Due to a shortage of librarians to teach classes coupled with a growing student body, librarians at East Tennessee State University (ETSU) decided to explore alternative means to deliver instruction. Their charge was to supplement traditional classroom instruction by utilizing ETSU's course management system (Desire2Learn, D2L) to inform students about resources and search techniques. They created a D2L module consisting of short films and documents about the library that faculty could add to their course sites. This paper outlines the process of selecting topics, creating materials for the module, and promoting the module to faculty.

According to research by Tennessen, PonTell, Romine and Motheral (1997), the Extension System has been educating the nation for over 96 years, and the idea of using technology as a medium for education has been in the minds of Extension educators for over 40 years. The National E-Extension (eXtension) Initiative is being adopted at a rapid pace, and the history of this impact requires documentation in order to assist others in similar adoption and diffusion processes. The purpose of this historical study was to describe how and why eXtension was established and the implementation of Moodle as a Course Management System (CMS) within eXtension. The researcher was able to determine that the eXtension system is becoming an accepted form of education for Extension. However, barriers to adoption do exist. The study revealed that online education is becoming part of Extension through eXtension, but as awareness grows and develops the eXtension system must do the same. Technology is offering new ways to reach clientele, and as such, Extension continues to strive to take advantage of these technologies. This study consisted of two parts. The first part sought to document the history of eXtension and the implementation of Moodle as a Course Management System (CMS) in Extension. The second part sought to identify the strengths, weaknesses, opportunities and threats (SWOT) related to the use of Moodle as a Course Management System within eXtension. Interviews were conducted with five individuals knowledgeable of the history of eXtension and the implementation of Moodle concerning their experience. For the second part, interviews were conducted with nine individuals currently serving as instructors within one or both eXtension Moodle websites. The researcher was able to document the history of eXtension and Moodle and determine 11 emerging themes within the predetermined areas of strengths, weaknesses, opportunities and threats. Findings revealed that those involved in using Moodle within Extension have knowledge of the innovation, have formed an attitude toward the innovation, and have decided to adopt or reject the innovation based on the stages of Rogers' innovation-decision process. Completion of the implementation of the innovation and confirmation of the decision stage of the process will be most effectively completed through the work of eXtension at the national level.

BakgrundMånga gymnasieskolor i Sverige har infört eller är på väg att införa en lärplattform. Det finns dock sällan några riktlinjer till vad man ska använda lärplattformen. Läraren får friheten att använda plattformen till de ändamål som passar denna. Hur läraren ser på sitt uppdrag blir alltså väsentligt för hur lärplattformen används. Vi har därför valt att undersöka hur lärare ser på de nya möjligheter som lärplattformen ger.SyfteUndersökningen har haft som syfte att åskådliggöra hur lärarens yrkesidentitet utmanas av lärplattformen.• Hur ställer sig lärarna till lärplattformens obundenhet i tid och rum?• Hur ställer sig lärarna till att de inte längre är dominerande kunskapsförmedlare iskolan?MetodVi har genomfört kvalitativa intervjuer på två gymnasieskolor i Västra Sverige. Totalt har vi pratat med sex lärare i ca 45 minuter vardera. Det insamlade resultatet har vi analyserat utifrån Gunnar Bergs teori om skolans uppdrag och skolors uppgifter.ResultatVi har funnit att lärarna ser att vissa av deras yrkesuppdrag skulle påverkas av ett ökat användande av en lärplattform. Dessa tre uppdrag benämner vi som det ämnesförmedlande uppdraget, det socialiserande uppdraget och det kvalitetssäkrande och bedömande uppdraget.Vidare har vi funnit att lärarna inte vill använda lärplattformen för att ändra deras verksamhet utan enbart för att stödja de uppgifter de redan har.

