1)
Interview Response: “I can build a Schoology course, and it's fairly autonomous. Um, and I say that
based on the fact that I run different clubs and groups out of Schoology. I'm also using Schoology in order
to facilitate our Arizona State School of the Arts, um, the application process for my entire school
district.” (P13)
Interview Response: " I think, with the required training that we received kind of as a result of COVID
and using the LMS system. It became as much about posting supplementary materials or notes for kids
to refer back to as much as it was used for those daily assignments, and then summit, and it and
formative assessments. Some teachers like the others have said that built an entire course online and
have no problem telling the kids to just kind of click through the course, because everything they need is
there? I think there are still some other teachers, and my department is maybe one that is still reliant on
paper and would prefer to have kids do work on paper. But we've seen the added benefit of using some
of those like aspects of the learning management system that have allowed us to do both." (FG - P5)
Theme 2: LMS Training Provided Teachers with Advanced Technology
Skills. An additional theme emerged from the first research question developed from the
survey and interviews. Shown on Table 12, the third question associated with the second
theme stated, “LMS training enhanced my effectiveness as a teacher in an online and
traditional classroom setting.” Of the 36 participants, 36.11% strongly agree and 50%
agreed that LMS training was effective with instruction online. The fourth question
stated, “LMS training increased my job performance with student motivation and
engagement.” 33.33% teachers strongly agreed and 36.11% agreed the training helped
with their job performance. Again, these additional questions and majority responses
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align with theme two of providing teachers with technology skills. The training provided
knowledge for teachers to be effective as an online instructor and increased their job
performance.
As a follow up to the survey responses, the researcher asked more probing
questions in the interviews that developed categories including participant technology
skills, new/older teacher's tech skills, and training. In discussing her LMS training,
participant 1 had a positive experience with her LMS training and how it allowed her to
advance her skills in her own class but also helped out her colleagues with their online
LMS use. “[training] It helped me get a basic understanding of how it's organized because
it was a little different than Canvas, how it was organized, and how to share resources
with other teachers.” (P1). Participant 3 also had a similar experience with LMS training,
even having a background using other LMSs, they were reliant on the training to help use
the new LMS. “…training was my only knowledge of how to use it and help others” (P3).
Each participant interview response emerged specific sub themes in the researchers
coding that included improvement of IT skills after LMS training, and new and tenured
teachers advance IT skills post-training. Through these sub themes emerged the overall
theme of LMS training provided teachers with advanced technology skills. The overall
responses from the survey and interviews, findings show teachers LMS training gave
them the knowledge of using LMS to do their jobs and help colleagues with improving
their own job performance. Table 14 has additional participant statements which also
align with theme two of the first research question.
Table 14
Theme 2: Examples of Participant’s Statements, Individual Interviews or Focus Group
Research Question RQ1a: How do teachers in online learning describe the influence of learning management
system (LMS) training on performance expectancy in the online classroom environment?
Theme 2: LMS training provided teachers with advanced technology skills and skills to help colleagues
Interview Response: “It helped me get a basic understanding of how it's organized because it was a little
different than Canvas, how it was organized, and how to share resources with other teachers. That was
helpful. Um, and then creating assessments. They showed us that as well. Um, but since I'm a math teacher,
it really was. Kind of. I had to figure out much stuff on my own.” (P1)
Interview Response: “I don't think the training was that useful honest I was still fumbling around…we all
just had to like get on Zoom or one big group at the time and figure it out together, and that that's, that
was really frustrating, because I felt like it was wasting huge amounts of time.” (P4)
Interview Response: “I think, then, training was my only knowledge of how to use it and help others. I
didn't have prior or background knowledge to Schoology as I came in. It is similar to other learning
systems. I've used it as my own self, using Canvas and Blackboard and things like that as a college
student. Oh. so really, it just taught me everything I know.” (P3)
Research Question 1b
How do teachers in online learning describe the influence of learning management
system (LMS) training on effort expectancy in the online classroom environment?
Specific survey and interview questions asked teachers based on the training they
received how they believe the training helped them to a degree of ease associated with the
use of the system. In addition, the researcher asked teachers to describe how they use
LMS and their ease of use with its features.
Theme 1: Teachers Described LMS Training as Helping Streamline Their
Workload and Improve Job Performance. In the initial survey, participants were asked
statements on how the training helped the amount of effort put into using the LMS.
Questions 5 through 8 in the survey shown on Table 15 provide the breakdown of each
participants responses using a Likert scale of 1 through 5. The fifth question associated
with the first theme in the second research question stated, “I found LMS training to be
clear and understandable.” Of the 36 participants, 33.33% strongly agree and 52.78%
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agree they understood the training clearly. The sixth question stated, “Post-LMS training,
it was easy for me to become skillful at using LMS features.” 41.67% participants
strongly agree and 52.78% agree the training helped them with the ease of ease to use
LMS features. The seventh question stated, “Post-LMS training, I found LMS easy to
navigate and find resources.” 30.56% participants strongly agree and 58.33% agree that
the training helped with ease of use with navigating LMS and the resources. Question
eight stated, “Post-LMS training, learning to work with the LMS daily was easy.”
27.78% participants strongly agree and 61.11% agree LMS training helped with the ease
of use in their daily instruction. All four questions and majority responses align with
theme one, teachers of having more effort to use LMS because of the training providing
knowledge and ease of use.
Table 15
Theme 1: Survey Questions 5 Through 8
Research Question RQ1b: How do teachers in online learning describe the influence of learning management
system (LMS) training on effort expectancy in the online classroom environment?
5. I found LMS training to be clear and
understandable.
12 (33.33%) Strongly Agree, 19 (52.78%)
Agree, 3 (8.33%) Neither, 2 (5.56%) Disagree,
0 (0%) Strongly Disagree
6. Post-LMS training, it was easy for me to become
skillful at using LMS features.
15 (41.67%) Strongly Agree, 18 (50.00%)
Agree, 3 (8.33%) Neither, 0 (0%) Disagree, 0
(0%) Strongly Disagree
7. Post-LMS training, I found LMS easy to navigate and
find resources.
11 (30.56%) Strongly Agree, 21 (58.33%)
Agree, 3 (8.33%) Neither, 1 (2.78%) Disagree,
0 (0%) Strongly Disagree
8. Post-LMS training, learning to work with the LMS
daily was easy.
10 (27.78%) Strongly Agree, 22 (61.11%)
Agree, 4 (11.11%) Neither, 0 (0%) Disagree, 0
(0%) Strongly Disagree
As a follow up to the survey responses, the researcher asked more probing
questions from the interviews that developed categories including time
management/productivity, ease of use, effort/motivation in using LMS/training, and LMS
use in grade/subject area. The category of time management/productivity was very
specific with one teacher’s LMS training experience and LMS use. Participant 7
discussed with the researcher their full schedule of being a single mom of three kids,
working full time, and after school hours. She mentioned having to struggle with bringing
home dozens of papers to grade and the stress to keep things organized. Once COVID
happened and they did emergency LMS training, participant 7 described how more
efficient being online is and having more effort to organize on LMS for better time
management. “So, I have to have a better budget of my time balance with school and
home life. So, I'm much better at my time management with using LMS” (P7).
Participant 8 also had similar motivation engaging in the training and using LMS.
Teachers realized that students were left in the dark with also needing to understand the
use of LMS to be successful online. “Because I was going to be using it with my
students. And that was why it was important. Because I was gonna have to help them.
Because at this time my students had never used Canvas either. So, it wasn't just that it
was new to me. It was going to be new to my students” (P8). The frustration from the
teacher with seeing how the teachers were having proper LMS training but the students
were not getting any help. The researcher allowed the teacher to explain her frustrations
then followed up with a redirecting question to jump back onto the main topic to focus
on. From the feedback, the codes and categories developed contributed to the sub themes.
The participant response emerged specific sub themes in the researchers coding
that included having better management and productivity in online class and having more
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effort with using LMS from training and support LMS features utilized with specific
grade/subject. Through these sub themes emerged the overall theme of teachers had
more effort of using LMS for better job performance. The overall responses from the
survey and interviews, and findings show teachers received training which helped their
effort, motivation, and ease of use with the LMS. Table 16 has additional participant
statements which also align with theme one of the second research question.
Table 16
Theme 1: Examples of Participant’s Statements, Individual Interviews or Focus Group
Research Question RQ1b: How do teachers in online learning describe the influence of learning management
system (LMS) training on effort expectancy in the online classroom environment?
Theme 1: Teachers described LMS training as helping streamline their workload and improve job
performance
Interview Response: “So, I have to have a better budget of my time balance with school and home life.
