Education institutions utilize to a higher degree online learning platforms, Learning Management Systems (LMS). LMS gives different kinds of possibilities for planning of education, information and communication between students and teachers.
Likewise, LMS provide possibilities for changes in the didactically approach, if this is incorporated into the delivery of an education, so it is not just used as an adaptation of the previous approach. There is a tendency, that teachers find it easier to utilize the LMS if this fits into the structure that already exists or is known.
Because of this, it is interesting to see how educators and teachers at the University of Copenhagen, will implement a new LMS into their didactic approach.

This thesis is based on empiric material related to semi-structured interviews, to uncover the perspective of the teachers on and to the used LMS, Absalon. Different semi-structured interviews have been made with 6 teachers at the Faculty of Health Science, along with one semi-structured with a key figure within the overall implementation of Absalon.
Following, the empiric data material has been analyzed through interview analysis as theoretical reading, which has been centered around the theoretical frame of reference.
The frame of reference, for investigating the approach of the teachers to technology in the context they are in, and the factors that could influence the use of Absalon, is the activity theory in this thesis. Yrjö Engeströms description of the activity theory will be the main focus. After this, Nardi and Kaptelinins ongoing work with the activity theory within the areas of interaction design and Human Computer Interaction (HCI), including their view on the checklist as a tool of analysis.
Further, the Technology Acceptance Model (TAM) is added to give an insight into the teachers accept (attitude) and utilization of the University of Copenhagens new LMS and the functions it contains, on a more individual level, where the activity theory is used inside the social context the teachers are part of.
The analysis starts with the checklist and some of the elements presented there, with involvement of TAM. Likewise, the activity theory is included in the analysis with the purpose of identifying the contradictions between the elements of the activity theory. The activity system is illustrated as a coherent system, where contradictions is illustrated in an activity system.
The activity theory has been identified to be relevant for the investigation of the context, and the contradictions that could appear inside of a system of activity. But it could also be a barrier in the utilization of the activity theory, if expectations are not illustrated in the relation to the use of Absalon in order to reach a common goal for the activity.
It is concluded that the presentation of Absalon and the implementation of the same, is at a new stage. This can affect the way teachers approach their utilization of Absalon, since a few teachers inform that at present time it is used based on the functions available from previously known and used LMS. Teachers hereby adapt the delivery of their teachings based on previously known functionalities, or functionalities they can identify themselves with in relation to their didactic approach.
The approach to Absalon, alongside teachers’ role in the course rooms therefore influence their utilization of Absalon and its functions. Within this also lie a limited exploration of new functionalities. In the thesis, expectations from the University of Copenhagen is expected to have significance for the teachers approach to and utilization of Absalon.