A case study of the schoology LMS at Assumption College English Program

Abstract

Blended learning (BL) is a major educational trend that uses technology to enhance and complement traditional classroom learning, and may help Thailand achieve educational goals of the “Thailand 3.0” policy. Foreign teachers at Assumption College English Program (ACEP), a private K-12 school near Bangkok, have adopted Schoology Basic, a free learning management system (LMS) to support teaching and learning for all of their courses. This qualitative study used questionnaires and interviews to gather data on the usage, satisfaction and preferences of students and teachers regarding the LMS, and examine how it fits into BL at the school. Descriptive statistics and thematic analysis were conducted. The study found high satisfaction overall, with higher satisfaction and usage in teachers, but more variation in usage patterns for students. Students and teachers alike prized features relating to submitting work, grade calculation and staying organized, while communication features were largely unused. Both groups had come to value the LMS highly and wished strongly to continue using it, despite various technical annoyances. Regarding improvements, students wished for a chat feature and improved mobile app quality; teachers would like usability and efficiency improvements in the web app. LMS adoption is highly recommended for similar schools.