So, I'm much better at my time management with using LMS.” (P7)
Interview Response: “And it helped me be definitely more productive because I had these tools that I
had never had before. and I felt made me a more effective and more productive teacher.” (P1)
Interview Response: “You know, it was it was user friendly enough so that after that training, I was off and
running.” (P10)
Interview Response: “Because I was going to be using it with my students. And that was why it was
important. Because I was gonna have to help them, because at this time my students had never used
Canvas either. So, it wasn't just that it was new to me. It was going to be new to my students.” (P8)
Interview Response: "I think that overall the trainings give you that initial push to like, hey, there's this tool.
Then there's this tool, this tool. But it's really your own use of it within your own classroom that's gonna
make you proficient and like, figure out what's gonna work well for your current cohort, for your own
teaching, instructional strategies." (FG - P3)
Research Question 1c
How do teachers in online learning describe the influence of learning management
system (LMS) training on social influence in the online classroom environment? Specific
survey and interview questions asked teachers based on the training they received how
they believe the training helped them socially influence others with the use of the system.
Or how they believe the training was essential for others to use the new system. In
addition, the researcher asked teachers to describe how they use
LMS for social influence and engagement.
Theme 1: Ability to Use LMS Effectively to Help Other Colleagues and
Students with LMS. In the initial survey, participants were asked statements on how the
training helped with their LMS skills and ability to assist colleagues and students.
Questions 9 through 14 in the survey shown on Table 17 provide the breakdown of each
participants responses using a Likert scale of 1 through 5. These questions are divided
and aligned into each theme within the third research question. Question 13 aligned with
theme one stated, “Post-LMS training, I can effectively communicate with colleagues and
leadership online.” Out of the 36 participants, 33.33% strongly agree and 61.11% agree
that the training helped with effective communication online. Question 14 stated,
“PostLMS training, I can effectively communicate with students online.” 38.89%
participants strongly agree and 55.56% agree that the training allowed to effectively
communicate with students in the LMS for online instruction. The majority survey
responses align with theme of being able to have the LMS knowledge from the training to
communicate properly online.
Table 17
Theme 1: Survey Questions 9 through 14
Research Question RQ1c: How do teachers in online learning describe the influence of learning management
system (LMS) training on social influence in the online classroom environment?
9. My teaching skills improved with LMS training. 12 (33.33%) Strongly Agree, 11 (30.56%)
Agree, 9 (25.00%) Neither, 4 (11.11%)
Disagree, 0 (0%) Strongly Disagree
10. My communication skills online improved with
LMS training.
14 (38.89%) Strongly Agree, 13 (36.11%)
Agree, 7 (19.44%) Neither, 2 (5.56%) Disagree,
0 (0%) Strongly Disagree
11. My teaching pedagogy style has improved since the 16 (44.44%) Strongly Agree, 10 (27.78%)
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LMS training. Agree, 8 (22.22%) Neither, 2 (5.56%) Disagree,
0 (0%) Strongly Disagree
12. I engaged frequently in the training to better use
the LMS for online instruction.
12 (33.33%) Strongly Agree, 16 (44.44%)
Agree, 5 (13.89%) Neither, 2 (8.33%) Disagree,
0 (0%) Strongly Disagree
13. Post-LMS training, I can effectively communicate
with colleagues and leadership online.
12 (33.33%) Strongly Agree, 22 (61.11%)
Agree, 2 (5.56%) Neither, 0 (0%) Disagree, 0
(0%) Strongly Disagree
14. Post-LMS training, I can effectively communicate
with students online.
14 (38.89%) Strongly Agree, 20 (55.56%)
Agree, 2 (5.56%) Neither, 0 (0%) Disagree, 0
(0%) Strongly Disagree
As a follow up to the survey responses, the researcher asked more probing
questions in the interviews that developed categories including coaching other teachers
with LMS, teacher collaboration, and communication with students. The category of
teacher collaboration and coaching other teachers with LMS was specific to one
teachers’ experience after training. Participant 6 described how they really understood the
benefits of technology integration into the education system. They had the motivation to
not only be actively engaged in the training but collaborate with colleague to effectively
use LMS and all its resources. “I've driven most of my colleagues to put some stuff on
Canvas. So, I'm the driving force. And I do a lot of meetings with other teachers in other
departments to try and get them on to Canvas.” (P6) In addition with getting other
colleagues to be engaged in LMS, participant 6 said they would go the next step with
making sure teachers had scheduled meetings with other departments to ensure everyone
was on the same page with using LMS. This was also the same with participant 9. Their
experience with LMS training provided them with a lot of skills to navigate LMS and
become skilled with creating assignments and daily instruction. “And so, and they know
that I was always available to help with whatever they needed. So quite a few teachers
come and ask me questions about Canvas and how to do certain things.” Providing help
to colleagues allowed both participants to maintain a social influence on LMS use.
Participant responses emerged specific sub themes in the researchers coding that
included teacher training to help others with LMS use, teachers collaborate and share
information online and improved communication with students after training. Through
these sub themes emerged the overall theme of ability to use LMS effectively to help other
colleagues and students with LMS. The overall responses from the survey and interviews,
findings show teachers training provided skills and guidance to assist others with
navigating LMS and effective online collaboration. Table 18 has additional participant
statements which also align with theme one of the third research question.
Table 18
Theme 1: Participant’s Statements, Individual Interviews or Focus Group
Research Question RQ1c: How do teachers in online learning describe the influence of learning management
system (LMS) training on social influence in the online classroom environment?
Theme 1: Ability to use LMS effectively to help other colleagues and students with LMS Interview
Response: “I've driven most of my colleagues to get put some stuff on canvas. so I'm the driving
force. and I do a lot of meeting with other teachers in other departments to try and get them on to
canvas.” (P6)
Interview Response: “I'm one of the younger colleagues at my school, and they'll come to me and ask me,
hey, how do you do this? And I'm like, oh, well you click this button.” (P10)
Interview Response: “And so and they know that I was always available to help with whatever they needed.
So, they so quite a few teachers come and ask me questions about canvas and how to do certain things.”
(P9)
Interview Response: “Like a lot of us are on that Facebook group. and that Facebook group was pretty
helpful during COVID.” (P4)
Theme 2: Influence from School Leadership and Training to Learn and Use
LMS. In the initial survey, participants were asked statements on how the training helped
with how the school administration and training provided support to use LMS. Questions
9 through 14 in the survey shown on Table 17 provide the breakdown of each participants
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responses using a Likert scale of 1 through 5. These questions are divided and aligned
into each theme within the third research question. Question 9 stated, “My teaching skills
improved with LMS training.” Of the 36 participants, 33.33% strongly agree and 30.56%
agree they had improved teaching with the training. Question 10 stated, “My teaching
pedagogy style has improved since the LMS training”. 38.89% participants strongly agree
and 36.11% agree the training helped improve their teaching style in the classroom.
Question 12 stated, “I engaged frequently in the training to better use the LMS for online
instruction”. 33.33% participants strongly agree and 44.44% agree they had better
engagement to use the LMS more effectively. The majority survey responses align with
theme two of having training provided by school leadership to effectively learn and use
LMS for online instruction.
As a follow up to the survey responses, the researcher asked more probing
questions in the interviews that developed categories including encouragement to use
LMS from training, and school administration influence/support. The category of school
administration influence/support was specific to one teachers’ experience of emergency
LMS training during COVID and after COVID with their schools’ support. Participant 3
got the initial training when COVID began, and they were forced to stay home. During
COVID they had additional IT support to maintain online class instruction full time.
After COVID, participant 3 continued to have school support to use LMS in the
classroom. “I think our current leadership was really more involved in implementing it
and making sure people were using it” (P3). Participant 2 also shared the same experience
with their school administration providing LMS training, continuing support, and
encouragement to continue to use LMS. “They were definitely encouraging, for sure. But
it is very easy to see the benefits of it. So, them just presenting the information is
encouragement enough” (P2). Overall responses from participants of LMS training was
positive, however, having additional school administration support and encouragement
provided teachers more motivation to use LMS and gain better experiences.
Participant responses emerged specific sub themes in the researchers coding that
included positive encouragement and use of LMS, and school leadership support for LMS
training and resources. Through these sub themes emerged the overall theme influence
from school leadership and training to learn and use LMS. The overall responses from
the survey and interviews, findings show teachers support from school administration and
encouragement to engage in training improved online LMS instruction. Table 19 has
additional participant statements which also align with theme two of the third research
question.
