Understanding the technical and social paradoxes of learning management systems usage in Higher Education: a sociotechnical perspective

Ali, MB ORCID: https://orcid.org/0000-0001-5854-8245, Wood Harper, T and Bob, W 2023, 'Understanding the technical and social paradoxes of learning management systems usage in Higher Education: a sociotechnical perspective' , Systems Research and Behavioral Science .

	PDF - Accepted Version Restricted to Repository staff only Download (1MB) | Request a copy
Preview	PDF - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. Download (2MB) | Preview

Abstract

The recent COVID-19 pandemic has created an unprecedentedly complex situation and wicked problem in the education domain. This has forced educators and learners to study from home using unfamiliar pedagogical typologies and technologies in order to adapt to the new work routine. This research contributes to theory and practice by adopting a sociotechnical approach (STS) to understand the technical and social implications of learning management systems (LMS) to inform pedagogical development. A qualitative approach is adopted, and semi-structured interviews are conducted across two university cases with 40 academics and students to capture their perceptions of LMS usage. We found that technical paradoxes present a barrier to pedagogical development in the transition from blended learning environments to remote ones, where many wicked and unprecedented challenges emerge from learning remotely during a pandemic, while social paradoxes arise from cultural issues such as user resistance that impede the university's pedagogical goals and visions.

Item Type:	Article
Schools:	Schools > Salford Business School > Salford Business School Research Centre Schools > Salford Business School
Journal or Publication Title:	Systems Research and Behavioral Science
Publisher:	John Wiley & Sons
ISSN:	1092-7026
Depositing User:	Dr Mohammed Ali
Date Deposited:	03 Mar 2023 08:45
Last Modified:	13 Mar 2023 11:45
URI:	https://usir.salford.ac.uk/id/eprint/66516

Actions (login required)

Edit record (repository staff only)