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despite the many benefits that can accrue when an LMS is implemented, the selection and implementation processes sometimes fail when institutions lack:
· Leadership, not only by management and academic leaders, but also by those who have political influence within the institution.
· Commitment to the process, as it takes time and resources before evidence of success emerges.
· Organization-wide buy-in and appreciation for what an LMS can and cannot do.
· Stakeholder involvement in the selection process.
· Alignment with the education plan or direction of the institution.
· Congruency with how instructors teach. Implementing an LMS can itself lead instructors to reconsider their teaching methods.
· Recognition of the cultural changes required to achieve success. Resistance to change can arise, especially among those familiar with an existing LMS, as they know its shortcomings and have developed workarounds.
· Organizational preparedness during implementation — that is, knowing who will be responsible for what.
· Training for instructional designers, instructors, students, and information technology specialists.
· Quality support, including pedagogical and technical support.
· Focus on designing quality courses.
· Student and instructor computer literacy skills.
· Student access to computers, the Web, and/or the LMS.
· Adequate access to the Internet for students and staff.
· User-friendliness of the software. The software must be easy to use, even for novices.
· Funds required for hardware, including servers, network infrastructure, backup storage, backup power supply, air conditioning for the hardware, and computers/digital terminals.
· Due diligence by the LMS selection committee to adequately address the needs and concerns of the potential users, verify the information provided by vendors and external experts, and ensure that the selected LMS can actually perform the tasks requested by users.
· Effective project management to ensure that the selection process and implementation succeed.