Date of Award
Doctoral Research Paper
Morgridge College of Education, Higher Education
Ryan Evely Gildersleeve, Ph.D.
Michelle Tyson, Ed.D.
Jessica Alzen, Ph.D.
Satisfaction, LMS, Canvas, Technology acceptance model, Learning management system
By examining the relationship between the use of LMS tools and student course satisfaction, institutions can purposefully target areas most in need of improvement. The inconsistency in the application and use of LMS tools has resulted in a fragmenting of the student experience and has had a potentially negative affect on student attitudes toward its use. In order to address these issues and to support CMC’s mission, college leadership has created a minimum usage requirement for Canvas in all credit courses. This evaluation aims to provide insight for improving the use of Canvas tools and increasing student course satisfaction in F2F courses at CMC. Drawing on Tinto’s (1975) model of persistence, the use of learning management systems and resultant satisfaction in the classroom is a contributing factor to a student’s decision to persist in a course. Davis’ (1993) technology acceptance model (TAM) also informed the research as it specifies the causal relationships between several factors, in particular, perceived usefulness, ease of use, and satisfaction.
The Context and Product components of the CIPP evaluation model were used to guide the determination of the overall quality and merit of the mandated Canvas usage program. Based on the findings from a quantitative survey, the researcher was able to make six specific recommendations to improve the program centered around increased LMS training and support for faculty and students, the demonstration of a measurable positive impact on student learning for new Canvas tool or functionality adoption, and regular and consistent feedback from faculty and students.
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Wenger, Chris N., "Student Satisfaction with Canvas Use in Face-to-Face Courses at Colorado Mountain College" (2019). Higher Education: Doctoral Research Projects. 6.