LibGuides CMS eReserves: simplify delivering course reserves through Blackboard

2015 ◽  
Vol 43 (3) ◽  
pp. 145-147
Author(s):  
Sharon Ince ◽  
John Irwin
Keyword(s):  
Online Courses ◽  
Implementation Process ◽  
Content Management ◽  
Ease Of Use ◽  
Faculty Members ◽  
Fiscal Year ◽  
Instructional Designers ◽  
End User ◽  
Contributing Factors ◽  
Content Type

Purpose – The purpose of this paper is to demonstrate the process of implementing LibGuides content management system (CMS) eReserves with Blackboard integration to streamline workflow for the end-user and staff workflow. Design/methodology/approach – Based on some of the issues with the existing system, there was a need to improve workflow for the user and staff. The previous course reserve process included a non-automated process. Implementing the LibGuides CMS eReserves module training for circulation staff consisted of in-person instruction and creating a tutorial with step by step directions for staff. The library sent out many email announcements and corresponded with individual faculty members. The authors also worked with the instructional designers for feedback and best practices when developing Blackboard courses, specifically online courses. The authors also developed an information page with a tutorial. Findings – Findings indicate that the LibGuides CMS eReserves module is a success. The quick implementation process and ease of use for end-users and staff have proven to be beneficial. With the launch of the new system in fiscal year: 2013-2014, this revitalized the Seton Hall University eReserves program with a 142 per cent increase in usage. There could be many contributing factors to the increase in usage: the online form, direct links to Blackboard, the increase in online courses, etc. eReserves are up 42 per cent as of April for this year. Originality/value – At the time of our evaluation, there were no other libraries using the eReserves module. The authors reviewed the literature and found no published articles about LibGuides CMS eReserves module.

Gamification and accessibility

2019 ◽  
Vol 36 (2) ◽  
pp. 104-123 ◽  
Author(s):  
Keyonda Smith ◽  
Sandra Schamroth Abrams
Keyword(s):  
Online Courses ◽  
Instructional Materials ◽  
Instructional Designers ◽  
Rehabilitation Act Of 1973 ◽  
Visual Disabilities ◽  
Content Type ◽  
Equity And Access ◽  
Barriers And Challenges ◽  
Teaching Learning ◽  
Socio Economic Factors

PurposeThe purpose of this paper is to explore the issue of access to digital technology by using the lens of accessibility as set forth by the Rehabilitation Act of 1973 and the American Disabilities Act (ADA) of 1990. More specifically, this paper focuses on gamification, considers the needs of all learners, including those who identify as disabled, and raises important inquiries about equity and access to technological instructional materials.Design/methodology/approachJuxtaposing Kapp’s (2012) nine elements of gamification with aspects of accessibility, this paper conceptualizes the challenges and possibilities associated with gamified instructional approaches.FindingsThis paper examines gamification in light of potential barriers that exist as disabled learners navigate online courses that include one or more of the following aspects of gamification – game-based, mechanics, aesthetics, game-thinking, engage, people, motivate action, promote learning, and solve problems. Notably, online courses enhanced with gamification elements present potential access barriers and challenges to learners who identify with auditory, cognitive, neurological, physical, speech, or visual disabilities.Research limitations/implicationsThis paper initiates an important discussion, and as such, it incepts additional investigations into supporting differently abled learners.Practical implicationsBy examining gamification through the lens of accessibility, this paper contributes yet another perspective of teaching, learning, and instructional design.Originality/valueIn addition to socio-economic factors that may preclude one from engaging in a digital play, there is a larger question of how, if at all, gamification is accessible to learners with auditory, cognitive, neurological, physical, speech, or visual disabilities or impairments. This paper raises important questions for educators, education researchers, and game and instructional designers alike to ensure ubiquitous access to gamified digital materials in general, and online, gamified materials in particular.

Jordanian university instructors' perspectives on emergency remote teaching during COVID-19: humanities vs sciences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ahmad S. Haider ◽  
Saleh Al-Salman
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Faculty Members ◽  
Learning System ◽  
Assessment Tools ◽  
Teaching Staff ◽  
Interactive Learning Environment ◽  
Content Type ◽  
University Instructors ◽  
Effective Delivery

