Running Head: THE VISTA TO MOODLE TRANSITION

The Vista to Moodle Transition at NC State: A Needs Assessment and Task Analysis Dynamic Development, Inc. Victoria Barnhardt, Alan Elmore, Taylor Francis, Erik Ward, Jackie Wold EAC 583, North Carolina State University November 14, 2012

THE VISTA TO MOODLE TRANSITION Introduction Since the beginning of the 21st century, the role of distance learning in formal and informal education has blossomed. This new reality has forced scholars to question the definition of the classroom and the learning environment. The classroom can no longer be considered a square, white-walled room with desks in the middle and a chalkboard in the front,

and the learning environment consists of much more than a teacher lecturing as students dutifully take notes. Distance education, also known as distributed learning, turns a living room into a classroom and allows teacher-student interaction unbounded by the physical constraints of space and distance. Jones Knowledge describes distributed learning as education delivered anytime, anywhere, to multiple locations, using one or more technologies or none at all (as cited in Dabbagh, 2005, p. 30). The overall mission, however, remains the same to achieve subject mastery by increasing a students knowledge level and capacity to learn. This makes it imperative that the tools at the instructors disposal are adequate for overcoming the obstacles of distance learning in order to accomplish this goal. With that idea in mind, North Carolina State University (NCSU) has previously used Vista as its Learning Management System (LMS) of choice to distribute information to students in online courses. Recently, NCSU has opted to transition from Vista to Moodle as its new LMS for all distance education courses. This change will take place over the course of several semesters, but instructors will be required to transition their material from Vista to Moodle and ensure its compatibility with the software as well as its utility to the students. Dynamic Development, Inc. (DDI) has partnered with NCSU in an effort to make this transition as seamless as possible. DDI recognizes that a transition of this nature will be challenging due not only to the number of faculty and staff, but also the number of students who

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THE VISTA TO MOODLE TRANSITION are affected. The change is necessary, however, since Blackboard Software is phasing out the Vista LMS and, as a result, there are no prospects for a Vista upgrade. Thus, it presents an excellent opportunity to implement a new LMS that better fits the needs of the users on campus

at NCSU. With the ultimate goal of providing tools, aids, and training to NCSU faculty and staff, DDI conducted a needs assessment and task analysis to determine what aspects of the transition were most problematic and how those issues could be addressed. To accomplish this, DDI administered a survey which was provided to all impacted instructors and conducted individual interviews with key personnel identified by the university; namely, Andy Click, a Distance Education and Web Coordinator in the Deans Office of the College of Natural Resources, and Dr. Cameron Denson, an Assistant Professor in Science, Technology, Engineering, and Math Education (STEM). From the data generated through these surveys and interviews, DDI was able to sufficiently determine some of the critical weaknesses in the process and offer solutions to mitigate their impacts on the quality of education received by distance learning students at NCSU. This report provides detail on this assessment work and is organized into the following sections: Methods; Analysis; Recommendations; Needs Assessment Objectives; Lessons Learned; and, Conclusion. Methods The project was broken into stages. DDI felt that it was first necessary to determine the needs of the faculty. Once the needs were determined they could be analyzed to determine which tasks were required to meet these needs. This task analysis would also highlight the areas that should be provided as a part of more general training versus more specialized training. Tasks that the majority of the faculty would need assistance performing at the start of the project are

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THE VISTA TO MOODLE TRANSITION identified as general education. Lower response tasks are specialized education that could be conducted in groups or on an individual basis.

DDI performed the needs assessment through a mixed methods approach. DDI developed a battery of interview questions (Appendix A) designed to identify key features faculty desired in a LMS. The interview also brought to light any issues that made utilizing a LMS more difficult for faculty, thus discouraging its use. The interview results were analyzed and, based on this analysis, a survey was created to gain more specific, quantitative data. The DDI survey (Appendix B) was sent to all faculty and staff involved in the management and operation of the current LMS. This survey used information gained from the interviews and provided DDI with a priority listing of needs and tasks generated by the target audience. This priority listing helped inform DDI what tasks belonged in each of the training groups. Given the results of the survey, DDI was able to provide suggestions on what tasks should be provided in general training. DDI was also able to provide a list of specialized training that faculty and staff might find useful. These recommendations will help the administration at NCSU provide the best training and resources to effectively manage the LMS transition. Analysis The use of a mixed methods approach allowed DDI to gather both qualitative data through the interview process and quantitative data through the survey. Following the interviews with a survey allowed DDI to narrow its focus on findings. This process is described by Creswell as a sequential mixed methods approach (2009). Thus, DDI was able to gain insight into factors with the LMS transition at NCSU affecting most faculty members while also

