Most universities still offer Learning Management Systems (LMS) as the ‘one size fits all’ technology solution for all teachers across all disciplines. Using LMS across diverse campuses has resulted in efficiencies-of-scale for administrators, however LMS integration into teacher practices is minimal (e.g., Conole & Fill, 2005) and teachers’ creative space can be limited for discipline-based innovation. Together, these realities indicate that there are significant barriers to the effective use of LMSs, especially for teaching and learning purposes.
To overcome such barriers, the complex and less visible internal space of teacher beliefs must be understood in relation to teachers’ pedagogical contexts and the affordances they can identify. This paper reports on the findings of six qualitative case studies of teachers at different stages of LMS integration and the extent to which teachers reconciled their beliefs. The results highlight the need for technology environments that better accommodate teacher diversity.
Keywords: teacher beliefs, teacher diversity, affordances, LMS, university teacher education