PurposeThe study aims to probe into university instructors' reactions to adopting the remote online learning model brought by the coronavirus disease 2019 (COVID-19) pandemic. The study investigates the instructors' perspectives, in the humanities and science classes, on the effectiveness of the emergency remote teaching (ERT) compared to face-to-face teaching.Design/methodology/approachThe data for the study were compiled from the responses of 127 instructors representing two private universities in middle and northern Jordan. The sample included 66 faculty members in the humanities and 61 in the sciences. The instructors' responses were elicited through a Likert-type questionnaire consisting of 20 items.FindingsThe present study's findings have shown that online instruction is becoming more common despite the presence of some major challenges facing instructors. The results showed that the e-learning system seems to better suit the humanities courses compared to the sciences courses. The findings also showed that faculty members in the humanities are more satisfied with the effectiveness of the assessment tools utilized in the online courses than their colleagues in the sciences. In addition, humanities e-courses seem to provide a more interactive learning environment than e-courses in the sciences.Practical implicationsMore training for instructors on how to design online course syllabi to ensure effective delivery is needed. Instructors need to develop ways to encourage students to interact in virtual e-classes to the same level as the on-ground classes. Instructors also need to adopt the “blended learning” system as a transitional stage before switching completely to online learning.Originality/valueDifferent studies have investigated how COVID-19 has impacted education. The current study brings to light the perspectives of the Jordanian teaching staff on transitioning to ERT during the COVID-19 crisis taking into account the differences between humanities and sciences classes.

Go online or get sidelined

2017 ◽  
Vol 13 (4) ◽  
pp. 479-493
Author(s):  
Jayson W. Richardson ◽  
Sara Heintzelman
Keyword(s):  
Educational Leadership ◽  
Ethical Decision Making ◽  
Online Courses ◽  
Technology Leadership ◽  
Faculty Members ◽  
Or Education ◽  
Online Delivery ◽  
Content Type ◽  
New Graduate ◽  
Graduate Certificate

Synopsis Young professors Baxter, Jim, and Robert are eager to start a new graduate certificate in educational leadership with a focus on technology. The department supports their initiative. The department is even supportive of offering this certificate fully online. Support waned when, in an effort to boost student enrollment, it is suggested that additional graduate courses and programs within the department also move fully online. In department meetings, faculty members argue about the rigor of online courses and if it is possible to convert existing courses and programs to an online delivery format. Tammy and Larry are veteran faculty members who do not want to teach online and have made it clear to the rest of the faculty they are not eager to change. When there are not enough students to offer their programs in the traditional format, all faculty members are forced to begin teach online. Research methodology This is a disguised field-researched case. Relevant courses and levels This case may be used in a variety of graduate business or education courses, such as introduction to business, business ethics, educational leadership, technology leadership, or higher education. Theoretical bases Students should have some understanding of systems change, ethical decision making, and human resources development.

scholarly journals An investigation of faculty's perceptions and experiences when transitioning to a new learning management system

2010 ◽  
pp. 433-447
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Faculty Members ◽  
Instructional Designers ◽  
Contributing Factors ◽  
Technology Innovations ◽  
Decision Making Processes ◽  
Learning Management ◽  
Systemic Support ◽  
Cross Case Analysis

A qualitative study using the cross-case analysis method investigated the experiences of faculty members as they transitioned from one Learning Management System (LMS) to another. The study has several implications for administrators, researchers, instructional designers, trainers, and educators on how to implement a new instructional technology and to facilitate transitioning efforts. Based on the findings of this study, we have identified several contributing factors to a successful transition to and implementation of a new LMS at the institutional level, including (a) the critical importance of ongoing systemic support at different levels and in different formats, (b) the demands for pedagogical support in addition to technological assistance, and (c) the requirements for customized support to address discipline-specific challenges. Lastly, we discuss why faculty should be empowered to join in decision-making processes regarding community-wide technology innovations.

scholarly journals An investigation of faculty's perceptions and experiences when transitioning to a new learning management system

2010 ◽  
pp. 433-447
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Faculty Members ◽  
Instructional Designers ◽  
Contributing Factors ◽  
Technology Innovations ◽  
Decision Making Processes ◽  
Learning Management ◽  
Systemic Support ◽  
Cross Case Analysis

A qualitative study using the cross-case analysis method investigated the experiences of faculty members as they transitioned from one Learning Management System (LMS) to another. The study has several implications for administrators, researchers, instructional designers, trainers, and educators on how to implement a new instructional technology and to facilitate transitioning efforts. Based on the findings of this study, we have identified several contributing factors to a successful transition to and implementation of a new LMS at the institutional level, including (a) the critical importance of ongoing systemic support at different levels and in different formats, (b) the demands for pedagogical support in addition to technological assistance, and (c) the requirements for customized support to address discipline-specific challenges. Lastly, we discuss why faculty should be empowered to join in decision-making processes regarding community-wide technology innovations.