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providing numerical data to provide a firmer foundation for the task analysis and future decisions facing NCSU administration. Interview Data As part of the data collection process, the interview method aids the analysts in gathering information directly from those who are connected to the process (Swanson, 2007). In this particular case, the use of the Vista LMS at NCSU was examined. DDI determined that data would be collected through interviews with several users of Vista who have had an early introduction to Moodle. Interviewing is a skill that must follow a process in order to gain the information that is being sought and to keep the interview on track (Swanson, 2007). Also, the type of interview that is used is as important as the data collection itself. Interviews can be structured, unstructured or a combination (Swanson, 2007). The interviews conducted by DDI were structured in nature and conducted face-to-face with identified faculty personnel. In order to keep the interview focused on the relevant information being sought, the interviewer used the questions to guide the interview. Interviewees were each provided the questions ahead of time to give them an opportunity to review the questions and think about and frame their answers. From the interview data, DDI was able to determine that plenty of notification has been provided by NCSU administration for the switch from the Vista LMS to the Moodle LMS and that a beta version of the Moodle system has been made available for use to faculty. When asked about the major tasks performed in Vista that would be performed in Moodle, it was determined that both systems will serve the same core functions of building courses online, teaching the courses, and maintaining the courses (A. Click, personal communication, October 2012).

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THE VISTA TO MOODLE TRANSITION The limitations associated with any data transition are dependent upon the particular product being used. According to Click, Every LMS, or at least all those I've used, has its limitations on format. A set group of settings is established by the original developers with a set

range of use cases in mind, but our faculty often requires more custom, unique structures that the designers may not have considered. The edge cases continually struggle with the corners of the box the LMS puts them in the one downside to having an intact, out-of-the-box framework (A. Click, personal communication, October 2012). To meet the challenges of changing over to a new system, it is important that the faculty members have support for their basic needs, have support on campus for problems encountered, have access to training, and have information readily available to offer solutions to problems or concerns. According to Click, NCSU provides adequate technological support to help participants that are currently using Vista. It is assumed this support will remain with the upgrade to Moodle. NCSU currently provides training materials and Frequently Asked Question (FAQ) guides, offers monthly meetings with campus support partners, and generates regular announcements when major upgrades occur. In addition, NCSU keeps the participants informed of any smaller changes that affect the LMS (A. Click, personal communication, October 2012). When asked about current setup of Vista, Click mentioned that the most enjoyable and most used features are the discussion tool for student forums and the learning modules for structuring lesson plans. In addition, it was mentioned that the Quizzes tool helps to automate the process for smaller, non-essay-style exams to gauge student understanding along the way (A. Click, personal communication, October 2012). The primary problem with Vista is the fact that it is a heavily Java-based application, which causes it to run into issues on student machines or other off-campus computers if they

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THE VISTA TO MOODLE TRANSITION dont have the most updated version or if theyre not using a particular Internet browser. In addition, given the divergence of Java for Mac, cross-platform support is minimal and leads to problems for the significant percentage of students using something other than Windows. From an instructional standpoint, the interface in Vista seems arcane and "clunky" to many faculty members; it is difficult to work with when one wants to make large-scale updates to the content or activities (A. Click, personal communication, October 2012). Clicks opinion of the Vista platform is that it is not a user-friendly LMS; as such, a switch to a system that is more in line with instructor and student needs would be welcomed (A. Click, personal communication, October 2012). Moodle will be the main LMS in use at NCSU after the transition from Vista. The transition must be smooth and provide solutions for faculty to build, maintain, and teach courses without error. According to Dr. Denson, the transition for him to use Moodle as a new professor was done via trial and error (C. Denson, personal communication, October 2012). Minimal

training was provided, so he was required to self-teach Moodle. As a result, he claims to be about 60% comfortable using the features and estimates that he is aware of only about 40% of the features available in Moodle (C. Denson, personal communication, October 2012). Dr. Denson believes that a professional development course would help new users to better learn Moodle and the capabilities of the system. Currently, he is unsure of how Moodle grading works and unfamiliar with all the features available in the LMS. Dr. Denson does not like the default settings in Moodle that open media in a new window; he would prefer new media to open in a new tab or the same table. In addition, the process of adding resources to Moodle is clunky and uploading information to the system is not intuitive (C. Denson, personal communication, October 2012). He stated that Moodle is user-friendly compared to other Learning Management