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This study aimed to investigate the factors affecting faculty intention to use course management systems (CMS). The study was conducted in a private university with a mixed-method approach. First, 260 responses to a questionnaire was analysed by using structural equation modeling technique in order to examine the provided model. Second, interviews with selected 14 faculty members were conducted to understand the interrelationships. The findings indicated that, faculty intention to use CMS is mostly related with seeing value in using CMS including both personal and task/course related issues. In addition, the use of CMS should be perceived as easy which is directly influenced by the computer self-efficacy of the instructors. Discrimination of perceived personal benefits and task/course related usefulness is found to be important. Course/task related perceived usefulness is found to be weak without perceiving them personally beneficial. Availability of training and support is found to be weakly related to initial intention, however it appeared as an important variable for continuing to use CMS. &lsquo / Communicating the vision through leadership&rsquo / , &lsquo / promoting CMS&rsquo / , and &lsquo / sharing experiences and real life examples&rsquo / emerged as powerful approaches to facilitate use of CMS. Institutional policies regarding issues like &lsquo / academic freedom&rsquo / should be considered carefully while supporting the use of CMS. Moreover, to support institutional change it is important to be aware of the existence of different faculty profiles, which should be considered separately in relevant decisions.

With the rapid development of Web 2.0 in the field of education, which allows users to interact and collaborate with teachers and peers on the web, many researchers have focused on exploring the developments of using Course Manage System (CMS) in service of L2 writing (e.g., Chun, 2011; Warschauer & Grimes, 2007). Simultaneously, participation in learning and teaching Chinese as a foreign (TCFL) has been accelerating. Learning and teaching Chinese writing plays a significant role in the field of world languages education. In the field of Second Language Acquisition (SLA) and Foreign Language Education (FLE), many studies have examined the effectiveness and efficiency of Written Corrective Feedback (WCF) (e.g., Bitchener, 2008; Ferris, 2010). Existing studies on WCF mostly focused on languages other than Chinese. There were few published studies investigating WCF in a computer-mediated coded WCF Chinese writing setting. This dissertation study applied a multiple-case study design to investigate the effects and students’ views of teachers’ coded WCF in an online multiple-draft Chinese writing setting. Six intermediate-level learners of Chinese completed four writing assignments, four revisions, four surveys, and four interviews. The dissertation employed a theoretical framework from sociocultural theory: Zone of Proximal Development (ZPD) and Scaffolding. Coded WCF and the CMS are considered as scaffoldings, and students’ ability to correct errors is viewed as ZPD. The researcher investigated students’ responses to the computer-mediated coded WCF and the evidence of acquisition in Chinese writing accuracy as reflected in the changes in errors over the course of the semester. In addition, the researcher also explored the students’ attitudes and views of the computer-mediated coded WCF, and the researcher further examined the factors influencing students’ incorporation of teacher feedback in their writing. The researcher employed within-case analysis and cross-case analysis to report the research findings and study results. Based on the findings, the researcher further discussed the effectiveness of WCF, the theoretical implications, the pedagogical implications, and instructional technology implications. The research findings revealed that the student participants generally had lower scores in the revision of the first writing assignment, but the situation improved in the revision of the third writing assignment. The evidence of acquisition in Chinese writing accuracy in the positive changes in errors over the course of the semester was associated with the “transferrable error types” rather than the “non-transferrable error types”. Student participants had dynamic attitudes and views toward the computer-mediated coded WCF. The research findings revealed four main factors influencing students’ incorporation of teacher feedback in their writing: the types of errors and Chinese language proficiency levels, students’ familiarity with the computer-mediated coded WCF, changes in students’ self-modifying skills and strategies, and students’ dynamic attitudes and views toward the computer-mediated coded WCF. This dissertation shed light on the instructional design of online courses and CALL activities in the context of TCFL, and the dissertation also filled up a research gap in computer-mediated WCF in Chinese writing.