Table 19
Theme 2: Examples of Participant’s Statements, Individual Interviews or Focus Group
Research Question RQ1c: How do teachers in online learning describe the influence of learning management
system (LMS) training on social influence in the online classroom environment?
Theme 2: Influence from school leadership and training for teachers to learn and use LMS
Interview Response: “So I don't know how well our administrator at the time even knew how to do what
we were doing.” (P5)
Interview Response: “I think our current leadership was really more involved in implementing it and making
sure people were using it.” (P3)
Interview Response: “They were definitely encouraging, for sure. But it is very easy to see the benefits of
it. So, them just presenting the information is encouragement enough.” (P2)
Interview Response: “I have found district people to be more helpful only because they know the
situations that we're using it in and they can usually troubleshoot exactly what we need.” (P5)
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Research Question 1d
How do teachers in online learning describe the influence of learning management
system (LMS) training on facilitating conditions in the online classroom environment?
Teachers were asked specific survey and interview questions based on the training they
received how effective the LMS training was for teachers to facilitate in an online
classroom. Additional questions asked if the teachers school administration provided a
sufficient technical infrastructure to support the use of the system. With these main topic
questions, the researcher asked teachers to describe how they use LMS with facilitation of
online and in-person instruction.
Theme 1: Follow-Up LMS IT Support Provided Teachers with the Skills and
Tools Needed for Online Instruction. In the initial survey, participants were asked
statements on how the training helped with the skills, resources, and tools needed for
online instruction. Questions 15 through 20 in the survey shown on Table 21 provide the
breakdown of each participants responses using a Likert scale of 1 through 5. These
questions are divided and aligned into each two themes within the fourth research
question. Questions 15, 16, and 17 follow the alignment with the first theme of research
question four. Question 15 stated, “The training provided me with the resources necessary
to use LMS.” Of the 36 participants, 38.89% strongly agree and 52.78% agree there were
resources available to use the LMS that were provided in the training. Question 16 stated,
“The LMS training was effective and was compatible with the way I teach”. 44.44%
participants strongly agree and 38.89% agree the training was compatible with teachers’
style of teaching. Question 17 stated, “IT support or resources are available for assistance
with difficulties when using LMS”. 37.14% participants strongly agree and 51.43% agree
when having issue with LMS, resources and IT support were available to help. The
majority survey responses align with theme one of having the LMS training provide them
with enough resources and support to effectively use LMS for facilitating classroom
instruction (See Table 21).
Table 21
Theme 1: Survey Questions 15 through 20
Research Question RQ1d: How do teachers in online learning describe the influence of learning management
system (LMS) training on facilitating conditions in the online classroom environment?
15. The training provided me with the resources
necessary to use LMS.
14 (38.89%) Strongly Agree, 19 (52.78%) Agree,
2 (5.56%) Neither, 1 (2.78%) Disagree, 0 (0%)
Strongly Disagree
16. The LMS training was effective and was
compatible with the way I teach.
16 (44.44%) Strongly Agree, 14 (38.89%) Agree,
4 (11.11%) Neither, 2 (5.56%) Disagree, 0 (0%)
Strongly Disagree
17. IT support or resources are available for assistance
with difficulties when using LMS.
13 (37.14%) Strongly Agree, 18 (51.43%) Agree,
1 (2.86%) Neither, 3 (8.57%) Disagree, 0 (0%)
Strongly Disagree
18. Training provided me with the knowledge
necessary to effectively use LMS for online
instruction.
14 (38.89%) Strongly Agree, 21 (58.33%) Agree,
1 (2.78%) Neither, 0 (0%) Disagree, 0 (0%)
Strongly Disagree
19. I feel that I can fully take advantage of LMS
and the training and resources provided to me.
15 (41.67%) Strongly Agree, 16 (44.44%) Agree,
2 (5.56%) Neither, 3 (8.33%) Disagree, 0 (0%)
Strongly Disagree
20. I have looked for tools outside of LMS to
further innovate my teaching through technology
and online instruction.
13 (36.11%) Strongly Agree, 19 (52.78%) Agree,
1 (2.78%) Neither, 3 (8.33%) Disagree, 0 (0%)
Strongly Disagree
As a follow up to the survey responses, the researcher asked more probing
questions in the interviews that developed categories including follow-up training/IT
support, LMS resources, and LMS features. The category of follow-up training/IT support
was specific to this teachers’ experience only. The specific questions from the researcher
helped ensure responses of looking at the overall support from their school administration
all the way up to the entire school district. Participant 10 has a large school district that
when COVID began, they already had an LMS in place and proper training had already
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been provided. For them, it was a smooth transition into full online teaching. The
technology infrastructure already existed to provide continuous support. “We do have the
Educational Technology department in my district, and every school is assigned, and a
tech coach” (P10). Having this level of support for trainings, resources, and IT help has
significantly enhanced LMS use for instruction in the classroom for participant 10 and
their colleagues. Participant 11 also had similar support from their school with the help
of IT support at their fingertips. They recall having multiple issues and IT support would
be there to assist immediately. “I can talk to my Ed-tech trainer, I can send her a quick
message and just say like, hey, this isn't working for me” (P11). The overall response of
teachers training and follow-up resources and support allowed them to have proper
facilitation in their classrooms.
Participant responses emerged specific sub themes in the researchers coding that
included LMS follow-up training and IT support provided and LMS training provided
resources and additional outside features to use for instruction. Through these sub
themes emerged the overall theme follow-up LMS IT support provided teachers with the
skills and tools needed for online instruction. The overall responses from the interviews,
findings show teachers have effective facilitation in the classroom with use of LMS,
proper training, and IT support available. Table 22 has additional participant statements
which also align with theme one of the fourth research question.
Table 1
Theme 1: Examples of Participant’s Statements, Individual Interviews or Focus Group
Research Question RQ1d: How do teachers in online learning describe the influence of learning management
system (LMS) training on facilitating conditions in the online classroom environment?
Theme 1: Follow-up LMS IT support provided teachers with the skills and tools needed for online
instruction
Interview Response: “We do have the Educational Technology department at my in my district, and every
school is assigned and a tech coach.” (P10)
Interview Response: “I can talk to my Ed-tech trainer, I can send her a quick message and just say like, hey,
this isn't working for me.” (P11)
Interview Response: “They showed us briefly features in the platform itself, you know, like basic help,
features or canvas commons, you know.” (P5)
Interview Response: "I think it allowed me to do multiple things. So, it did allow me to be able to work
with one group of students while another group was working independently because of what was set up
on the LMS. It also allowed me to plan and differentiate. I think it works better that way than traditional
paper assignments where the kids can immediately see that they have a different assignment than their
classmate. " (FG - P5)
Theme 2: Overall, School Support, LMS Training, and use of LMS Help
Teachers Effectively Teach Online. In the initial survey, participants were asked
statements on how the training helped with the skills, resources, and tools needed for
online instruction. Questions 15 through 20 in the survey shown on Table 21 provide the
breakdown of each participants responses using a Likert scale of 1 through 5. These
questions are divided and aligned into each two themes within the fourth research
question. Questions 18, 19, and 20 follow the alignment with the second theme of
research question four. Question 18 stated, “Training provided me with the knowledge
necessary to effectively use LMS for online instruction.”. Out of 36 participants, 38.89%
strongly agree and 58.33% agree they were provided enough knowledge of LMS during
training to use for online instruction. Question 19 stated, “I feel that I can fully take
advantage of LMS, and the training and resources provided to me.” 41.67% participants
strongly agree and 44.44% agree they were able to take advantage of the training and
using resources to effectively use LMS. Question 20 stated, “I have looked for tools
outside of LMS to further innovate my teaching through technology and online
instruction”. 36.11% participants strongly agree and 52.88% agree that the use of outside
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resources with LMS helped improve their LMS teaching skills. The overall response of
teachers training and support from their school allowed for effective use of LMS for
facilitation of online instruction.
As a follow up to the survey responses, the researcher asked more probing
questions in the interviews that developed categories including school technology
infrastructure, school engagement, LMS use, and LMS instruction. The category school
engagement was specific this this teachers’ experience of their LMS training. Participant
2 discussed how their school district provide teachers with efficient technology
infrastructure and IT follow up support which has been vital for online instruction.
“Definitely having using Canvas to access other resources has been helpful and the
additional IT support the school provides is great for continued help” (P2). Participant 7
also gives thanks for the school being able to provide the basic LMS training and
resources for teachers to continue to provide students support and make sure they are
successful in class. “I believe the school providing us the training and just showing us
how to use Canvas to be the most effective, such as all the different tools that were
available to us” (P7). The overall response of school support and proper IT infrastructure
provided teachers to have proper facilitation in their classrooms.