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THE VISTA TO MOODLE TRANSITION Systems he has used in the past, but it is not made for synchronous online courses (C. Denson, personal communication, October 2012). There will be issues with any LMS and each one has its own limitations. They all offer different features and, like other forms of information technology; newer products constantly

come onto the market. This constant infusion of new, competing products into the market makes it more likely that upgrades to current systems or transitions to new systems will occur in institutions trying to stay on the front lines of technological advancements and provide a better product to those they serve. Training is a critical aspect for the successful transition and use of any LMS, and this training must additionally be augmented by clear and consistent communication to the products users. Survey Data As previously described, the interview results were used to create a survey that was administered to the existing NCSU LMS user population. The goal in collecting data via a survey was to obtain quantitative data which would help inform the best solutions to aid the transition from Vista to Moodle. The survey comprised 26 closed-ended questions with either a Likert-type rating scale or a preference ranking. Odd numbered scales were used to allow respondents to select a midpoint if desired (Russ-Eft & Preskill, 2009). Survey data was obtained which addressed the following areas: 1. Perceptions about Vistas usability. 2. Features of Vista which are found to be most useful and used most often. 3. Awareness of the transition to Moodle and perceptions about the change. 4. The importance, use, and preferences regarding technical support. 5. The environment that is most important to support the end user in using Moodle.

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THE VISTA TO MOODLE TRANSITION 6. The LMS procedures which take the most time to complete, and the tasks within those procedures which are most important, most difficult, and completed most frequently. 7. User preferences on how to learn Moodle. 8. The desire to attend a live training session if it is offered. Areas 1 through 3: Perceptions, Features and Awareness

Questions which fell under areas one through three addressed perceptions on using Vista, Vista features, and awareness of the transition to Moodle. These questions provide information about the comfort level and perception of the existing LMS and the amount of awareness in the faculty regarding the impending change to Moodle. Data shows that 100% of respondents feel moderately comfortable with Vista and currently receive sufficient technical support, but perceptions about the ease of using Vista are neutral. No one feels the LMS is too complex and no one feels it is easy. In terms of the transition to Moodle, 100% of respondents are aware of the transition, but only 50% have seen a demonstration of the new LMS. However, all respondents have had an opportunity to try out Moodle and feel somewhat comfortable using it. This is good news as it shows the communication that has already occurred has been effective. With the high level of awareness from our respondents, training solutions can potentially focus on the knowledge and skills needed to use the new system. Swanson described the theoretical foundations of performance improvement which include economic, systems, and psychological theory (2007). Gathering data through interviews and the survey on the respondents perceptions provides DDI with insight into how respondents feel about the transition and their motivation to change. This data may be useful as NCSU

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THE VISTA TO MOODLE TRANSITION continues to shape the communication and change management strategy for the project, and it addresses the psychological aspect in the foundation of performance improvement. Area 4: Technical Support

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Answers to questions in the survey which addressed the importance, use, and preferences regarding technical support show that 100% of respondents are aware of the technical support available to them and they know how to access that support. There is also agreement that current technical support meets their needs. In terms of the frequency that technical support is used, the data shows that half of all respondents use technical support daily and half use technical support weekly. Preferences on the type of support desired reveals that half of respondents prefer live interaction and half prefer online help text. Clearly, live technical support with online text to back it up is a way to address on-the-job support for end users. Area 5: The Environment Another area of the survey focused on the environment most important to support the end user in using the new LMS. Data from this section reveals that 100% of respondents feel it is extremely important to have uninterrupted time to develop courses in Moodle. Fifty percent of respondents feel it is important to have technical support, while the other 50% feel technical support is extremely important. DDI included questions related to technical support and the environment as a way to gather systems data and ensure that performance after the transition can be sustained. Rather than simply collecting data to determine one-time training interventions, this data supports systems theory, which is part of the theoretical foundation that Swanson describes (2007). Area 6: Procedures

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THE VISTA TO MOODLE TRANSITION Through the interviews it was determined that there are three major procedures that NCSU faculty complete in the LMS: building a course, maintaining a course, and teaching a course. Questions regarding these procedures were included in the survey. Of these three procedures, 100% of survey respondents indicate that building a course takes the most time to complete while maintaining takes the least amount of time. Teaching a course is somewhere in

