简化、整合、干预：利用学习管理系统使用的心理模型促进机构支持
Simplify, Consolidate, Intervene: Facilitating Institutional Support with Mental Models of Learning Management System Use
AI总结：
本研究提出使用深度（DOU）模型，通过分析弗吉尼亚理工大学30000多门课程数据，衡量教师LMS采用情况，揭示规模、互操作性和普遍访问需求驱动采用，并助力机构支持决策。
摘要：
衡量教师对学习管理系统（LMS）工具的采用情况，是在大规模评估在线教学有效性时至关重要的第一步。现有的LMS采用模型通常是定性的、以学习者为中心的，并且难以用于机构支持。我们提出了使用深度（DOU）：一种直观的测量模型，用于评估教师对全校LMS的使用情况及其对机构支持的需求。我们假设并检验了DOU与课程属性（如教学模式、参与度、后勤和成果）之间的关系。在对弗吉尼亚理工大学两年内提供的30000多门课程的元数据进行的大规模分析中，我们发现，对规模、互操作性和普遍访问的普遍需求驱动了大学教师对LMS的采用。然后，我们展示了DOU如何帮助教师识别从传统应用程序过渡到LMS工具的机会成本。我们还描述了DOU如何帮助教学设计者和IT组织领导层评估其支持分配、教师发展和LMS推广举措的影响。
英文摘要：
Measuring instructors' adoption of learning management system (LMS) tools is a critical first step in evaluating the efficacy of online teaching and learning at scale. Existing models for LMS adoption are often qualitative, learner-centered, and difficult to leverage towards institutional support. We propose depth-of-use (DOU): an intuitive measurement model for faculty's utilization of a university-wide LMS and their needs for institutional support. We hypothesis-test the relationship between DOU and course attributes like modality, participation, logistics, and outcomes. In a large-scale analysis of metadata from 30000+ courses offered at Virginia Tech over two years, we find that a pervasive need for scale, interoperability and ubiquitous access drives LMS adoption by university instructors. We then demonstrate how DOU can help faculty members identify the opportunity-cost of transition from legacy apps to LMS tools. We also describe how DOU can help instructional designers and IT organizational leadership evaluate the impact of their support allocation, faculty development and LMS evangelism initiatives.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