Michael Moore's theory of transactional distance, developed in the age of correspondence schools, contributed greatly to theory building in distance education. The theory needs revision, however, when applied to web-based learning environments, specifically by defining transactional distance to include students' relationships with other elements in the learning environment that prohibit their active engagement with learning. The new theoretical model of transactional distance has four dimensions: transactional distance between student and student (TDSS), transactional distance between student and teacher (TDST), transactional distance between student and content (TDSC), and transactional distance between student and interface: online course management system (TDSI). A preliminary item pool of more than 200 items to measure the constructs of TD, TDST, TDSS, TDSC, and TDSI was generated and sent to a panel of experts for review. Items that the reviewers considered weak or very weak in terms of relevance to the constructs and/or clarity and conciseness were eliminated. After a pilot test and further revisions, the proposed scale of transactional distance was administered to a sample of 100 college students. Confirmatory factor analyses and exploratory analyses indicated that the measurement models, especially after modifications, possessed good fit for the data, and the modified scales possessed factorial validity. Reliability analyses indicated that the scales possessed strong internal consistency, with Cronbach alpha coefficients ranging from 0.8169 to 0.9530. Structural equation modeling procedures tested for the causal relationship between the four dimensions and students' general sense of transactional distance in web-based courses. Results indicate that the proposed model of transactional distance is acceptable. The strongest factor that affected students' sense of transactional distance and engagement with learning was found to be transactional distance between student and students (TDSS), followed by transactional distance between student and teacher (TDST), and then by transactional distance between student and content (TDSC). The findings have implications for the development of a revised theory of transactional distance in online education, and provide strong support for constructivist learning theories and social learning theories, reinforcing the importance of establishing learning communities in online learning environments.

Este estudo descreve a experiência inicial de integração do sistema de gestão de aprendizagem Moodle, para apoiar o processo de ensino-aprendizagem na Disciplina de Odontopediatria da Faculdade de Odontologia da Universidade de São Paulo. Os alunos de pós-graduação (11) foram capacitados em tutoria para construir um curso complementar à grade curricular e gerenciar 2 grupos do último ano de graduação (n=132). Após um mês de aula teórica, os graduandos realizaram uma prova (P1), responderam um questionário inicial e em seguida participaram das atividades no ambiente virtual de aprendizagem (AVA), durante o restante do curso. Realizaram 3 provas presenciais (P2, P3 e P4) durante a aprendizagem baseada na Web, gerando assim uma nota final (NF). Também responderam outro questionário sobre a experiência com a plataforma e foram avaliados através de uma nota de participação (NP) no Moodle. Observou-se uma correlação entre NP e NF. E comparando as notas finais das duas coortes do estudo, que participaram do Moodle, com outras 2 coortes que não participaram das atividades, observou-se diferença significante (p<0,001). Os alunos que mais participaram das atividades no Moodle obtiveram notas melhores. Além disso, houve uma diferença significativa entre as notas das coortes que tiveram a participação dos alunos no Moodle em comparação aos que não tiveram o aprendizado híbrido, sugerindo que a flexibilização através do AVA favorece o acréscimo de conhecimento. / This study describes our initial experience of integrating an open-source course management system (CMS) called Moodle (the modular object-oriented dynamic learning environment) to support teaching and learning in pediatric dentistry applied to 2 groups of last-year undergraduate dentistry students (n=134) from University of São Paulo. It is a longitudinal case study of two prospective cohorts (undergraduate students) and it includes the creation of two courses in a virtual learning environment - moodle (version 1.9). The integration of the Moodle course into our teaching was assessed using online grades activity, student examination marks and feedbacks from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students that used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in their final examination marks.