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the middle. DDI determined there were seven primary tasks required to complete the procedure of building a course; three of these seven tasks were rated highest in terms of importance, difficulty, and frequency. These three tasks are identifying the tools or features to be used prior to building a course, uploading documents such as the syllabus, course schedule, or example projects, and, finally, setting up the courses activities (forums, quizzes, or assignments). The procedures of maintaining and teaching a course in the LMS are comprised of four tasks. Responding to students ad hoc and searching for new contextual news and scholarly articles to enhance course content were rated as most important; however, these were not rated as very or extremely difficult tasks. The frequency of these tasks also varied. Half of the respondents said that they rarely respond to students ad hoc, while half said they always respond. Searching for news and articles is done sometimes or usually by all respondents. Areas 7 and 8: Learning Preferences Finally, in terms of responses regarding preferred methods to learn Moodle, half of all respondents most prefer formal face-to-face training and on the job training and 100% stated they would benefit from the availability of computer based training. It is also evident that relying solely on technical support, manuals, or peers is the least preferred way to learn Moodle. See table 1 for additional information on these responses.

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THE VISTA TO MOODLE TRANSITION Table 1 Training and Learning Preferences Method Most Preferred On the job 50% Formal face-to-face 50% Computer Based Training (CBTs) Manuals or Reference Materials Technical Support Peers

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Preferred

Neither 50% 50%

Somewhat Preferred

Least Preferred

100% 100% 100% 100%

The final question in the survey asked whether respondents would attend a live training session discussing Moodle if such an opportunity were offered. Half of respondents strongly agreed that they would attend such a training session, while the other half was undecided. Considering this final data on training method preferences, the economic view of performance improvement should be considered. Investing in solutions that will assist the NCSU faculty in successfully learning and using Moodle should be seen as an investment in capital. Survey data reveals that perhaps several methods should be offered to allow for flexibility and to meet the end user needs. Of course, an upfront investment must be made, but the return will be faculty who are equipped to successfully build, maintain, and teach courses to many NCSU students using the new LMS. Recommendations After synthesizing the data, DDI recommends that NCSU create a self-paced online tool to help guide faculty and staff through the migration of course content and data from Vista to Moodle. The content of this tool should focus on the major tasks included in building a course. DDI feels that this solution best matches the needs and requests from the faculty and staff who

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THE VISTA TO MOODLE TRANSITION expressed a need for an independent solution as opposed to direct support from DELTA unit assist instructors. As with the previous LMS, Vista, it will be critical for NCSU to provide technological support during and after the update. This support will be a resource for the faculty to rely on as they either begin using Moodle or run into issues during the migration process and should be provided through live technical support, online help text and job aids. Not only should this support be available on the tasks needed to build a course, but it should also include steps and information on how to maintain a course and teach in Moodle.

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DDI also recommends that NCSU focus their attention on those tools within Moodle that either maintain or improve the Vista tools that faculty commonly utilize. In this way, they will be ensuring that they are speaking to the greatest needs of the users as they will likely go to or want to access the information that they are most comfortable with and understand. This is especially important since time is of the essence for the data migration. Faculty can immediately get their courses up and running in a fashion that is as seamless as possible and have the support to learn and understand the other aspects of the new LMS. NCSU must also consider the needs of the back-end users of Moodle, namely the students. While students were not in scope for this needs assessment, their use of the tool is as important and significant as the faculty. The course content must be easily understood and utilized by the students. Additionally, consideration must be given to the compatibility of Moodle with technology used by the students to also ensure comfort and understanding. According to survey results, faculty members indicate that the users who have had an opportunity to try Moodle have found it easy to understand and utilize, even without official training. To reiterate, is important that a combination of solutions be offered to faculty. This

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THE VISTA TO MOODLE TRANSITION includes a self-paced online tool which covers how to build a course in Moodle, live technical support, and online help text. To ensure success, the environment in which learning will occur must also be considered. Faculty stated that they need time to build courses with limited

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interruptions. Perhaps a buddy system or schedule adjustment is needed which will allow for this uninterrupted time to learn through the self-paced tool and build courses in the system. Lastly, a follow-up training plan will also need to be developed to ensure that after the initial training has been completed, that there is an opportunity not only for further knowledge and development, but also collaboration. A plan that allows for face-to-face training in a traditional classroom environment is also recommended for those who preferred this method of learning and as a safeguard in the case of any technological issues or challenges when working independently. Needs Assessment Objectives As previously mentioned, the purpose of the needs assessment and task analysis was to determine what tools, aids, or training NCSU faculty and staff will need to make the transition to Moodle a success. To ensure a holistic approach, the assessment process applied the three theoretical foundations of performance improvement throughout: psychological, systems, and economic (Swanson, 2007). Upon meeting and discussing this project, DDI outlined seven main objectives they hoped to accomplish over the course of this project. These objectives kept the project team on task and acted as motivating factors for the team. The objectives and activities associated with each are contained in Table 2.