Participant responses emerged specific sub themes in the researchers coding that
included providing teachers with proper technology infrastructure, school administration
maintaining engagement for LMS use, and teachers providing continuous LMS
instruction or resources to students. Through these sub themes emerged the main theme
overall, school support, LMS training, and use of LMS help teachers effectively teach
online. The overall responses from the interviews, findings show teachers have effective
facilitation with use of LMS, with proper training and IT support available. Table 23 has
additional participant statements which also align with theme one of the fourth research
question.
Table 2
Theme 2: Examples of Participant’s Statements, Individual Interviews or Focus Group
Research Question RQ1d: How do teachers in online learning describe the influence of learning management
system (LMS) training on facilitating conditions in the online classroom environment?
Theme 2: Overall school support, LMS training, and use of LMS help teachers effectively teach online
Interview Response: “I learned just the openness and versatility of using the system and having the extra
support.” (P3)
Interview Response: “Definitely having using canvas to access other resources has been helpful and the
additional IT support the school provides is great for continued help.” (P2)
Interview Response: “I believe the school providing us the training and just showing us how to use
Canvas to be the most effective, such as all the different tools that were available to us.” (P7)
Interview Response: "There's additional training and school support so that you know which settings you
need to put on there. And now there's, of course, you know, AI detection. How many submissions you're
gonna allow them to do attaching a rubric for grading? So, I feel if we didn't have the LMS training on
how to set those up properly, it wouldn't be as useful for all of the tools that are available to make it easier
for us to do the grading." (FG - P1)
Theme 3: Teachers Describe LMS Limited Training Timeframe and Support
With Online Instruction. The third theme was developed with the responses of
participants from the interviews and focus groups. The survey questions for research
question three aligned more with the first two themes. The researcher asked more probing
questions in the interviews that developed categories including online
instruction/teaching pedagogy and LMS training timeframe. The category LMS training
timeframe was specific to some teacher experiences with feeling like they needed more
time to understand LMS and its features. Participant 8 had an overall positive training
experience but wanted the school administration to provide teachers with additional
follow-up training. “I feel I didn't learn as much in the 2-hour trainings, just because it
159
was so many different aspects of the LMS” (P8). They felt if there were additional
trainings to further support teachers use of LMS and get into more detail of knowing all
the features, they could be more effective in their teaching on LMS. Participant 4 also had
a similar response, “Continued training were not very effective at all. It was fine for first
training. It needed a ton of follow up trainings” (P4). From the interview response, the
researcher understood teachers’ frustrations of having limited or no continued training
follow up. To limit bias, the research made sure to focus only on the research questions
and not add any additional questions that would be based on emotional response from the
feedback. Notes were taken from the overall response having the initial trainings was
positive, however, majority of the participants suggested continued follow-up trainings to
maintain proper LMS use and understanding new features.
Participant responses emerged specific sub themes in the researchers coding that
included improvement in teaching pedagogy after LMS training and LMS training
timeframe for online instruction. Through these sub themes emerged the overall theme
LMS training timeframe and support to help teachers with online instruction. The overall
responses from the interviews, findings show teacher improved online teaching from
initial training even with limited training time. Table 20 has additional participant
statements which also align with theme two of the third research question.
Table 24
Theme 3: Examples of Participant’s Statements, Individual Interviews or Focus Group
Research Question RQ1c: How do teachers in online learning describe the influence of learning management
system (LMS) training on social influence in the online classroom environment?
Theme 3: Teachers describe LMS limited training timeframe and support to help with online instruction
Interview Response: “I feel I didn't learn as much in the 2-hour trainings, just because it was so many
different aspects of the LMS.” (P8)
Interview Response: “Continued training were not very effective at all. It was fine for first training. It needed
a ton of follow up trainings.” (P4)
Interview Response: “There is continuous training on, just generally like how to use and keep up with the
features and system of Canvas which is basic.” (P2)
Interview Response: “No additional trainings. We might receive, like an email like, hey, this is a new feature.
Here's like a maybe a link to the school know website so we can look into it further if we are interested in it.”
(P10)
Interview Response: “But the initial training definitely helped my productivity. After I first received it. So
this would definitely have been pre-covid. And it helped me be; definitely be more productive because I
had these tools that I had never had before. The follow up training was rare, like, they would have an
email to say there was a training for an hour that’s it. It was all the same stuff.” (P1)
This section provided detailed results of each four research questions which had
eight themes emerge from participant responses. This chapter included survey responses,
participant quotes from the data, and analysis. The researcher was able to discuss the
breakdown of the responses into sub themes and main themes developed into each
research question. Detailed responses resulted in the researcher’s understanding of the
research problem explored in this study. The study’s limitations will be discussed in the
next section of this chapter.
Limitations
Limitations are already assumed as discussed in chapter one. Limitations affect
the study and most of the time are beyond the researcher’s control (Simon & Goes, 2018).
After collecting and analyzing the data, the researcher has recognized the limitations from
the study to make future research recommendations. The limitation of this study includes
selected method, research design, reflexivity, and small sample size.
The first limitation is the research method and design of this study as mentioned
in Chapter 1. Having the specific criteria and feasibility created a particular target
population as a descriptive design. When discussing the results, it can be challenging to
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generalize findings of the general population. Data saturation cannot be achieved with
qualitative research within the data collection and analysis. The amount of data to provide
accurate results cannot be achieved in this design. However, for the researcher, it provides
additional discussion in chapter five for recommendations for future studies.
The next limitation for this study was reflexive thematic analysis. Although there
was a process of steps required for the researcher to do proper coding analysis, it was up
to the researcher to determine the meaning from the raw data. The researcher was able to
minimize biases by using Clancy (2013) reflextivity as a guid to avoide assumptions and
be aware of one’s own reactions and behavior in relation to others.
Finally, the most significant limitation was the sample size. The initial goal of this
study was to collect 50 surveys, 15 semi-structured interviews, and two focus groups of
5-7 participants. The researcher ended up with 36 completed surveys, 13 semi-structured
interviews due to two participants backing out at the last minute from personal
circumstances. And one focus group of five participants from the initial 13. The sample
size was also adjusted and revised in chapter three to include two sites and a Facebook
group to recruit from. The timeframe to collect data was also longer than the researcher
anticipated. This was due to the data collection starting towards the end of March and
teachers were busy finishing up spring grades and teaching. The summer rolled around
with teachers being off work and taking summer vacations. Then back into fall teaching
with teacher trainings and parent-teacher conferences which made them have limited time
to schedule an interview. These outside variables beyond the researchers’ control were not
predicted when initially developing the strategy to collect data.
Summary
The purpose of this qualitative descriptive study was to explore how teachers in
online learning describe the influence of learning management system (LMS) training on
performance expectancy, effort expectancy, social influence, and facilitating conditions in
the online classroom environment in Arizona. Training in LMS provides teachers with the
opportunity to expand their teaching pedagogy in the classroom which provides students
with a better outcome of being successful in class. This chapter was designed with a
breakdown of the initial survey and teacher demographics, each research question with
aligned themes, and within each section provided data that included categories and sub
themes to also align. Through Braun and Clarke (2021b) thematic analysis steps, the
researcher was able to code and group the data efficiently. From the data, eight themes
emerged. Two themes aligned with research question one, one theme with research
question two, three themes with research question three, and two themes with research
question four. The following research questions were addressed:
RQ1a How do teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy in the online classroom
environment?
RQ1b: How do teachers in online learning describe the influence of learning
management system (LMS) training on effort expectancy in the online classroom
environment?
RQ1c: How do teachers in online learning describe the influence of learning
management system (LMS) training on social influence in the online classroom
environment?
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RQ1d: How do teachers in online learning describe the influence of learning
management system (LMS) training on facilitating conditions in the online classroom
environment?
This section introduced the researchers’ preparation of the collected data analysis,
initial discussion of the data collected, and description of the data. In addition, a detailed
discussion of trustworthiness, reflexivity protocol, thematic analysis steps, and
justification of the analysis of the study was presented. The researcher concluded the
section with limitations and a summary of the data findings.
In Chapter 5, a detailed discussion of the data findings and inferences to each
research question within the study will be presented. The researcher will discuss the
study’s strengths, weaknesses, and recommendations for future studies to further
research. Chapter 5 will summarize the researchers’ overall reflections and conclusion of
this study.
