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Canvas Pilot Evaluation

This project evaluated the pilot implementation of the Canvas Learning Management System (LMS) during the 2014-2015 academic year. Participating faculty and students were asked to complete a survey about their experiences with the new system and asked to participate in a qualitative follow-up session (focus groups with students; interviews with faculty members) to identify additional perspectives. During the transition to a new LMS, the university underwent a smaller pilot implementation to help all parties better prepare for the larger, university-wide Canvas implementation slated during the first half of 2015. 

Project Details

Campus: Daytona Beach Campus, Prescott Campus, Worldwide Campus
Type: Faculty-Staff
Start Date: 09/01/2014
End Date: 06/30/2015

Among the December Canvas pilot instructors there was an initial trepidation about moving to the new Learning Management System (LMS), but were surprised by how quickly they adapted to the new system. One instructor’s advice to other faculty was “different doesn’t mean worse.”  The Speedgrader was a big positive among the Worldwide faculty as they were able to more quickly offer students feedback and were even in some cases able to allow students to submit additional paper drafts. Though some faculty did not like that when using the Speedgrader to grade the discussion board, they could not see the student’s posts in the context of the rest of the discussion and didn’t like that they could not respond to the student’s post from the Speedgrader. There was also some faculty frustration with TurnItIn and their inability to run text outside of an assignment through a plagiarism check. Some faculty also were unaware that courses they had taught before were redesigned for Canvas implementation. Most appreciated and enjoyed the updates, but would have liked to know about the changes before they went into the course for the first time. This was consistent with many faculty’s general comments about Canvas that it was “just different” and being aware of the differences or at least open and aware there were differences was a key element for adapting to the new system. Students were initially frustrated at not knowing the change to Canvas was coming or at not being able to quickly find their course where they were used to looking for it. Students expressed that training on the basic elements for those who need it would be appreciated. Many students also expressed that they were unaware that tutorials and training were provided. Some did not feel it was required where others felt lost and left without guidance in the new system. Many students (and faculty) felt the stream within the Discussion area was more cumbersome than in Blackboard. Multiple students expressed frustration with not being able to see their classmate’s posts until after they posted, not having a word count on the post, and not being able to find the spell check for a post. However, students did appreciate the Calendar function (to-do lists) and many felt Canvas had a more personable interface.

Overall university-wide positive results and findings were witnessed and reported.