Comparing trained and untrained teachers on their use of LMS tools using the Rasch analysis

Abstract Measuring training outcomes is important given the resources universities invest in staff learning management system (LMS) training. In this paper we show how the effect of LMS training on LMS usage can be evaluated using Rasch analysis of teachers' LMS usage activity logs by making comparisons between teachers who have attended training and those who have not. Our analysis showed that teachers who attended LMS training workshops had higher LMS activity level compared with the untrained teachers. In particular, trained teachers tended to make relatively more use of ‘grade centre’ and of ‘assessment tool’ but relatively less use of ‘content’ in their teaching compared with teachers who did not attend training. The results support Rasch analysis as a useful approach for evaluating the effect of training across a large number of courses and extend understanding from findings from self-report studies of training effectiveness. They also provide insights that inform training practice and highlight its importance for development of online teaching. Implications for professional development of online teaching and the evaluation are discussed.