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Integrating Web-based Learning Management System in Home-school Communication
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-1286-9390
2018 (English)In: EDULEARN18 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Palma, Spain: IATED , 2018, p. 4255-4264Conference paper, Published paper (Refereed)
Abstract [en]

Well-functioning home-school communication is seen as a fundamental prerequisite for improving parental involvement in school development and in children’s schooling. Traditionally, face-to-face, telephone and email contacts between teachers and parents have been the main pathways for home-school communication. Nowadays, almost all K-12 schools in Sweden have an integrated so-called learning management system (LMS) that enables the systematic management of school administration, teaching and learning, as well as internal and external information and communication. In spring 2015, one municipality in Sweden started to implement a new web-based LMS called Learning Space (LS) in all public schools. To evaluate its implementation process with regard to the teachers’ experiences, an online questionnaire was sent to all grade 1-12 teachers in the municipality. This study is part of the evaluation project. The purpose of this paper is to explore teachers’ (N=454) experiences and perceptions with regard to the use of LS in home-school communication. The utilisation of LMS framework developed by Asiri, Mahmud, Bakar and Ayub (2012) was adopted to identify critical factors for integrating new technology. The results indicated a great dissatisfaction with functional features of LS and the implementation process among the teachers, which negatively impacted the attitudes and beliefs towards the usefulness and ease of use of LS for communication between home and school. This in turn prevented teachers’ and parents’ use of LS, and caused a general decrease in home-school communication in daily practices, especially for those disadvantaged parents, according to the teachers. There is a need to reflect on the implementation process and to improve the system. A successful implementation of technology in education calls for policy commitment, quality features of the technical design, sufficient organisational support, and positive personal attitudes and efforts.

Place, publisher, year, edition, pages
Palma, Spain: IATED , 2018. p. 4255-4264
Series
EDULEARN Proceedings, ISSN 2340-1117
Keywords [en]
Learning Management System (LMS), Learning Room (LR), perceived usefulness, perceived ease of use, home-school communication, teacher survey
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-150274DOI: 10.21125/edulearn.2018.1073ISBN: 978-84-09-02709-5 (electronic)OAI: oai:DiVA.org:umu-150274DiVA, id: diva2:1236295
Conference
10th International Conference on Education and New Learning Technologies. Palma, Spain 2-4 July, 2018
Available from: 2018-08-01 Created: 2018-08-01 Last updated: 2018-08-08Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf