Werdiningsih, Indah (2025) Exploring efl teacher autonomy within learning management systems: practices in contemporary education settings / Indah Werdiningsih</p>. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
This study investigates teacher autonomy practices within Learning Management Systems (LMS) Moodle in contemporary education focusing on how English as a Foreign Language (EFL) teachers exercise and perceive their autonomy in LMS-based environments. Contemporary education embraces technology as a cornerstone for personalized and adaptive learning with LMS playing a pivotal role. Building on the flexibility and accessibility that LMS platforms offer teachers are empowered to tailor instructional materials and methods to meet diverse student needs. Teacher autonomy is widely recognized as essential for innovation and effective teaching practices. Studies highlight the significant role of teacher autonomy in enhancing professional identity job satisfaction and teaching effectiveness enabling innovation and better integration of technology in pedagogy. However gaps remain in understanding how EFL teachers practically exercise autonomy in their use of LMS and how teachers perceive their autonomy in LMS. Addressing these gaps is essential to maximize the potential of digital tools promote innovation and create responsive student-centered learning. In response this study addresses these concerns by exploring two key research questions (RQs) 1) How do EFL teachers exercise autonomy within LMS in contemporary education settings 2) How do EFL teachers perceive their autonomy in LMS To address the RQs this research employs a case study design involving two main components eight LMS courses in the English Department of a university in East Java Indonesia and eight teachers who teach in these courses. The courses include Basic English Pronunciation Guided Speaking Information Technology in ELT Media Intro to Curriculum Design Argumentative Speaking Instructional Design ELT Curriculum Development and Basic Communication Skills. Data is collected through the LMS Analytic Framework for the courses and the open-ended questionnaire for the teachers. The validity and reliability of these instruments are measured using pilot tests. The LMS Analytic Framework provides a structured approach to evaluate how teachers use different LMS modules mdash resources tools collaborative activities and assessment modules mdash to support their teaching autonomy. The open-ended questionnaire captures teachers detailed perceptions and experiences regarding their autonomy within the LMS. The study employs thematic analysis to explore how teachers practice autonomy within LMS and to gather insights into their experiences with autonomy. The findings from LMS analysis reveal that teachers frequently utilize LMS modules to customize teaching resources such as uploading and organizing various materials like documents videos and external links which enhance their ability to plan and deliver lessons effectively. Furthermore teachers leverage LMS tools to facilitate interactive and engaging teaching practices including real-time communication through web meetings and video conferencing and to manage administrative tasks like attendance tracking and announcements. Collaborative activities within the LMS are designed to foster student engagement and critical thinking through group projects discussions and peer feedback sessions. Additionally teachers employ flexible and customizable assessment methods enabling them to evaluate student performance effectively while providing personalized feedback and developing diverse assessment criteria. The findings from the open-ended questionnaire highlight that all eight EFL teachers value the flexibility and adaptability provided by LMS which allows them to implement a wide range of teaching strategies and create personalized learning experiences. They report that the multimedia and interactive elements of LMS significantly enhance creativity and engagement in their lessons by allowing them to incorporate diverse media such as videos and interactive quizzes which make the content more dynamic and engaging for students. These features also facilitate greater student participation and collaboration leading to more active and involved learning experiences. However teachers also identify technical challenges such as file type restrictions storage constraints and occasional technical glitches which hinder the seamless use of LMS resources. To address these issues they express the need for specific technical training. This training includes optimizing file formats and managing file sizes troubleshooting common LMS issues integrating external tools for interactive content creation effectively using automated grading systems and applying data analytics for tracking student performance. They also suggest that providing clear guidelines and practical examples would further improve the application of LMS in their teaching. In conclusion this study offers valuable insights into how LMS effectively supports teacher autonomy in contemporary education by exploring how teachers exercise and perceive their autonomy within LMS environments. Teachers exercise autonomy by customizing resources using interactive tools designing collaborative activities and personalizing assessments. Resource customization allows them to tailor content add multimedia and align resources with their teaching goals. Additionally teachers design collaborative activities and personalized assessments within LMS modules utilizing various tools to create engaging lessons support teaching practices enhance communication and provide timely feedback. The study finds that teachers generally perceive their autonomy within LMS positively appreciating the flexibility and adaptability that LMS offers in supporting various teaching strategies and meeting students diverse needs. However despite these positive perceptions addressing technical challenges remains crucial to maximizing the benefits of LMS. The findings underscore the importance of providing comprehensive support and continuous professional development for teachers to fully realize the potential of LMS in enhancing educational practices.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 24 Jan 2025 04:29 |
| Last Modified: | 09 Sep 2025 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/391707 |
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