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THE VISTA TO MOODLE TRANSITION Table 2 Dynamic Development, Inc. Goals and Objectives Goal Activities/Accomplishments Determine project to be The team discussed the project and agreed on the overall accomplished mission for the work. After some feedback from the project advisor, a few refinements were made to clarify the mission. Identify the problem By using existing documentation some information was obtained regarding the problem and the current situation with the existing LMS and impending transition to Moodle. However, the team determined that further data would be needed to determine environmental constraints, expectations from users, and the best solution for the problem. Assess the situation DDI took a holistic view to determine the key stakeholders, what general attitudes existed at NCSU, and how strong the relationship was between the faculty and administration. Ascertain appropriate data Initially, the team agreed on conducting interviews, but then collection methods after further discussion, decided to use a mix methods approach. Interviews would be conducted with key stakeholders and then online surveys would be administered to a larger user population. Optimize data collection Considering the small number of interviewees and the ease based on time and of administering an online survey, data collection took about environment constraints three weeks. One interview was conducted in person, while the other was conducted by e-mail. Upon completion of interviews, the survey was created and distributed within a few days. Surveys were returned in about seven days. It should be noted that we were required to adjust the milestone date for this particular goal because the decision to administer the survey was made after the establishment of the initial milestone dates. Even with the shift in due date for the data collection, which had an effect on subsequent tasks, the project team still met revised deadlines and agreements. Effectively analyze data Both the interview and survey data were analyzed to the gathered teams best ability. Having limited data due to the somewhat invented project made the analysis, especially around the survey data, quite difficult. However, the goal for the data gathering was met and the results were robust considering the small scope. Provide client outstanding, Recommendations should reflect the best solutions based on data-based solutions the qualitative and quantitative data. DDI did not commit to creating the solutions, but instead committed to making databased recommendations and managed to do this successfully.

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THE VISTA TO MOODLE TRANSITION Lessons Learned The objectives outlined above were designed to be broad spectrum goals for the entire

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group to achieve while also allowing individual members to focus on specific areas they wished to improve or better understand. Since DDI is composed of some members with a strong background in Training & Development along with others who have never worked in the industry, we all brought different strengths and weaknesses to the team. In the end, though, each member walked away from this exercise having improved from the experience. Those of us who have been in the industry gained and additional level of knowledge on the topics, while the team members new to the industry gained a great introduction to the tools, tasks, and processes necessary to obtain the data for the report. Upon completion of the study, DDI members consulted and, as a group, reached consensus on two primary lessons learned based on the teams stated objectives and goals. The first lesson learned was the importance of effectively managing conflicting schedules. This was a crucial element for our team both internally and externally. Internally, we were looking to coordinate the schedules of five different team members one of whom was in a different time zone each with their own personal and professional schedules and obligations. As a result, a lot of consideration had to be given to accommodate everyone and work together as a cohesive unit. As Fisher and Fisher (2011) mentioned, There was a time when some experts wondered if an effective work team was even possible if its members werent physically located together. They argued that communication technologies could never substitute for face-to-face interaction. We now know that this is not true. Yes, it is difficult but not impossible (p. 4). In addition to the internal flexibility, we also had to adapt with regards to the schedules of our interviewees. Our respondents had demanding schedules with multiple tasks requiring their

