Abstract

This study was undertaken to examine the influence that a set of Professional Development (PD) initiatives had on faculty use of Moodle, a well-known Course Management System. The context of the study was a private university in Japan that specializes in languages. Specifically, it aimed to identify the way in which the PD initiatives adhered to professional development best practice criteria, and what impact the PD initiatives had on faculty use of Moodle. The study utilized a mixed-methods approach. Participants in the study were 42 teachers who worked at the university. The results indicated that the PD initiatives adhered closely to criteria posited in technology-related professional development best practice criteria. Further, results from the online survey and follow up face-to-face interviews indicated that while the PD initiatives that were implemented were positively perceived by faculty, they did not have the anticipated impact on Moodle use.

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