Chapter 5: Summary, Conclusions, and Recommendations
Introduction and Summary of Study
The purpose of this qualitative descriptive study is to explore how teachers in
online learning describe the influence of learning management system (LMS) training on
performance expectancy, effort expectancy, social influence, and facilitating conditions in
the online classroom environment in Arizona. Wagner (2022) argues that teachers can
only provide appropriate instruction in the classroom with the training for proper support
and resources. Teachers who lack training and support are affected more, which is
attributed to inadequate teaching and affecting student and school performance. Having
adequate LMS training shows the positive effects of using LMS with online instruction.
Chandran et al. (2021) noted that with effective programs in place for online education,
teachers reported being prepared and had more enthusiasm for online teaching.
The need for this study provides several gaps in the topic identified in numerous
studies. However, a noticeable gap in research arose with similar limitations and future
studies that included a lack of PD and teacher's self-efficacy with ICT and LMS
(Bordalba & Bochaca, 2019; Mwila, 2018; Simsek & Sarsar, 2019; Stockless, 2018). This
researcher used the current gap within the literature and use the unified theory of
acceptance and use of technology (UTAUT) to conduct this study (Venkatesh et al.,
2003). The researcher chose to use this theory and developed research questions as a
foundation to conduct the study. This study used a qualitative and descriptive
methodology to allow teachers to describe their experiences in the LMS training to
understand their knowledge of using LMS for online instruction. Descriptive studies help
to investigate further the variations in characteristics of individual experiences (Siedlecki,
2022). Since little is known about educators' LMS training experiences for online
instruction, a descriptive design was chosen to be most appropriate.
The researcher will be providing an overview of the study in this chapter. A
detailed discussion of the data findings for each research question within the study will be
presented—a summary of conclusions on how the data analysis aligned with each
research question will also be discussed. The researcher will discuss the study's strengths,
weaknesses, and recommendations for future studies to further research. Chapter 5 will
summarize the researcher's holistic reflections on the problem space and conclude why
the study is relevant for today's education system.
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Summary of Findings and Conclusion
Overall Organization
This qualitative descriptive study identified eight themes from the data collected
from 36 surveys, 13 interviews, and one focus group with five participants. By examining
K-12 Arizona school teachers experiences and perceptions of the LMS training they
received, this study identified areas of success and improvement in teacher LMS training.
Through the qualitative descriptive design process, the researcher collected from all three
data sources to analyze and incorporate into the findings aligned with each research
question for this study.
The findings from this study confirm the importance of technology in education
and how it creates a positive outcome for teachers (Laho, 2019). Findings also show
teachers' daily use of technology in the classroom and the significance of ICT and LMS in
teaching and classroom management (Hamedoglu, 2019). Teachers' improvement of LMS
use from basic LMS training shown in this study stresses the impact on teacher
instruction for schools using LMS. Many findings from this study were consistent with
themes from Chapter 2, including a focus on teachers' use of ICT and how it's applied in
classroom management (Hamedoglu, 2019; Kjellsdotter, 2020). Moreover, LMS provides
more ICT resources and opportunities for communication with students and teachers
(Laho, 2019). Chapter 2, which guided the research for this study, included teachers' need
for proper use of LMS and additional training (Sahin-Topalcengiz & Yildrim, 2020), the
importance of collaboration, time allocation, and support (Powell & Bodur, 2019), and
proper training for the transition into online teaching and technology use (Trust &
Whalen, 2021). The theme of proper LMS training provided by school districts allows
teachers to be more effective with LMS use. However, teachers' responses also show the
need for continued training and more resources to support their facilitation of LMS use
for classroom instruction. Chapter 2 also had studies with similar outcomes of educators
transitioning to online teaching if given a proper time frame, support, and resources
(Chandran et al., 2021). A lack of a more streamlined process for LMS training affects
teachers' LMS use for classroom instruction.
The findings of this study use the foundation of a qualitative descriptive design to
study the phenomena. A qualitative method uses a naturalistic approach to understand the
phenomena being studied (Hoepfl, 1997). This approach also helped the researcher focus
on lived experiences to further understand individuals (Grant & Lincoln, 2021, p. 3). The
research questions for this study provided data collection from three data sources: an
initial survey, semi-structured interviews, and a focus group. From the data collected, the
researcher organized the findings into themes generated from each research question.
Two themes emerged from research question one, one from research question two, three
from research question three, and two from research question four. Each theme was
created from the findings in this study collected from teachers' experiences and
perceptions of their LMS training.
Research Question 1a. After examining K-12 teachers in Arizona and their
experiences with LMS training, two themes emerged in response to Research Question
1a. The initial survey had questions split among the four research questions. The first four
questions reflected teachers' responses on the first two themes of having LMS training for
better performance and advanced technology skills. The themes also align with the theory
used in this study. The UTAUT explains and aligns with the theme that teachers'
experiences with online training influence their behavior and adoption of the LMS
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(Venkatesh et al., 2003, p. 143). This theory guided the research question, which aligned
with the themes of an individual's acceptance of technology.
Theme 1: Pre/Post-COVID Training Allowed for LMS Understanding to
Perform Better in an Online Environment. K-12 teachers in this study shared positive
and negative experiences with LMS training and LMS use. Most teachers shared a more
positive training experience with the proper training support and resources to provide
them for LMS use. Some teachers' responses in describing their experiences used words
and phrases such as gained more productivity, developed online coursework, no prior
knowledge, having online convenience, improved technology skills, and more organized.
As teachers described their experiences with LMS training, they expressed a positive
impact the training had on their technology skills and use of LMS to perform in an online
environment.
The theme of teachers training pre- and post-COVID to help their understanding
and use of LMS for online instruction. This study added to previous literature that
examined teachers' professional lives during COVID-19; results in the study found that
teachers had inadequate resources and an increase in their workload for online teaching
(Keaton & Gilbert, 2020). Howard et al. reported that half of the teachers in their study
had a positive perception of their ability to teach online due to limited resources and
limited training (2021). Teachers in this study showed positive learning experiences and
the use of LMS for online instruction when provided practical training. Each participant
provided rich insight into the categories that developed this central theme. This theme
was developed from findings showing how teachers can perform better in an online
environment with proper training.
Theme 2: LMS Training Provided Teachers with Advanced Technology Skills.
The next theme of Research Question 1a provided additional context into teachers'
improved technology skills using LMS training. After further probing questions into
teachers' LMS training, teachers had a positive experience with improvement in their IT
skills after training for LMS use. Some teachers responded by describing their
experiences, used words and phrases such as understanding technology, able to
streamline work, experiment LMS in classroom, accessible tools to use, and user friendly.
Teachers describing their training and how it impacted improving their technology skills
provided data to align with theme 2.
The experience of teachers having the LMS training advances their IT skills in the
classroom and also impacts positive outcomes with classroom instruction. The theme
developed in this study adds to previous literature on how professional development
equally reflects teachers' classroom management and instruction. Aligned with previous
literature, those who received online professional development had more advanced IT
skills and to teach online (Webb et al., 2021). In additional studies, Webb et al. saw in
their findings and noted the importance of supporting more resources and advanced
technology for teachers within their professional development (2021).
Research Question 1b. Further examining K-12 teachers in Arizona and their
experiences with LMS training, one theme emerged in response to Research Question 1b.
The initial survey had questions split among the four research questions. The second set
of four questions reflected teachers' responses on the developed theme of having LMS
training providing better job performance. The questions asked about teachers training
LMS, ease of use, and knowledge of LMS. The overall theme in this section aligns with
previous studies discussed in Chapter 2 that focused on teachers' use of ICT and how it
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affected job performance (Hamedoglu, 2019; Kjellsdotter, 2020). Several studies used
theories and methods to focus on teachers' perceptions and interactions with ICT use. For
this research question, the UTAUT model provided the researcher with a more in-depth
discussion on teachers' applications with LMS.
Theme 1: Teachers had More Effort in Using LMS for Better Job
Performance. The researcher was able to probe deeper into teachers' experiences with
their training and received responses on how LMS affected their job performance.
Additional questions provided more responses about teachers' motivation to use LMS to
help with their jobs. Some teachers' responses in describing their experiences used words
and phrases such as better classroom structure, having effective classroom management,
personal benefit, ability to help students, and available access. Having the training
provided and access to an LMS, most teachers had a positive experience with putting in
more effort to use LMS to improve their classroom management and classroom
instruction.