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specific attention, which forced us to be creative in obtaining the information that we desired. In one case, we communicated with one of the interviewees via email as we were unable to coordinate our schedules to conduct the interview either face-to-face or via the telephone. We quickly learned that balancing data collection with the schedules and time commitments of all the interested parties is a challenge that researchers must overcome in their projects. All projects are constrained by time to some degree and that constraint will impact the types of data collection methods, sample size, depth and type of analysis, and multiple other factors. We were able to successfully overcome this challenge through our flexibility and dedication to achieving our goal. The next lesson learned that our group took from this project was the necessity of a research teams familiarity and comfort with its tools. We chose the Google Survey Tool to create and administer the survey for this project. This proved to be a challenge since no one on our team was an expert in its use and many members had never used the software before. In fact, most of the team was unaware that Google had a survey tool. As a result, we lost a significant amount of our already limited time trying to familiarize ourselves with new software, its applications, and how to effectively use it. Once we determined how to use the software to create our survey and found solutions to some of the major limitations, we discovered more problems with the respondents ability to effectively reply to the survey in a timely and useful fashion. In addition, there was uncertainty in terms of how to pull the data from the software in order to analyze it for our study. While we didnt quantify precisely how much time was lost by using this unfamiliar survey tool, we are confident that it was significant. In the time and resource limited environment that exists in todays corporate world, researchers cannot afford to waste time and money. Knowing ones tools and how to effectively use them can save time, money and

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resources, and help make both the data analysis more effective and the results more worthwhile and applicable. Conclusion The migration of data from one software tool to another is always a challenging task. There are processes that must be executed as flawlessly as possible before, during, and after the migration. Ensuring data integrity is critical and affects many levels of the organization as well as many individuals within the organization. In regards to the migration of online classes from Vista to Moodle at NCSU, DDI focused their attention on the faculty and staff; this decision was based largely on the project description for which DDI was consulted. We do, however, recognize that others will be impacted by the change including administration, technical support personnel, and the student body. Utilizing both a needs assessment and task analysis along with survey questions of faculty members that would be impacted by the change, DDI was able to clearly determine that the primary need of the faculty and staff at NCSU was an online self-paced tool. This was based on our findings that most faculty and staff were confident in their abilities to quickly learn and be comfortable with Moodle. In addition, we found that many faculty and staff members felt that utilizing the resources of the DELTA unit assist instructors would make the tasks of learning to use the tool laborious and as a result they would not be as engaged in the learning or mastery of the tool. We are quite confident that if the faculty and staff at NCSU are allowed to work at their own pace and focus their learning independently on their own needs then the data migration will be as seamless as possible. Further, we are confident that if NCSU provides technological support throughout the entire data migration process including pre-migration and post-migration,

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THE VISTA TO MOODLE TRANSITION faculty and staff will effectively take advantage of the resource and it will prove beneficial and result in a successful migration.

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THE VISTA TO MOODLE TRANSITION References Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage. Dabbagh, N. (2005). Pedagogical models for e-learning: A theory-based design framework. International Journal of Technology in Teaching and Learning, 1(1), 25-44. Fisher, K., & Fisher, M. (2011). Manager's guide to virtual teams. New York: McGraw Hill. Russ-Eft, D., & Preskill, H. (2009). Evaluation in organizations: A systematic approach to enhancing learning, performance, and change. New York: Basic Books.

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Swanson, R. A. (2007). Analysis for improving performance: Tools for diagnosing organizations and documenting workplace expertise (2nd ed.). San Francisco, CA: Berrett-Koehler Publishers.

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THE VISTA TO MOODLE TRANSITION Appendix A 1. What is your job title? 2. Describe your work environment. 3. Do you have any experience working with an LMS? If so, which one? 4. Are you aware that Moodle will soon replace Vista? Have you had an opportunity to use a beta version of Moodle? 5. Do you know why the change is necessary?? 6. How do you feel about this change? 7. Describe the duties for your current job. 8. Please list the steps you take to build a course, maintain a course and teach a course in Vista (or an LMS). 9. What do you find particularly challenging about using Vista/LMS (or your job)? Please explain. 10. How do you meet the challenges? Describe this step by step. 11. What would help you be more successful in using a new LMS? 12. Do you have adequate technological support to help you stay up to date in using Vista? 13. What features of Vista do you most enjoy? What features do you most utilize? Which features have you found most useful or successful in your classes?

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14. How familiar are you with all of the features of Vista - what percentage would you say you use, how comfortable do you feel with all of the features, what level of training/experience have you had with all the features? 15. What are the primary issues youve found with Vista? 16. Would you consider Vista a user-friendly platform? If Vista was more user-friendly, or a more user-friendly LMS were available, do you think youd be more inclined to use it in online courses?

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THE VISTA TO MOODLE TRANSITION Appendix B Double click the picture to launch the PDF file which contains all survey data.

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