Analyzing LMS Affordances through the RAT Framework for Online Language Teacher Education: A Case Study

Abstract

The involvement of institutions of higher learning in
distance education has increased dramatically in the last decade.
However, there is still room for participation in distance
education at the programmatic level, including participation by
language teacher education programs. One of the most important
decisions made by universities seeking to offer online courses is
the choice of a learning management system (LMS), and in a field
that emphasizes student-centered learning, it is important to
study the affordances of a LMS for such student-centered
learning. The LMS affordances in this study were analyzed
through the RAT framework, which categorizes use of
technology into replacement, amplification, and transformation.
This paper focuses on the data obtained from one of nine
professors identified as integrating technology in exemplary ways
in his totally online graduate level education course at a
Midwestern US university. Data sources included a preinterview,
observation field notes, and a post-interview. Inductive
thematic analysis was conducted. Preliminary findings suggest
that most LMS affordances fell within the amplification category
with some affordances having the potential for transformation.
There were also instances of the replacement use of technology
but none of the transformative use of technology. This paper
ends with implications for language teacher education.