During the past several years an increase in use of Course Management Systems (CMS) in higher education’s instructional infrastructure had been witnessed (Morgan, 2003). As a result, increased online education placed an emphasis on CMS because CMS were able to provide information 24 hours a day, 7 days a week. Faculty, staff, and students were increasingly dependent on information and learning services provided by the colleges and universities (Carey & Gleason, 2006). The flexibility provided by the CMS had led campus faculty, staff, and students to expect continuous availability in campus systems (Carey & Gleason, 2006). This study examined faculty perceptions of a course management system used to enhance teaching and learning. Faculty members’ perceived motivation reasons and barriers were analyzed in this study using descriptive statistics. The important motivation reasons for using a course management system were to provide course information, augment student learning, and provide diverse teaching methods. In addition, the study revealed that faculty members were satisfied with institutional support in terms of training and technical support but not rewards received. Demographic variables (gender, age, faculty tenure status, faculty rank, college of teaching, location of course delivery, and time spent per week preparing materials) were examined to see if there were differences in faculty members’ perceived satisfaction of pedagogical effectiveness. An online survey was sent to 300 faculty members who used CMS in their academic courses at Mississippi State University. Descriptive statistics were used to analyze the survey data. The results revealed that the majority of faculty used CMS primarily to: (a) distribute information to students, (b) augment student learning and (c) provide diverse teaching methods. In terms of strengths and weaknesses of a CMS some faculty members thought the tools were complicated to use while others thought it was easy to use. Overall, the majority of faculty thought that CMS was a great way to communicate with students. Faculty also thought that lack of time played a role in their ability to use CMS effectively.

The purpose of this study is to investigate the effect of gender, CGPA and amount of weekly Internet use on the acceptance of CMS (Course Management System). Specifically, the purpose is to investigate METU-ONLINE in a course given in PSPA (Political Science and Public Administration) department at METU. One questionnaire has been used in the study. The questionnaires have been distributed to 63 PSPA students who were enrolled to POLITICAL HISTORY (ADM3106) course during spring semester of 2007-2008 year. The data gathered from the students with questionnaires has been analyzed in SPSS 16.0 program with ANOVA method using descriptive and inferential statistics. The results showed that students&rsquo / Cumulative GPA and amount of weekly Internet use have an effect on the perceived usefulness of METU-ONLINE.

This study explored changes in goal orientations throughout the semester that might be influenced by self efficacy and a sense of classroom community in hybrid courses in which course management systems (CMS) were used. A hybrid course is distinguished from a traditional face-to-face classroom in that there is an extension of the class, and students interact online in addition to face-to-face. Data were gathered from 14 hybrid courses two times during a semester, once at the beginning of the semester and once again at the end, and were analyzed using structural equation modeling (SEM) to investigate the relationships among the variables. Overall, the results indicated that each goal orientation changed throughout the semester, dynamically interacted with one another, and had unique relationship with self efficacy and sense of classroom community. More specifically, first, a sense of classroom community acted as a significant antecedent of goal orientations and mediated the relationship between pre-mastery goal orientation and post-mastery goal orientation. Second, self efficacy, another antecedent of goal orientations, mediated the relationship between pre-performance avoidance goal orientation and post-performance avoidance goal orientation. Third, post-performance approach goal orientation was influenced by sense of classroom community but not by self efficacy whereas post-performance avoidance goal orientation was influenced by self efficacy but not by sense of classroom community. Fourth, the nature of performance approach goal orientation at the beginning of the semester seemed to change throughout the semester as students gain or lose their competence and develop sense of classroom community. The results also showed that the collaborative function of the course management system most significantly contributed to the sense of classroom community in hybrid courses among four categories of functions (information delivery, external links, course materials, and collaborative function). Lastly, the study suggests ways for instructional designers and college teachers to identify and design courses that promote motivation and a sense of classroom community using various CMS functions, thereby enhancing teachers’ teaching and student learning. / text