Teachers understood new technology skills and ways of applying LMS to their
classroom structure from the LMS training. The responses from their experiences align
with the current theme of effort to use LMS to perform their jobs more efficiently. This
theme adds to previous literature on teachers' improvement of job performance with the
use of ICT. A previous study in the literature also showed how teachers could adapt to
new ways of being creative and developing online interactive resources for better
engagement (Alserhan & Yahaya, 2021). This strategy, also shown in this study, provided
teachers the ability to understand how to transition into an online modality and how they
can engage online for improved job performance.
Research Question 1c. Through interviews and the focus group, K-12 teachers in
Arizona, and their experiences with training on the social influence of using the LMS,
three themes emerged in response to Research Question 1c. In the initial survey, the
researcher provided more in-depth questions for both Research Question 1c and Research
Question 1d to gain more participant responses. In the survey, questions 9 through 14
reflected teachers' responses, which aligned with the three themes of LMS to help others,
influence from school leadership and training to use LMS, and sufficient time to train and
support teachers.
Teachers' training and LMS use provided effective system use, more ways to
communicate online, and additional resources to maintain online instruction. The
researcher understood the overall positive effect of the training and how much effort
teachers put into using LMS for student success. This study aligns with previous research
on how effective online teacher communication provides the ability to collaborate with
colleagues. Online collaboration is essential for teachers to create additional resources
and support with other teachers (Bostancioglu, 2018). Findings show that teachers'
training, support, and continued use of LMS can be more effective when teaching online.
Theme 1: Ability to Use LMS Effectively to Help Other Colleagues and Students
with LMS. Teachers could express their use of LMS for communication in the online
modality. The researcher asked how LMS impacted social influence with others using
LMS. These questions provided additional responses from teachers of having more online
communication and collaboration with colleagues. Teachers' responses to describing their
experiences used words and phrases such as effective student engagement, mentoring,
coaching other teachers, online collaboration, building connections, and community
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teacher resources. An overall response of teachers coming together and collaborating to
share online resources improved their continued online instruction with LMS.
Within the interviews, the research allowed teachers to share more in-depth
experiences of their initial frustrations with LMS features and having to develop a
curriculum from scratch. However, the shared experiences and frustrations allowed
educators to coach one another, give each other resources, and develop a specific type of
community to improve online LMS teaching. This study's findings and theme align with
previous educator collaboration studies (Sahin-Topalcengiz & Yildrim, 2020).
Collaboration is essential for teachers to get feedback and advice from colleagues. It
helps teachers improve their teaching skills and have what Keaton and Gilbert call a
'cognitive presence' which is the "extent to which participants can construct meaning
through sustained communication" (2020, p. 134). Having LMS training and resources
can initially help teachers with LMS use. However, connecting and communicating with
other educators is vital for continued LMS use and effective online instruction.
Theme 2: Influence From School Leadership and Training to Learn and Use
LMS. For this study's teachers to be successful with training, having school leadership
support was important to influence engagement and LMS use. Diving into additional
follow-up questions for teachers' social influence on using LMS, half of the teachers
described limited school support, while the other half had constant support and IT help.
Teachers responded by describing their experiences, using words and phrases such as
limited school support after training, school district support more, basic features
support, and school IT help. Teachers shared how difficult it was to apply LMS in their
classes when they needed to learn all the features to use or have additional LMS
support. Other teachers in schools with support had less difficulty using LMS for
classroom instruction.
Participants in this study emphasized the need for school leadership to want more
feedback from teachers' experiences with training and continued support. Responses also
suggested schools provide more training opportunities and more available support when
new LMS features come in. Findings in this theme align with previous literature in
Chapter 2. At the beginning of COVID, schools struggled to push everyone online when
COVID began, and some teachers had limited training and resources. Post-COVID, while
some schools are providing all the support and continued training for teachers, others are
still catching up. Findings in this study show that with school support and proper training,
they can apply skills and abilities to support student engagement (Borup et al., 2020). In
addition, schools' support and influence are important to help with teachers' willingness to
use it in their classrooms (Golding & Bretscher, 2018). Teachers in this study have
mentioned they are motivated more when their school is mandating LMS use for best
practices and teacher performances.
Research Question 1d. Through interviews and the focus group, K-12 teachers in
Arizona, and their experiences with training on the social influence of using the LMS,
two themes emerged in response to Research Question 1d. In the initial survey, the
researcher provided more in-depth questions for Research Question 1d to gain more
participant responses. In the survey, questions 15 through 20, the researcher focused on
statements aligned with how teachers' LMS training helped facilitate conditions in the
classroom environment. The survey, follow-up interview and focus group responses
aligned with the two themes of IT support, proving teachers' skills needed and overall
school support helping them teach effectively online.
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Theme 1: Follow-up LMS IT Support Provided Teachers With the Skills and
Tools Needed for Online Instruction. Further questions asked teachers about their LMS
training experiences, and follow-up questions focused more on what skills and tools were
provided from the training. Teachers shared that there were enough features provided in
the LMS, and they also utilized outside resources. Teachers' responses describing their
experiences with training and LMS tools used words and phrases such as having more
advanced features, added resources, outside resources, different background
enhancements for class, and customizable features. Receiving the initial training and
having a trainer providing information on the LMS features, teachers had an overall good
experience knowing how to access the features and use the tools.
Teachers in this study had different experiences with getting to know their LMS.
Only a few who used Google Classroom had very limited training or IT support but were
provided a guide to use the features. Those participants who use Canvas or Schoology got
more hands-on training and IT support with detailed use of the features and what they do.
The main takeaway from the responses were teachers' accessibility to additional support
for any questions. Any professional development opportunities, including LMS training,
provide teachers with the knowledge and collaborative, content-focused experience to
improve their teaching. Also, with the increased use of LMS, students communicated
more effectively and understood course content from teachers (Francom et al.,
2021). Allowing educators to utilize LMS provides them with features including tutorials,
collaboration with colleagues and video conferencing with students. Schools' ability to
ensure the initial trainings provide enough tools and features to better assist with
improved LMS use for classroom instruction. Participants' responses in this section align
with the theme of having IT support, tools, and skills to help them use LMS in the
classroom.
Theme 2: Overall, School Support, LMS Training, and Use of LMS Help
Teachers Effectively Teach Online. The remaining questions in the interviews and
follow-up focus groups asked about overall support with LMS training and using LMS in
proper classroom facilitation. Teachers shared that there was school support to a certain
extent. They were provided enough training to have a foundational knowledge of using
the LMS. Some teachers would go beyond the training to experiment with the LMS and
the features enough to help other teachers use LMS effectively. Teachers' responses
describing their experiences with training and LMS tools, used words and phrases such
as video tutorials, experiment with LMS features, individual follow-up, customize
classroom curriculum, coach others, Ed Tech assistance, and effective communication.
Teachers shared their experience with how school leadership provided enough to give
them the foundational training and tools to use LMS. However, the researcher noticed a
significant similarity in findings of teachers wanting more continued support for LMS
use.
Teachers shared with the researcher some frustrations about issues that would
arise with LMS. However, overall, they received a substantive amount of knowledge
from the initial training that served as a foundation to facilitate in the classroom. Having
participants fully engage in training online helps with better learning conditions, such as
continued technical support, reliable internet, accessibility, and available computers
(Bervell & Arkorful, 2020; Cavus et al., 2021). This study's theme aligns with previous
literature on schools providing teachers with an LMS pre-designed with training and
resources. This allows teachers to conduct classroom content and activities for the
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students to engage actively, which allows the teachers to focus more on facilitation and
modify the content based on student needs (Borup et al., 2014). Findings align with this
final theme to show that with training and continued follow-up from the school to support
teachers with IT help and resources, teachers can effectively use LMS to teach online.
Theme 3: Teachers Describe LMS Limited Training Timeframe and Support to
Help Teachers With Online Instruction. When prompted to discuss LMS training and
school support further, teachers in the study shared how the training, although overall
effective, was limited in the timeframe given. Teachers mention how limited time
impacted what was covered and what they did not get to see with LMS features.
Teachers' responses in describing their experiences with training, used words and phrases
such as short attention span, limited time to play around, troubleshoot, knowing the
basics, online only training, and open questions in training. Participants mentioned
having to fit the training time into their already busy schedules. Some also mentioned that
the training needed to be longer, with not being able to answer follow-up questions.
Although the LMS training provided by the schools provided enough basic training,
teachers expressed wanting continued training follow-up to improve their continued LMS
use.
Having LMS training, the proper environment, and instructor technology skills
significantly impacts teachers' quality of using LMS in a classroom for instruction. When
discussing training and the effectiveness of using LMS, participants shared the impact of
limited time and timing of the training. They also mentioned how every teacher varied IT
skills to understand the LMS training. Findings from this study theme align with previous
literature from Powell and Bodur (2019), mentioning the effectiveness of teacher PD and
barriers to participation, such as conflicts with teachers' work schedules and other factors.
