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Evaluating LMS Implementation via Organisational and Community Frameworks: A Comparative Case Study of Two Norwegian Universities

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Title: Evaluating LMS Implementation via Organisational and Community Frameworks: A Comparative Case Study of Two Norwegian Universities
Language: English
Authors: Eirik B. Abrahamsen, Nour Haurane, Pattamawan Jimarkon, Vegard Moen, Irene Lona
Source: Anatolian Journal of Education. 2026 11(1):215-228.
Availability: Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Learning Management Systems, Universities, Program Implementation, Inclusion, Centralization, Technology Integration
Geographic Terms: Norway, Norway (Oslo)
ISSN: 2547-9652
Abstract: This study examines the implementation of a new learning management system (LMS), Canvas at two Norwegian universities that adopted contrasting strategies: one followed an inclusive, involvement-driven approach, while the other employed a centralized, top-down rollout. We analyse course-level Canvas data from the initial implementation year and three years postimplementation across thousands of courses at Oslo Metropolitan University (OsloMet) and the University of Stavanger (UiS). Results indicate that the participatory strategy led to uniform integration across the institution, whereas the top-down approach yielded greater variability across faculties. Over three years, both institutions achieved substantial adoption of core LMS functions, but only the inclusively implemented LMS showed uniformly high integration of organisational tools. Notably, uniform adoption of organisational features did not predict sustained interactive pedagogy. The results underscore the importance of organisational learning and faculty engagement in technology integration. Aligning LMS implementation with pedagogical support appears critical for sustaining effective use of the platform. Institutions should design implementation as a multi-stage process: securing structural coverage first, then scheduling targeted pedagogical initiatives focused on discussion design and feedback practice The study contributes to understanding how implementation strategy impacts not just adoption of technology, but also the intensity of usage and the quality of teacher-student interactions across the first three years of a platform transition.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504093
Database: ERIC
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  Data: This study examines the implementation of a new learning management system (LMS), Canvas at two Norwegian universities that adopted contrasting strategies: one followed an inclusive, involvement-driven approach, while the other employed a centralized, top-down rollout. We analyse course-level Canvas data from the initial implementation year and three years postimplementation across thousands of courses at Oslo Metropolitan University (OsloMet) and the University of Stavanger (UiS). Results indicate that the participatory strategy led to uniform integration across the institution, whereas the top-down approach yielded greater variability across faculties. Over three years, both institutions achieved substantial adoption of core LMS functions, but only the inclusively implemented LMS showed uniformly high integration of organisational tools. Notably, uniform adoption of organisational features did not predict sustained interactive pedagogy. The results underscore the importance of organisational learning and faculty engagement in technology integration. Aligning LMS implementation with pedagogical support appears critical for sustaining effective use of the platform. Institutions should design implementation as a multi-stage process: securing structural coverage first, then scheduling targeted pedagogical initiatives focused on discussion design and feedback practice The study contributes to understanding how implementation strategy impacts not just adoption of technology, but also the intensity of usage and the quality of teacher-student interactions across the first three years of a platform transition.
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