The purpose of this thesis is to investigate the use of a course management system in a University learning environment and the factors that affect students' attitude and performance in such environments and to study the relationship between these factors. The course management system that was used in the research studies in this thesis was WebCT. Three in-field studies were carried out to achieve the aim of this research thesis. A mixture of qualitative and quantitative approaches was used in the studies. Data from participants were collected via questionnaires, interviews, and numerical data from the WebCT tracking system. First the relationship between the students' attitude towards using WebCT and their module leaders' attitude towards using it was studied. Then, the relationship between students' cognitive styles and their satisfaction, their achievement, and their way of using WebCT was investigated. Finally, a model of the critical factors affecting students‟ attitudes to WebCT, use of WebCT and achievement was developed and tested. The model is divided into three main dimensions. The three dimensions are 1) The learner dimension: students' interaction with their classmates, students' capability of using the internet, students' capability of using WebCT. 2) The instructor dimension: Instructor's technical competence, instructor's way of presenting materials on WebCT, interaction between students and their instructor. 3) The technology dimension: usefulness, ease of use, flexibility, quality. The results suggested that students have a positive attitude towards using a course management system (WebCT) on their courses. Also, the results indicated that students' use of WebCT is a positive indicator of their academic achievement (in terms of performance on specific modules). It was also found that instructor attitude and way of using WebCT affects students' attitude and performance when using WebCT. The Technology dimension was found to be a positive indicator of students' attitude and use of WebCT. The Instructor dimension was also found to be a positive indicator of students' attitude and achievement in WebCT. Moreover, the Learner dimension was found to be a positive indicator of students' attitude, use of WebCT and achievement.

The capacity for online learning environments to provide quality learning experiences for students has been the focus of much speculation and debate in the higher education sector from the late 1990s to the present day. In this area, 'quality' has become synonymous with engaging students in a learning community. This study reports on a qualitative research project designed to explore the significance of community for students when they study in online learning environments. This project used three case studies to explore tertiary students' thoughts and expectations about community in the online environment. The research was constructed iteratively. Data from the initial case suggested the need to explore the relationship between the constructed online learning environment and the development of learning communities or what I have termed Social Learning Support Networks (SLSN). To explore this issue further, the project was expanded and subsequent cases were chosen that included fundamentally different types of online learning environments. The project had two significant results. Firstly, students not only confirmed popular educational theories on the value of learning communities, but also described how this form of social connection might practically benefit their learning. Secondly, the project found that certain forms of synchronous online environments provided enhanced opportunities for students to form social connections that supported their learning. This project provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.

The purpose of this study was to investigate students&rsquo / social networking sites (SNSs) involvement, students&rsquo / involvement of Facebook as course management system (CMS) in face-to-face course, students&rsquo / acceptance of Facebook, students&rsquo / motivations, students&rsquo / achievements, and their relationships. The study, used Facebook as CMS, was conducted in a private university with 42 participants in two different freshman courses. Maximum variation sampling was employed in selecting 12 students for interview. Mixed method was employed as part of an action-research approach. Both quantitative and qualitative data collection methods were utilized to thoroughly analyze Facebook use as CMS. Quantitative data were collected through three questionnaires about Facebook acceptance, motivation to the course and involvement of Facebook and course Facebook page. The qualitative data were collected through both individual interviews and discussion posts of course Facebook page. The quantitative data analysis consisted of descriptive statistics, and correlation analyses. Coding schemes were used to both find the depth-of-discussion posts and convert qualitative data into quantitative data. The results stated that students&rsquo / SNSs involvement, students&rsquo / acceptance of Facebook, students&rsquo / motivations, students&rsquo / achievements and their relationships were different according to the taken course. Possible reasons of the differences of utilization and engagement in the course activities were clarified in the study. Results support that students and instructors could benefit from Facebook usage in learning and teaching. Most of the participants believed the value of having CMSs in all courses. Moreover, they preferred Facebook as CMS to communicate easily, to increase their active participation and interactions in their courses.

The implementation of a Course Management System into an educational institution oriented to students with learning disabilities such as ADHD,  represents a big challenge since these students experience persistent impairments in attention (or concentration) that impact negatively on their learning outcomes, engagement and motivation. It’s crucial to adapt and enhance these environments having in consideration the students’ special learning needs, in order to improve their user experience and engagement during their learning process. This thesis address the design and development of gamified layer that brings a current analog gamification practice into a Course Management System Environment, Google Classroom (GC). The prototype developed retrieves, transforms and shows the GC data in form of game elements such as points, badges, and progress bars, among others. After using the prototype during three weeks, the students showed an easy familiarization with the gamified layer of GC and an active participation and persistence during their course activities.

No description available.

This dissertation reports on an investigation into three web-based technologies to determine their usefulness and the extent to which they support learning. The study comprises three case studies, each examining a separate web-based technology, suitable for diverse groups of learners in terms of age group and background. The main contribution is to determine for whom and how these technologies could be used, with the intention of providing a systematic structure of web-learning possibilities for learners of different ages (children, undergraduates and postgraduates) and types of teaching (contact teaching and distance learning). It was found that web-based technologies could support learning. Their usefulness depends on how the instructional design addresses the different aspects of web-based learning, and whether or not the course and web-based material match the characteristics/needs of the target group. / Thesis (MA (Information Science))--University of Pretoria, 2003. / Information Science / unrestricted

The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.