Participants also view training as highly effective with the help of training facilitators to
guide the teachers (Chandran et al., 2021). Limitations with training frequency impacted
participants' experiences and perceptions of how they use LMS in their classrooms. The
findings align with the overall theme of school support and the need to conduct more
time-effective training for proper LMS use.
Connection to Theoretical Foundation
The current body of framework discussed in this study has been widely used with
other previous studies to examine technology integration in education. Comparing the
different studies and findings allows the researcher to discuss the outcomes and
effectiveness of the study's chosen theory. As discussed in previous chapters, the model
by Venkatesh et al. (2003) also used the TAM theory and incorporated additional
variables, including gender, age, experiences, and voluntariness of use. Adding these
variables helped examine an individual's acceptance of information systems and
technology in more detail.
The UTAUT model allowed this researcher to develop the foundational questions
from four determinants of performance expectancy, effort expectancy, social influence,
and facilitating conditions. This played a vital role in understanding the participant's
intention to use the LMS. Hamka et al. (2021). In addition to the interviews, variables
used in the survey confirmed the effect on users' acceptance of technology in an online
classroom (Yildiz Durak, 2018). All survey and interview questions were designed with
each of the four UTAUT determinants in mind, with questions and responses produced
findings that emerged themes for each research question. The study added to the
knowledge of Venkatesh et al. (2003) UTAUT model by guiding Arizona K-12 teachers to
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describe their learning experiences obtained from their LMS training and outcomes of
their LMS ease of use.
Transferability of Findings
The findings of this study aimed at the required minimum for a qualitative design;
however, there were some limitations to having a smaller sample size after data
collection. After analyzing the data, the researcher could see redundancies in the data to
have sufficient sample size to move forward with coding and developing themes through
Braun and Clarke (2021b) thematic analysis. Multiple data sources include a survey,
interviews, a focus group, and additional reflexivity notes to achieve rich data on
participant’s experiences (Kekeya, 2021). In addition to having enough data collection,
the researcher ensured all themes were adequately discovered and provided Chapter 4
with detailed findings of data collection procedures and participant demographics
(Sandelowski, 2000). This study promoted transferability using thematic analysis that
provided a summary of steps used for analysis and presented results organized by themes
to support each research question in Chapter 4. The results of this study can inform
school leadership or content creators of LMS trainings when implementing future
changes in training design, support, and processes.
The current study is the only known research conducted within Arizona for K-12
public school teachers’ LMS training and support; however, because this sample is
specific to the target population, it can impact transferability into other nonrandom or
more specific populations. The type of methodology, theory used, and data collection may
also impact the transferability of findings in this study. However, the overall focus in this
study could have potential for transferability, but it would be limited.
Reflection on the Dissertation Process
Reflection on the dissertation process is essential for any researcher, especially
researchers with limited to no research experience. For the growth of a researcher, having
a reflection in the qualitative research process helps to improve new experiences, best
practices, and critical thinking skills throughout the research. At the beginning of this
research process to conduct this study, the researcher began with an extensive review of
previous literature discussed in Chapter 2. Through the literature, the researcher was able
to see themes of ICT and LMS use that included ICT: Classroom management, ICT:
Teacher communication, ICT: integration in classrooms, ICT: Integration of LMS, COVID
19: Emergency transition into remote learning, ICT and LMS: Online classroom
pedagogy, and ICT and LMS: Professional development for educators. While researching
these themes, the researcher was surprised by the limited studies on LMS integration by
schools and PD for LMS.
During the data collection, the researcher was interested in getting feedback from
all participants on how they felt about the interview process and the questions asked.
Teachers often said they were intrigued by the questions and never considered how much
the LMS training impacted them until the interview. The researcher was able to gain
valuable insight from K-12 teachers in Arizona with plans to share this study and
information with school district administrators. These insights could provide school
leadership with enough information about professional development with LMS.
The data collection process was more challenging than the researcher initially
planned out in the first three chapters. The researcher did not foresee unusual
circumstances with the time of year when the data could start to be collected. Frustrations
of only having one or two interviews in March of 2023 and no follow-up interviews could
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have been due to teachers having state exams for students, wrapping up the spring
semester, and entering summer with schools closed. They were coming back into the fall
semester with teachers planning their school year curriculum and parent-teacher
conferences. The researcher completed data collection by end of November. Most of the
interviews were insightful and helped the researcher to follow up questions to probe into
teachers’ LMS training experience and LMS use. Some interviews were more
challenging due to the limited training some had from their school districts. It was
difficult for the researcher to get more detailed responses.
The interviews provided the researcher with enough data to do follow-up
questions with the focus group. It was interesting to see the same follow-up participants
from the interview provide more details of their experiences and shared experiences with
other participants in the focus group. The beginning analysis of the data collection was
frustrating because the researcher needed more experience; however, through thematic
analysis, the researcher began to see and understand standard codes to develop into
subthemes and overall themes. This study applied qualitative research that included a data
collection process of interviews, coding, and reflexive thematic analysis discussed in the
previous and current chapters. In the following sections, the researcher will discuss the
implications, strengths, and weaknesses of the study and recommendations for future
studies.
Implications
The purpose of this qualitative descriptive study was to explore how K-12
teachers in online learning describe the influence of learning management system (LMS)
training on performance expectancy, effort expectancy, social influence, and facilitating
conditions in the online classroom environment in Arizona. The implications from this
study, developed in Chapter 4 findings, provided theoretical, practical, and future
recommendations for concluding this study. The theoretical framework is described in
detail in Chapter 2 and applied in the analysis and examination of Chapter 4; it provided
alignment of the research questions with the themes developed from the findings. The
researcher will discuss the strengths and weaknesses of this study to summarize the
study’s findings and conclude with recommendations.
Theoretical Implications
The foundational theory in this study was Venkatesh et al.'s unified theory of
acceptance and use of technology (UTAUT) model. Through the UTAUT model,
Venkatesh et al. (2003) developed ideas of individual acceptance of technology. The
model plays a significant role in this study as a direct determinant of user acceptance and
use of technology, including performance expectancy, effort expectancy, social influence,
and facilitating conditions (Venkatesh et al., 2003). The findings in this study provided
new information on teachers' LMS training and ease of use with LMS. The four
determinants from the UTAUT model provided more insight into how teachers perceived
their experience with LMS training and how that training impacted classroom instruction.
The study's findings showed teachers' ability to use LMS as a new skill in their job
performance and instruction. These findings align with the UTAUT model's determinants
of having effort with the use of technology, better performance, and classroom facilitation
with the use of LMS.
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Practical Implications
The findings in this study presented practical implications for technology use in
education. K-12 teachers in this study could describe their practical use of LMS from the
training they received. The findings suggest that teachers' LMS training played a
significant role in teachers' classrooms and LMS performance (Alserhan & Yahaya,
2021). The information from this study is essential to know how teachers can apply skills
within a subject online and how they can implement into a curriculum for student success
(Alserhan & Yahaya, 2021; Zheng et al., 2020). As technology evolves in education,
examining and understanding appropriate PD is essential for K-12 students to prepare for
college and their careers. It is important to note from the findings that teachers'
experience is directly related to the format and purpose of the training provided (Cohen,
2020). Teachers who had a sufficient amount of training and support provided a positive
experience with using LMS. At the same time, teachers who had minimal training or
resources were frustrated and had negative perceptions of LMS use. School district
administration and leadership may use the findings in this study as a guide to develop or
expand their LMS training to help create more learning opportunities for K-12 educators.
Participants in this study described specific elements to help influence the use of
LMS in their classroom. They describe areas of opportunities that include continued
collaboration with other teachers and school leadership, training to address individual
teachers' IT skills and needs, and future training to relate to teachers' previous LMS
knowledge or IT experience. Additional areas of improvement, teachers recommended
that schools provide additional IT support using tools like LMS. Continued support
equips teachers with the proper online curriculum instruction for student success (Trust &
Whalen, 2021). Findings support schools' use of teacher feedback and post-training
surveys to use and help facilitate future LMS training, which provide better training
opportunities to teachers in a Kindergarten through 12th grade settings.
