Two-thirds of higher education institutions are either currently involved in the process of or will soon begin to review their learning management system strategy (Green, 2012). Transitioning from one LMS to another is an endeavor that utilizes the entire institution and requires a great deal of strategic planning and cooperation. The literature described the involvement of instructional designers and technology support as key players in this transition process over a period of parallel time. When BYU transitioned from Blackboard to Learning Suite, a team of student employees managed the majority of the change. While there was very little time when Blackboard and Learning Suite ran in parallel, these employees provided support to faculty across the university. Data for this research included interviews with five faculty consultants who worked closely with faculty on the design of their courses and nine faculty members who used the student employees throughout the process along with survey data and the database kept to track interactions with the faculty members. Interview data were analyzed using a Spradley (1979) analysis. Descriptive statistics were used to analyze the survey and interaction data. Major findings suggested that the student employees were the critical component for helping smooth the transition. They were used extensively by the faculty members and logged over 41,000 points of contact over a period one year and four months. The student employees provided side-by-side help to resolve faculty concerns and answer questions. This team added capacity and tool knowledge that supported both faculty members and the consultants.



College and Department

David O. McKay School of Education; Instructional Psychology and Technology



Date Submitted


Document Type





learning management system, content management system, implementation, transition, Blackboard