Faculty�s Perceptions of Moodle (LMS) Training Program and its Impact on their Levels of E-Learning Implementation: Qualitative Look

Ishtaiwa, Fawzi and Aburezeq, Ibtehal and Abu Sheirah, Khaled and Ghbari, Thaer (2011) Faculty�s Perceptions of Moodle (LMS) Training Program and its Impact on their Levels of E-Learning Implementation: Qualitative Look. Journal of Al-Quds Open University for Humanities and Social Research - ٠ج�ة جا٠عة ا��دس ا�٠�ت�حة ��بح�ث ا�إ�سا��ة �ا�اجت٠اع�ة, 24 (1).

Abstract

�د�ت �ذ� ا�دراسة ا���ع�ة إ�� ت�ص� �ج�ات �ظر أعضاء ��ئة ا�تدر�س �� جا٠عة ا�زر�اء ا�خاصة �� ا�أرد�� ح�� بر�ا٠ج تدر�ب� �استخدا٠�ظا٠إدارة ا�تع�٠(ا�٠�د��)� �أثر �ذا ا�تدر�ب ع�� ٠٠ارسات�٠ا�تدر�س�ة. ��د ج�٠عت ا�ب�ا�ات ٠� خ�ا� ا�٠�اب�ات ا�شخص�ة ٠ع 23 عض� ��ئة تدر�س� � تح��� �٠اذج ٠� ا�٠�اد ا�تع��٠�ة ��٠.         ��د أشارت ا��تائج إ�� أ� أعضاء ��ئة ا�تدر�س �ا� �د��٠�ج�ات �ظر ٠خت��ة ��٠ا �تع�� با�بر�ا٠ج ا�تدر�ب� ا�خاص (با�٠�د��)� �ذ�� تبعا� �٠ست�� خبرات�٠�� استخدا٠ا�ت�����ج�ا. ��د رأ�ا أ� ا�بر�ا٠ج ا�تدر�ب� استرات�ج�ة �عا�ة �تز��د�٠با�٠عر�ة �ا�٠�ارات ا�أساس�ة �استخدا٠ا�ت�����ج�ا. ��� �بسبب ا�تزا٠ات�٠ا�أخر�� �أ�٠اط ا�تدر�س� �٠ست��ات�٠ا�٠خت��ة �� استخدا٠ا�ت�����ج�ا� �إ� بر�ا٠جا� ع٠�٠�ا� �احدا� ��ج٠�ع �ا �ح�� ا�أ�دا� ا�٠ط��بة.          ���ذا �إ� ا�دراسة - ��بد�� ���٠�ذج ا�ع٠�٠� ا�٠ستخد٠- ت�ترح استخدا٠أ�شطة تدر�ب�ة أخر� ٠ث� ا�تع��٠: �احد ��احد� �أشرطة ا���د�� ا�تع��٠�ة� �ا��رش ا�ع٠��ة ا�تطب���ة� �ا�تدر�ب ا�إ��تر���� ح�ث إ� �ذ� ا�أ�شطة تدع٠ج��د أعضاء ��ئة ا�تدر�س بص�رة أ�ثر �عا��ة �تطب�� أد�ات (ا�٠�د��) �� ا�ع٠��ة ا�تع��٠�ة ا�تع�٠�ة. This qualitative study investigated the faculty members� perceptions of a Moodle LMS training program and the impact of this training on their instructional practice at Zarqa Private University in Jordan. Data were collected via interviews with 23 faculty members and document analysis for samples of their teaching materials. The results indicated that faculty members had different perspectives toward the Moodle training according to their levels of technological expertise. They considered the Moodle training as an effective strategy for providing basic knowledge and skills about using technology. However, because of time commitments, teaching styles, and individual levels of proficiency with technology, a �one-size-fits-all� training program for faculty does not achieve the desired outcomes. As an alternative to the generic model of training, findings from the data suggest that training activities such as one-on-one instruction, instructional video tapes, hands-on workshops, and online training may better support faculty�s implementation of Moodle tools in the teaching and learning process.

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