Abstract
Purpose: This study presents the approach taken by our small nursing university when adopting a new learning management system (LMS), as well as an evaluation of the various activities developed and implemented to support and facilitate faculty and staff use of the system. In 2020, the global COVID-19 pandemic necessitated the transition of all classes to an online format. However, Course Power, the LMS used at that time, lacked the necessary features to fully support online learning. As a result, the Library & Information Technology Committee, composed of faculty and staff, had to explore the adoption of a new LMS. It took two years to fully transition to the new LMS, Moodle 3.8. To ensure that all faculty and staff could use the new LMS effectively while minimizing psychological resistance to the change, a LMS working group was established and developed a variety of teaching materials, including manuals, instructional videos, and a resource collection, in addition to conducting periodic training workshops. This study provides an overview of the entire implementation process, shares an evaluation of the support activities based on data gathered one year after implementation, and explores the factors that contributed to the success of the transition.
Subjects: A convenience sampling method was used in this study, with a total of 16 faculty and staff members, representing approximately 46% of the population, responding to the survey.
Instruments: The questionnaire was developed by the working group and included background information such as demographic data, educational background, years of teaching experience and experience using various LMS. It also included items evaluating each supporting activity using a five-point Likert scale (1 representing "not at all" to 5 representing "very effective").
Analysis: Descriptive statistics and Pearson's correlation coefficient were used to analyze data.
Procedures: Approval to conduct this study was obtained from the Internal Review Board of the principal investigator`s affiliated university.
Results: Data analysis for this study is currently in progress and will be reported in the final version.
Implications: Implementing a new system and ensuring successful adaptation by all faculty and staff members is a challenging task. We expect the findings of this study to serve as a guide for introducing new technologies and methods across entire school systems in the future.
Notes
References:
Gratz, E., Looney, L. (2020).Faculty resistance to change: An examination of motivators and barriers to teaching online in higher education. International Journal of Online Pedagogy and Course Design, 10(1), 1-14
Hampton, D., Culp-Roche, A., Hensley, A., & Wilson, J. (2020). Self-efficacy and satisfaction with teaching in online courses. Nurse Educator, 45(6), 302-306
Katlen, J.N., Manlapaz, M.R., Hoffman, A. (2022). Considerations for appropriateness of virtual learning in the postpandemic environment. Journal of Nursing Education, 61(9), 503-509.
Nabolsi, M., Abu-Moghli, F.A., Khalaf, I.A., & Zomot, A. (2021). Nursing faculty experience with online distance education during COVID-19 crisis: A qualitative study. Journal of Professional Nursing, 37, 828-835
Peters, M. (2000). Does constructivist epistemology have a place in nursing education? Journal of Nursing Education, 39(4), 166-172
Sigma Membership
Beta Mu
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Quantitative Research
Keywords:
Faculty Development, Learning Management System, LMS
Recommended Citation
Hoshi, Miwako; Porter, Mathew Lee; Matsuo, Kazue; Iizuka, Saiko; and Weir, Kevin, "Smooth Transitions: Helping Faculty and Staff Navigate the Implementation of a New LMS" (2025). International Nursing Research Congress (INRC). 72.
https://www.sigmarepository.org/inrc/2025/posters_2025/72
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Smooth Transitions: Helping Faculty and Staff Navigate the Implementation of a New LMS
Seattle, Washington, USA
Purpose: This study presents the approach taken by our small nursing university when adopting a new learning management system (LMS), as well as an evaluation of the various activities developed and implemented to support and facilitate faculty and staff use of the system. In 2020, the global COVID-19 pandemic necessitated the transition of all classes to an online format. However, Course Power, the LMS used at that time, lacked the necessary features to fully support online learning. As a result, the Library & Information Technology Committee, composed of faculty and staff, had to explore the adoption of a new LMS. It took two years to fully transition to the new LMS, Moodle 3.8. To ensure that all faculty and staff could use the new LMS effectively while minimizing psychological resistance to the change, a LMS working group was established and developed a variety of teaching materials, including manuals, instructional videos, and a resource collection, in addition to conducting periodic training workshops. This study provides an overview of the entire implementation process, shares an evaluation of the support activities based on data gathered one year after implementation, and explores the factors that contributed to the success of the transition.
Subjects: A convenience sampling method was used in this study, with a total of 16 faculty and staff members, representing approximately 46% of the population, responding to the survey.
Instruments: The questionnaire was developed by the working group and included background information such as demographic data, educational background, years of teaching experience and experience using various LMS. It also included items evaluating each supporting activity using a five-point Likert scale (1 representing "not at all" to 5 representing "very effective").
Analysis: Descriptive statistics and Pearson's correlation coefficient were used to analyze data.
Procedures: Approval to conduct this study was obtained from the Internal Review Board of the principal investigator`s affiliated university.
Results: Data analysis for this study is currently in progress and will be reported in the final version.
Implications: Implementing a new system and ensuring successful adaptation by all faculty and staff members is a challenging task. We expect the findings of this study to serve as a guide for introducing new technologies and methods across entire school systems in the future.
Description
This study demonstrates the approach we took when adopting a new learning management system and evaluates various supporting activities we developed and implemented based on data gathered one year after implementation. We hope that the findings of this study will inform the future introduction of new technologies within other organizations.