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The role of learning management systems in school and classroom development. An exploratory mixed-methods-study among German school teachers
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The role of learning management systems in school and classroom development. An exploratory mixed-methods-study among German school teachers
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Journal Article
The role of learning management systems in school and classroom development. An exploratory mixed-methods-study among German school teachers
2024
Overview
As basic infrastructure of a school, digital learning management systems (LMS) have been used in universities and schools since around the turn of the millennium. However, their usage in schools has rapidly increased in the course of the COVID-19-pandemic, opening the desideratum on the role that these platforms can play in school and classroom development. This study aims at investigating the role of LMS for school and classroom development in information and communication technologies (ICT)-related school contexts from the perspective of German school teachers. The study follows a mixed-methods approach consisting of an exploratory interview study (study 1) and a questionnaire-based survey (study 2). For the qualitative approach we analyzed three rounds of interviews with Berlin teachers (N = 44), using the results to design a questionnaire for the quantitative study (N = 223) on LMS’ potentials and challenges. While the qualitative data suggest a broad variety of possible means for school and classroom development, the preliminary quantitative results do not confirm these findings. Still, they point at teachers using LMS for individual and cooperative development among students and teachers and a possible starting point for digital transformation through LMS, while keeping a critical perspective on the topic. (DIPF/Orig.)
Digitale Lernmanagementsysteme (LMS) werden etwa seit der Jahrtausendwende an Universitäten und Schulen eingesetzt und gelten als grundlegende technische Infrastruktur. Im Zuge der COVID-19-Pandemie hat die Nutzung von LMS an Schulen rasant zugenommen, was die Frage aufwirft, welche Rolle diese Plattformen für die Schul- und Unterrichtsentwicklung spielen können. Ziel dieses Beitrags ist es daher, diese Frage im Kontext der informationstechnologisch geprägten Schul- und Unterrichtsentwicklung auf Basis von Lehrkräfteperspektiven zu bearbeiten. Die Studie folgt einem Mixed-Methods-Ansatz, bestehend aus einer explorativen Interviewstudie (Studie 1) und einer quantitativen Befragung (Studie 2). Für den qualitativen Ansatz haben wir drei Interviewrunden mit Berliner Lehrkräften (N = 44) ausgewertet und die Ergebnisse zur Entwicklung eines Fragebogens für die quantitative Studie genutzt. Damit wurden Lehrkräfte in Deutschland (N = 223) zu Potenzialen und Herausforderungen von LMS befragt. Während die qualitativen Daten auf vielfältige Maßnahmen zur Schul- und Unterrichtsentwicklung verweisen, bestätigen die vorläufigen quantitativen Ergebnisse diese Erkenntnisse nicht. Sie weisen jedoch darauf hin, dass Lehrkräfte LMS zur individuellen und kooperativen Entwicklung von Schüler*innen und Lehrkräften nutzen und sie – unter Beibehaltung einer kritischen Perspektive – als einen möglichen Ausgangspunkt für schulische digitale Transformation betrachten. (DIPF/Orig.)