Este estudo descreve a experiência inicial de integração do sistema de gestão de aprendizagem Moodle, para apoiar o processo de ensino-aprendizagem na Disciplina de Odontopediatria da Faculdade de Odontologia da Universidade de São Paulo. Os alunos de pós-graduação (11) foram capacitados em tutoria para construir um curso complementar à grade curricular e gerenciar 2 grupos do último ano de graduação (n=132). Após um mês de aula teórica, os graduandos realizaram uma prova (P1), responderam um questionário inicial e em seguida participaram das atividades no ambiente virtual de aprendizagem (AVA), durante o restante do curso. Realizaram 3 provas presenciais (P2, P3 e P4) durante a aprendizagem baseada na Web, gerando assim uma nota final (NF). Também responderam outro questionário sobre a experiência com a plataforma e foram avaliados através de uma nota de participação (NP) no Moodle. Observou-se uma correlação entre NP e NF. E comparando as notas finais das duas coortes do estudo, que participaram do Moodle, com outras 2 coortes que não participaram das atividades, observou-se diferença significante (p<0,001). Os alunos que mais participaram das atividades no Moodle obtiveram notas melhores. Além disso, houve uma diferença significativa entre as notas das coortes que tiveram a participação dos alunos no Moodle em comparação aos que não tiveram o aprendizado híbrido, sugerindo que a flexibilização através do AVA favorece o acréscimo de conhecimento. / This study describes our initial experience of integrating an open-source course management system (CMS) called Moodle (the modular object-oriented dynamic learning environment) to support teaching and learning in pediatric dentistry applied to 2 groups of last-year undergraduate dentistry students (n=134) from University of São Paulo. It is a longitudinal case study of two prospective cohorts (undergraduate students) and it includes the creation of two courses in a virtual learning environment - moodle (version 1.9). The integration of the Moodle course into our teaching was assessed using online grades activity, student examination marks and feedbacks from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students that used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in their final examination marks.

The study explored the faculty adoption and use of a Blackboard at a community college in the Kentucky Community and Technical College System. A cross-sectional survey design was constructed through the lens of Rogers’s Perceived Attributes of Innovations and Chickering and Ehrman’s Implementing Seven Principles: Technology as a Lever to investigate perceptions and opinions on faculty members’ use of Blackboard in their courses. The survey was piloted, modified and deployed to a population of 932 central Kentucky community college faculty who were recruited to participate in the online survey. Descriptive demographic items (gender, age, highest degree attained, years of teaching experience, employment status, and category of instruction) were cross-tabulated with users and nonusers of Blackboard. An additional cross-tabulation was performed on faculty who did and did not teach online. A Rasch analysis with Differential Item Functioning (DIF) was used to evaluate responses to the perceived attributes and opinions about the use of Blackboard. The Rasch model was employed since the model assumes that each person is characterized by ability, that each item of the survey is characterized by difficulty and that the results of differences in the probabilities of items and responses follow along a line. Misfit of items and faculty did occur and quality control measures were applied to the collected data. A Z-Residual table for the dichotomous items was applied to remove responses that were extreme or greater than 2 ZSTD. An Outfit plot for polytomous items was utilized to remove faculty responses above 3 ZSTD. Some items were determined to be redundant according to the Wright maps and Infit/Outfit tables. The results indicated 2 or 3 levels of discrimination in person reliability and an item separation that allowed an analysis of groups. Rogers’s perceived characteristics that persuade people to adopt a new innovation were indicated as differences between users and nonusers of Blackboard. In contrast to a previous study, those faculty who responded to the survey with 0-1 years of teaching experience had the greatest ratio of nonusers to users. Those respondents who associated their teaching to categories of pre-college and language had more nonusers than users of Blackboard. An overall theme where nonusers agreed more than users was the lack of seeing Blackboard, observing how to use Blackboard and not being able to properly try Blackboard. But users should also be encouraged to expand their use of Blackboard. The majority of users employed: syllabus, announcements, full grade center, course copy, and test and survey pool, but less than half who responded as users employed: discussion board, course calendar, and performance dashboard which may lead to increased communication between the faculty and students. The information obtained from the survey should be utilized when developing professional development activities to encourage Blackboard adoption and use. By studying the adoption and utilization of Blackboard by faculty through the lens of Rogers, the study highlighted differences in the characteristics that persuade faculty to use Blackboard. Through consistent utilization of course management systems, such as Blackboard, the hope is that communication between students and faculty will be enhanced which will ultimately help students to grow, develop and learn.