Future Implications
The study does have future implications for researching the phenomenon of
teachers' LMS training and use. The researcher used purposive sampling and convenience
sampling in this study. Purposive sampling was initially used to identify individuals most
useful for the study, focusing on Arizona public school districts with K-12 teachers. This
type of sampling takes a specific group of individuals who can provide the most optimal
and valuable information to the study (Campbell et al., 2020; Lee-Jen et al., 2014). From
there, the researcher used a convenience sample to narrow in on specific qualified K-12
educators. The criteria included being a K-12 teacher in a Arizona public school,
currently teaching in a classroom, prior LMS training, and previously or currently using
LMS. This sampling technique focused on selected individuals around a specific location
and certain qualifications (Stratton, 2021). Future research could use snowball sampling,
which may allow for quicker data collection, qualified participants to meet the criteria,
and a deeper examination of a specific population sample such as a case study.
This study focused on a specific target population of K-12 teachers in Arizona at
different grade levels and in varied schools across the state that use different LMSs. For
this study, findings showed different teachers' experiences with LMS training and
outcomes of LMS use. Considering K-12 teachers' experiences with the transition into
online teaching and technology use (Laho, 2019), research can further explore teachers
who use one specific LMS. The study provided findings from teachers' LMS training;
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half received their initial training during COVID when schools were closing. Education
leaders, teachers, and students were all challenged to learn new technology skills
(Johnson et al., 2021). It has been over two years since COVID, and from teacher's
responses, some schools still need to mandate LMS use or provide continued training and
support. Findings from this study could be different if the sample population were
focused on schools with mandated LMS training or schools that provide LMS continued
training and support. This study could be conducted again to determine if teacher's
experiences and perceptions of using LMS have changed.
Strengths and Weaknesses of the Study
This study has several strengths and weaknesses discussed as limitations in
Chapter 1 and revisited in Chapter 4. The limitations first discussed in this section can be
examined by future research to be conducted. The strengths identified in this study will
then be presented. Considering both strengths and weaknesses, the researcher determined
the best course of action of methodology and design for this study.
Having a small sample size to use in this qualitative descriptive study provided a
limited amount of data to the researcher. A total of 36 participants were used in this study,
including the survey and interviews. Of the 36 participants, only 13 followed up for semi-
structured interviews. The researcher also utilized the same participants to follow up for a
focus group of five individuals. Despite the small sample size, the researcher had enough
data saturation to analyze and develop themes for the research questions within this study.
According to Farrugia, it is not possible to predict an exact sample size, but enough data
does not produce more themes or ideas for the study; the data becomes 'saturated' and has
reached its purpose (2019).
Although using a qualitative descriptive design and the theory used was ideal for
this study, it is not statically representative of the target population. Quantitative research
examines a population and tries to understand the behavior or trend by collecting and
analyzing the data (Goertzen, 2017). Quantitative also focuses on "yes/no" questions
while trying to find a correlation or significance using statistics (Maul, 2015).
Quantitative studies contain measurable and quantifiable data to ensure the study can be
replicated." (McClendon & Elasser, 2015). Because this study focused on exploring the
how and why of the phenomena of teachers' LMS training through interviews, findings
would be difficult to replicate.
Strengths of this study include having multiple data sources and interviews for the
researcher to explore teachers' personal experiences with LMS training. The researcher's
use of multiple data sources helps to achieve rich data on participants' lived experiences
(Kekeya, 2021). Having several sources of data to develop a triangulation to compare
multiple sources of data to ensure the validity of the data (Maul, 2015) discussed in
Chapter 4. The initial survey provided the researcher with essential demographic
information that applied to the UTAUT theory discussed in the previous chapter.
Followed by in-depth interviews and a focus group provided the researcher with enough
rich data that emerged with themes aligned with the UTAUT determinants model.
Researchers' previous teaching experience helped them understand K-12 teacher's
backgrounds and education terminology. When conducting the interviews, it was also
easier to feel more invested in this study and the research questions. In addition to
previous teaching, this researcher has extensive knowledge of LMSs with their current
career with enrollment of university students online LMS and has been using an LMS for
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the past eight years. Again, having experience with using LMSs, the researcher can be
more invested in understanding teachers' LMS training experiences. The following
section will discuss recommendations for future research on LMS training and use within
education.
Recommendations
The purpose of this qualitative descriptive study is to explore how teachers in
online learning describe the influence of learning management system (LMS) training on
performance expectancy, effort expectancy, social influence, and facilitating conditions in
the online classroom environment in Arizona. Discussed in Chapter 5, finding in this
study highlight opportunities to further explore LMS training for teachers to use and
continued use in the classroom. Additional studies on teacher’s experiences with LMS
training would add to current literature and studies that offer information to school
leadership when providing LMS training to their staff. This study’s findings also provide
helpful feedback from teacher’s experiences to meet the needs of individual teachers and
different backgrounds. The researcher will discuss recommendations for future research
and best practices in the next section.
Recommendations for Future Research
The researcher makes the following recommendations for future research based
on the findings of this study:
1. This study examined teacher’s experiences and responses on what changes should
be made with future LMS training. Based on the findings of this study,
recommendations include training with classroom customization in mind to allow
for more effective professional learning. Teachers also mentioned having trainings
tailored to teachers previous LMS use or IT skill level.
2. This research examined K-12 teachers who have used different LMSs depending
on the school district they went to across Arizona. Findings in the study show
differences in the amount of training and resources provided by the school with
what LMS they use. It is recommended further research can focus on teachers who
use one specific LMS or focus on specific schools that use LMS.
3. The follow up focus group expanded on discussion of improvements for their
schools LMS trainings. Participants shared how schools could utilize teachers
more for Beta testing LMS trainings to see how effective they are. In addition,
having school administration follow up with surveys or feedback for knowing how
to tailor continued trainings for teachers in specific grade or subject areas.
4. Majority of participants in this study all shared a similar experience with the lack
of continued support, IT help for LMS use, and resources to properly facilitate
LMS in their classrooms. Teachers described frustration with coming up with their
own outside resources or collaboration to effectively teach with LMS. Wagner
(2022) suggests there might be insufficient resources for educators to provide best
practices and success in the online classroom. Future research could examine
teacher’s LMS training and school leadership’s engagement with support.
Recommendations for Future Practice
This researcher found a need to explore K-12 teacher’s LMS training and the link
between the training and their ease of use with LMS for online instruction. The
information from this study can help inform about schools providing proper LMS training
and use. Based on this study’s findings the researcher is providing several
recommendations for future practice that include:
1. Stakeholders ensuring comprehensive and ongoing LMS training to help improve
teachers IT and LMS skills to properly facilitate LMS in their classrooms. The
training should be implemented alongside teachers already established
professional development. Additional LMS training opportunities should be
provided throughout the school year and any issues after the training should be
addressed to meet individual teacher’s needs.
2. Stakeholders should collaborate with teachers to ensure streamlined process to
train and use LMS for classrom instruction. This also includes ensuring teachers
have the resources needed to develop an online curriculum specific to their
subject areas taught. Furthermore, continued follow up for feedback on areas of
improvement to ensure teachur’s LMS use for instruction that equally contributes
to student’s success.
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Discussed in Chapter 1, the benefits of LMS providing more training opportunities for
better facilitation, online support, and resources in an online classroom (Howard et al.,
2021; Laho, 2019). Reviewing the findings in this study and implimenting any of the
above recommendations, this study can have a positive impact on all stakeholders.
Stakeholder collaboration and oppertunities for practice of improvement, positive
outcomes can be reinforced in the classrom for both teacher and student success.
(Golding & Bretscher, 2018). Collaboration and mutual understanding from all parties to
share a common goal of improving LMS training, helps for classroom instruction to
achieve optimal outcomes.
Holistic reflection on the Problem Space
During the research of literature in this study, a noticeable gap in research arose
with similar limitations and future studies that included a lack of PD and teacher's
selfefficacy with ICT and LMS (Bordalba & Bochaca, 2019; Mwila, 2018; Simsek &
Sarsar, 2019; Stockless, 2018). This researcher used the current gap within the literature
and
UTAUT to conduct the study (Venkatesh et al., 2003). The problem statement addressed:
It is not known how teachers in online learning describe the influence of learning
management system (LMS) training on performance expectancy, effort expectancy, social
influence, and facilitating conditions on the online classroom environment. The study
examined teacher’s LMS training but also got more insight into how teachers genuinely
want to use LMS and identify ways to meet the needs of LMS instruction for student
success. Through credibility and dependability of the researcher using proper protocols, a
safe environment was established for teachers to be open with their personal experiences,
both positive and negative, to help improve LMS training. The main takeaway themes
and findings from teacher’s responses from the training, school leadership can provide
efficient training opportunities to meet the need of teachers and genuine desire to help
students succeed.
