Qualitative Study on Implementation and Innovation Science Frameworks: LMS Transition within a Select Florida State Colleg

Learning Management System (LMS) implementations have become more complex: as new features and capabilities become available, as transitioning between LMSs occurs, and as implementation strategy needs have transformed. The problem explored was the suspected use of outdated frameworks in LMS implementations that may result in user perceptions that are contrary to the expectations derived from existing theoretical understandings of implementation science and innovation science. This problem may negatively impact LMS implementations and possibly negate the goal of improving teaching and learning with technology. The purpose of this study was to explore how implementation and innovation science theories contradict or support resulting perceptions of LMS effectiveness in business and technology courses; with a goal of contributing to better theoretical understandings of how implementation and innovation science theories contribute to perceptions and best practices of implementation and LMS effectiveness. The chosen qualitative multiple case study approach consisted of semi-structured interviews with at least 8 participants from a select Florida state college. The college was studied to assess user perceptions about, respective, LMS implementations; enabling a study of thematic cues of adverse effects or best practices noticed within interviews that either support or contradict (possibly altering) current understandings of implementation and innovation science frameworks. The participants included three instructors, one student, two administrators, and two other academic stakeholders in a business or technology program at a state college in Florida: each participant was 18 or older, agreed to provide a method of contact, and granted permission to be voice recorded. This research added to the body of literature regarding LMS transition experiences, better understanding as to how implementers can effectively implement LMSs, and insight for theorists to incorporate these findings in implementation and innovation science frameworks; with the potential of contributing to future improvements in implementation and LMS effectiveness.