The context for Foundational Practices for LMS Usage is multi-faceted and has evolved over time. Foundational Practices align with Inclusive Excellence and support instructional effectiveness student feedback from Student Satisfaction Inventory (SSI) and the LMS implementation. The Practices address a NECHE Standard 6 growth area to increase meaningful use of Brightspace to enhance student learning in partnership with academic leaders, the faculty senate, and Wentworth Student Government. Use of the LMS supports FERPA data privacy though a secure platform.

Alignment with Instructional Effectiveness  

• SSI comment excerpts: not putting class information online; students need to know what grades are and where they stand; want more feedback and opportunities to resubmit; timely feedback on assignments; students afraid to learn from failure; syllabus should explicitly state content expectations, not change over the semester; timely responses to email.

Alignment with Inclusive Excellence  

• LMS and academic technology tools are elements of the course learning environment. They supplement face-to-face learning and carry increasing importance in facilitating learning as courses are delivered in hybrid and online formats. 
• Wentworth’s Digital accessibility policy outlines what is expected of instructors to make their course materials as accessible as possible. TLC’s Accessibility resources provide a good start for digital accessibility. TLC’s Equity in Learning resources provide inclusive syllabus templates and GROW tips supporting equitable learning.  
• NECHE 2022 10-Year Report: Identified a growth area to increase meaningful use of Brightspace to enhance student learning in partnership with Academic Leaders, the Faculty Senate, and Wentworth Student Government   

Evidence-Based Data and Student Feedback 

• Colleges of the Fenway Bettering Learning Engagement Study conducted in 2017 (link to research summary)

  • Overall, students think there is significant value in consistent Blackboard (LMS) usage, most notably in student self-evaluation, instant and/or timely feedback, ease of collaboration, and allowing everyone to have a voice in discussions. Students also expressed an interest in becoming more involved in education technology usage and integration conversations with the faculty and staff. 
  • Blackboard (LMS) has been widely adopted across undergraduate departments at Wentworth, though there is noticeable variation between departments. Most faculty members primarily use Blackboard as a repository for course materials and as a way to communicate updates to students. Our analysis also shows that in those departments where Blackboard usage is more consistent over time, assignment and announcement usage had a significant positive effect on good course grades. Our department-level analysis allowed us to identify meaningful relationships that indicate, when integrated effectively, LMS could have a positive impact on student grades. On a cautionary note, heavy usage of Blackboard solely as a file repository revealed a statistically significant positive relationship between the number of files in a course and student grades of D or F, or withdrawing from the course. One possible explanation for this finding is that students who encounter a large number of files in a course may struggle to find the relevant information, particularly if the files are not well organized. 

• Student feedback from LMS Taskforce Needs Assessment in 2018-2019

  • Student experience: continuity with some structure course to course reduces cognitive load and helps students focus on course content and learning  
  • Most common uses of Blackboard by faculty are administrative in nature, posting syllabus and grades, announcements, distribution and collection of assignments   
  • Students say use of the LMS helps them stay organized; it’s helpful if professors use it properly; it helps them keep track of grades. Students like when their instructors use Blackboard; they like when they have access to their grades and assignment content regularly. Students get frustrated when these features are not used consistently and find some of the sites difficult to navigate. 

Teaching & Learning Collaborative colleagues are happy to be thought partners and help you bring these practices to life in your courses. Stop by Beatty 318, visit in-person/virtual drop-in hours schedule a consultation or submit a ticket at teach@wit.edu. Visit the TLC Services page and Events for workshops.