A critical, comparative analysis of the LMS review: technological change, power relations, and discourse
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Technology in universities is constantly changing. Universities often use models of shared governance to make decisions about what these changes should be. However, existing relations of power may play a role in the discourse created during events of technological change. This study looks at power embedded in discussions about technology. It investigates power relations as evident in the discourse created by several public, land-grant universities who participated in selecting a new learning management system (LMS) for the university. Using critical discourse analysis, language from websites, correspondence, open forums and vendor meetings are analyzed from four different land-grant universities for evidence of existing power relations. Keywords: Technological change, shared governance, power relations, critical discourse analysis, learning management system
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