The impact of faculty perceived reconfigurability of learning management systems on effective teaching practices

This study explores whether learning management systems (LMSs) enable faculty course developers to use the reconfigurable characteristics of the software to implement the seven principles of effective teaching (Chickering & Gamson, 1987). If LMSs are to be considered pedagogically effective, these systems must help engage faculty in effective teaching practices.A model is presented that contends: (1) faculty course developers' perceptions of interface reconfigurability, interaction reconfigurability, and content reconfigurability of the software facilitate LMS use for effective teaching practices and (2) the LMS use to implement these effective teaching practices enhances faculty perceived benefits. The model is tested using a sample of 379 faculty respondents. The results suggest that all three system reconfigurability dimensions have significant impacts on helping faculty use LMS to implement effective teaching practices. Interaction reconfigurability has the strongest relationship with the seven principles. The theoretical and practical implications of the findings are discussed.

► Whether learning management systems help engage faculty in effective teaching practices.
► Faculty's perceptions of interface, interaction, and content reconfigurability of the system.
► The system use to implement effective teaching practices enhances faculty perceived benefits.
► Three system reconfigurability dimensions have significant impacts on faculty course design.
► Interaction reconfigurability has the strongest relationship with the seven principles.