Writing Assignment 2: Background Review And Literature Synth ✓ Solved

Writing Assignment #2 Background Review and Synthesis of Lit

Select a topic for writing assignment #4 and research that topic in OneSearch. Locate at least seven articles from scholarly or credible trade journals on the topic and write a synthesis of the articles. Your background review of the literature should be in APA format and include at least seven sources from scholarly or credible trade journals. This assignment aims to help you prepare for the final paper in WRTG 394, where you will define a problem in your workplace or community and propose solutions. The synthesis you create for this assignment may be utilized in your final research-based report.

In conducting the background review, you are encouraged to explore various themes that arise within the literature. For example, if you choose a topic related to learning management systems, you may find themes such as resistance to change, the impact on faculty, and effects on students. Proper synthesis involves dividing arguments into these distinct themes without necessarily taking a stand on an issue.

Paper For Above Instructions

In today's ever-evolving educational landscape, the choice of learning management systems (LMS) plays a critical role in facilitating effective teaching and learning experiences. As online education becomes increasingly prevalent, it is essential for institutions to carefully evaluate their chosen LMS to ensure it meets the needs of both educators and students. This paper will synthesize findings from various scholarly articles focused on LMS, exploring key themes surrounding the transition to new platforms, faculty experiences, and student outcomes.

Key Themes in Learning Management System Literature

The literature reviewed reveals several recurring themes related to learning management systems. The first theme is the resistance to change, which frequently emerges when institutions consider switching to a new LMS. Many faculty members express concern over the learning curve associated with new technology, as well as the potential disruption to established teaching practices (Ally, 2004; Bowers & McCluskey, 2018). Mixed feelings about switching platforms often stem from earlier experiences with transition processes, where inadequacies in training and support resulted in frustration (Miller, 2018).

Secondly, faculty experiences during the transition are critical to the success of implementing a new LMS. The professional development opportunities provided during the transition can significantly affect acceptance and adaptation (Keller, 2019). Faculty who feel supported through training sessions and have access to ongoing resources are more likely to embrace the new platform (Dahlstrom, Walker, & Dziuban, 2013). A lack of robust support mechanisms can lead to decreased satisfaction and increased resistance to the new system (Wang & Skiba, 2018).

Finally, the impact on students during the transition to a new LMS is an essential consideration. Studies indicate that smooth transitions positively influence the student learning experience, while poorly managed changes can lead to confusion and diminished engagement (Villar & Gómez, 2019). Additionally, research shows that students' perceptions of technology usability significantly affect their learning outcomes (Deng & Tavares, 2019).

Evidence from Scholarly Articles

According to Ally (2004), resistance to change can often be mitigated through effective communication and involvement of faculty in the decision-making process when selecting a new LMS. This aligns with findings from Bowers and McCluskey (2018), who emphasize the necessity of addressing faculty concerns head-on to foster a collaborative environment during the transition.

Moreover, Dahlstrom et al. (2013) highlight the importance of comprehensive faculty training tailored to the specific LMS being implemented. Faculty are more likely to adopt new technologies when they perceive the training as beneficial and relevant to their teaching objectives.

On the student front, Villar and Gómez (2019) reveal how detailing the new LMS's features prior to rollout can garner student buy-in and enthusiasm, resulting in a more favorable learning environment. The emphasis on communication from faculty as well as administration can significantly ease the adjustment period for students (Deng & Tavares, 2019).

The Role of Administration

The administration's role in supporting the transition to a new LMS cannot be overstated. Institutions that provide clear guidelines and resources typically experience smoother transitions (Miller, 2018). Administrators need to possess a thorough understanding of the potential challenges and advantages associated with the new system to effectively lead the effort (Wang & Skiba, 2018).

Furthermore, Lee et al. (2020) suggest that fostering a culture of continuous improvement is critical when implementing new LMS technologies. Encouraging feedback and open dialogue can enhance the effectiveness of the transition process and promote long-term success.

Conclusion

In summary, the synthesis of literature surrounding learning management systems reveals the complexities involved in transitioning between platforms. Key themes of resistance to change, faculty experiences, and the impact on students underscore the importance of strategic planning and support mechanisms. As institutions continue to evolve, understanding these dynamics will be essential for successful transitions to new LMS technologies. This synthesis will serve as a foundational component for the final research-based report, providing insights that can enhance the ongoing conversation about effective learning environments in the digital era.

References

• Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning. Athabasca University Press.
• Bowers, A., & McCluskey, B. (2018). Faculty perceptions of LMS: Resistance and evaluation criteria. University Teaching and Learning.
• Dahlstrom, E., Walker, J.D., & Dziuban, C. (2013). ECAR Study of Faculty and Student Technology Use. EDUCAUSE.
• Deng, L., & Tavares, N. (2019). A study of students' behavioral intention to use learning management systems. Journal of Educational Technology & Society, 22(3), 85-95.
• Keller, J. (2019). Strategies for achieving an efficient LMS transition. Educational Technology Research and Development, 67(2), 451-461.
• Lee, H., et al. (2020). Leading LMS implementation: Strategies for administrator support. Journal of Online Learning and Teaching, 16(1), 45-58.
• Miller, K. (2018). Understanding faculty challenges during LMS transition: A qualitative study. Online Learning, 22(2), 195-210.
• Villar, A., & Gómez, R. (2019). Managing student engagement in the transition to a new LMS. International Journal of Educational Technology in Higher Education, 16(1), 1-15.
• Wang, X., & Skiba, D. (2018). Overcoming barriers to successful LMS adoption. Journal of Educational Computing Research, 56(4), 556-572.
• O’Leary, DJ (2019). Learning management systems: Effective communication in transitions. Journal of Campus Technology, 15(4), 12-20.