In the following the stored data is described in terms of how it was collected and how it was stored. All data contained in this repository was gathered during in person appointments with the participants. The data is split up into the followig parts:
In each part there a files per participant. The participant naming is random but consitend across parts of the data.
During the appointments with the participants the first step was for the participants to fill in a pre-sorting qustionnaire. This was done on paper and the resulting data manually entered. The questionnaire data is stored in the folder questionnaire. The data of each participant is stored in a seperate .csv file.
Each .csv file has the same structure. There are two rows. The first row consists of the column identifiers and the second row consists of the answers given by the participant. The question 4 “What is your position within the university?” has been removed from the data set as it could be used to identify the participants.
Demographic data about the participants has been collected as well as information concerning their usage of the LMS. The demographic data about the participants is coded as followed in the data:
| Colunmn ID | Question | Levels |
|---|---|---|
| Q1 | What is your gender? | male or female |
| Q2 | How old are you? | Age in years |
| Q3 | Which faculty do you belong to? | Name of the faculty |
| Q4 | What is your position within the university? | Text |
| Q5 | How many hours are you teaching this semester? | Number of hours per week |
| Q6 | For how long have you been using Moodle? | Experience in years |
| Q7 | Do you have any experience with another LMS then Moodle? | Open question |
| Q8 | For how long have you been using other LMSs? | Open question |
To gain more background information about the participants the following scales have been added to the pre-sorting questionnaire: The digital skills scale was created for this study and is inspired by the knowledge domain of Ritzhaupt and Martin (2014). The personal innovativeness scale by Agarwal and Prasad (1998) has been chosen because the factor personal innovativeness influences appropriation. Furthermore the user interface scale by Cho, Cheng, and Lai (2009) have been added as the user interface design influence the usage of the LMS. Additionally the participants are going to be asked whether they perceive the LMS as useful, using the scale by A. M. Sørebø and Sørebø (2008), and if they are satisfied with the LMS, using the scale by Mouakket and Bettayeb (2015). These two scales have been added because the University of Münster does not require the lecturers to use a specific LMS but leaves them to choice whichever LMS they want to use, at the time of writing, Moodle is the most used LMS at the University of Münster. The items of these scales are coded in the data as follows:
Digital skills (self designed)
| Colunmn ID | Question | Levels |
|---|---|---|
| Q9a | I am confident in using the office suite (e.g. word processing, spreadsheet or presentation software). | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q9b | I am familiar with screen recording software (e.g. Camtasia). | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q9c | I am familiar with audio / video editing software (e.g. Audacity or Premiere). | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q9d | I am confident in using learning management systems (e.g. Moodle, Ilias or Blackboard). | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q9e | I am familiar with content management systems (e.g. WordPress, Drupal or Joomla). | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q9f | I am familiar with markup languages (e.g. HTML, XML or Markdown). | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q9g | I have the skills to use web 2.0 technologies (e.g. Wikis, Blogs or Podcasts). | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
Personal innovativeness by Agarwal and Prasad (1998)
| Colunmn ID | Question | Levels |
|---|---|---|
| Q10a | If I heard about a new information technology, I would look for ways to experiment with it. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q10b | Among my peers, I am usually the first to try out a new information technology system. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q10c | In general, I am hesitant to try out new information technologies (reverse-scored). | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q10d | I like to experiment with new information technologies. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
User interface design by Cho, Cheng, and Lai (2009)
| Colunmn ID | Question | Levels |
|---|---|---|
| Q11a | The layout of Moodle is user-friendly. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q11b | The computerized instruction provided by Moodle is clear. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q11c | The layout of Moodle is in good structure. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q11d | The overall user interface design of Moodle is satisfactory. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
Perceived usefulness by A. M. Sørebø and Sørebø (2008)
| Colunmn ID | Question | Levels |
|---|---|---|
| Q12a | Using Moodle increases the quality of my educational work. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q12b | Using Moodle helps me in being more productive in my educational work. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q12c | Using Moodle makes me a more productive teacher. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q12d | Overall, Moodle is useful in performing my educational work. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
User satisfaction by Mouakket and Bettayeb (2015)
| Colunmn ID | Question | Levels |
|---|---|---|
| Q13a | I am satisfied with the experience of using Moodle. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q13b | I think that I did the right thing when I decided to use Moodle. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q13c | I am satisfied with my decision to use Moodle. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q13d | I am very satisfied with the services provided by Moodle. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
| Q13e | My decision to use Moodle was a wise one. | 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree |
For the Q-Sort the participats had to select one of their courses as a reference before doing the Q-Sort. The participants were also asked about metadata about the chosen course.
The metadata is stored in a seperate .csv file per participant in the folder course-metadata. It is structured as follows:
| Colunmn ID | Question | Levels |
|---|---|---|
| Q14a | What is the size of your course? | number |
| Q14b | How is the assessment of the students going to take place? | type of assessment |
| Q14c | Is the course for a lecture or a seminar? | type |
| Q14d | Do you manage your course alone or together with someone? | Text |
The Q-sorts are stored in seperate .csv files in the qsorts folder. The datafiles follow the structure as needed by the qmethod package for R (Zabala 2014). The files have the same number of rows as the Q-sorts and the cards in the Q-sort are identified by their hashes, as generate by the make.cards() function and as needed by the import.q.sorts() function of the qmethod package. For convenience the ids are also provided in the file lookup.csv.
The interviews are provided in two parts. Part 1 is the feedback directly linked to a specific card which is stored in the feedback folder and part 2 is about missing or new functionalities which is stored in the interviews folder, in both folders the information is stored in seperate .csv files. The feedback and interviews were originally gathered in German and is provided in a translated, anonymised and paraphrased version.
Agarwal, Ritu, and Jayesh Prasad. 1998. “A Conceptual and Operational Definition of Personal Innovativeness in the Domain of Information Technology.” Information Systems Research 9 (2): 204–15. doi:10.1287/isre.9.2.204.
Cho, Vincent, T.C. Edwin Cheng, and W.M. Jennifer Lai. 2009. “The role of perceived user-interface design in continued usage intention of self-paced e-learning tools.” Computers & Education 53 (2). Elsevier Ltd: 216–27. doi:10.1016/j.compedu.2009.01.014.
Mouakket, Samar, and Anissa M. Bettayeb. 2015. “Investigating the factors influencing continuance usage intention of Learning management systems by university instructors.” International Journal of Web Information Systems 11 (4): 491–509. doi:10.1108/IJWIS-03-2015-0008.
Ritzhaupt, Albert D., and Florence Martin. 2014. “Development and validation of the educational technologist multimedia competency survey.” Educational Technology Research and Development 62 (1): 13–33. doi:10.1007/s11423-013-9325-2.
Sørebø, Anne M, and Øystein Sørebø. 2008. “Understanding E-Learning Satisfaction in the Context of University Teachers.” World Academy of Science, Engineering and Technology 46: 72–75.
Zabala, Aiora. 2014. “qmethod: A Package to Explore Human Perspectives Using Q Methodology.” The R Journal 6 (2): 163–73.