Assessing lean’s impact on operational integration

2014 ◽  
Vol 6 (2/3) ◽  
pp. 112-123 ◽  
Author(s):  
Inger Gamme ◽  
Silje H. Aschehoug
Keyword(s):  
Information Exchange ◽  
Manufacturing Industry ◽  
Implementation Process ◽  
Contributing Factors ◽  
Lean Implementation ◽  
Content Type ◽  
Implementation Processes ◽  
Research Questions ◽  
Lack Of Commitment ◽  
Operational Integration

Purpose – The purpose of this paper is to establish a major project to create new insights on lean in the specific Norwegian context and further build on international research. Lean is relevant for the manufacturing industry, service, finance, healthcare and public sectors in Norway. There are, however, still many research questions to be raised. Design/methodology/approach – Two case companies have been studied, to identify what these companies have experienced as important enablers and disablers in their lean implementation process. The following research questions will be addressed: In what way(s) does lean contribute to greater operational integration? In what way(s) does lean hinder operational integration? The research methodology is based on semistructured interviews with selected persons from different levels within the companies. Findings – From this study, several common contributing factors have been found: the importance of commitment and presence on the part of management, use of visualization tools for information exchange, formal meeting arenas and cross-functional work. Furthermore, the companies perceived the following as hindrances to achieving operational integration: insufficient involvement in implementation and design of tools, lack of commitment within the management, lack of customer focus, working in functional silos, lack of dissemination within the company and distance. Practical implications – Based on empirical findings from initial mapping of each company’s experiences with operational integration after a lean implementation process, recommendations on how to achieve better operational integration will be presented. Originality/value – The research initiative provides knowledge experience from lean implementation processes in two different Norwegian case companies within different sectors.

The Balancing Act

2020 ◽  
pp. 58-79
Author(s):  
Justin A. Sentz
Keyword(s):  
Great Plains ◽  
Online Courses ◽  
Faculty Members ◽  
Local Version ◽  
Instructional Designers ◽  
Training Module ◽  
Teaching Online ◽  
Faculty Fellow ◽  
First Time ◽  
The Relationship

Upon hearing a multitude of complaints from faculty members about the required training module prior to teaching online courses at Great Plains University for the first time, the instructional designers at GPU's North Central Campus decided to work with a faculty fellow to create a local version of the training. Before discussing specific modifications to the training module, the group delved into the interpersonal aspects of the relationship between instructional designers and faculty members in higher education. They suspected that these relationship dynamics had something to do with the shortcomings of the existing training module, and they wanted to ensure that they addressed them in the new version of the training. The result was a set of recommendations sent to the Provost at NCC that aligned the modifications to the training intervention to the performance problems in the institution, while simultaneously accounting for the interpersonal aspects identified in their discussions.

scholarly journals The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Larisa Olesova ◽  
Susan Campbell
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Faculty Members ◽  
Education Administration ◽  
University Faculty ◽  
Instructional Designers ◽  
Faculty Attitude ◽  
Higher Ed ◽  
Online Course Development ◽  
The Impact

The 2017 survey of Faculty Attitude on Technology conducted by Insider Higher Ed reported on the low percentage of partnerships between university faculty and instructional designers in online course development. Experts said it is not a surprise because instructional designers are underutilized and their role in Higher Education is still not clear. This qualitative study examined the faculty members’ perceptions about their mentorship relations with instructional designers when they designed and developed asynchronous online courses. This study also explored factors that may lead to successful mentorship relationships between instructional designers as mentors and faculty members as mentees. Higher education administration, university faculty, and instructional designers will benefit from the results of this study. 

scholarly journals Modelling the notions and dimensions of MOOCs

2018 ◽  
Vol 13 (1) ◽  
pp. 100-114 ◽  
Author(s):  
Maximus Gorky Sembiring
Keyword(s):  
Structural Equation ◽  
Online Courses ◽  
Equation Model ◽  
Faculty Members ◽  
Massive Open Online Courses ◽  
Group Discussions ◽  
Content Type ◽  
Four Dimensions ◽  
Satisfaction Index ◽  
Operational Frameworks

Purpose This report explored enriched notions and dimensions of quality massive open online courses (QMOOCs). The purpose of this paper is to visualize the quality measures adjacent to MOOCs and understanding distinctive outlooks to approaching them. It was also of interests to envisage how and in what routines those notions and dimensions interrelated. Design/methodology/approach Exploratory-design was employed to qualitatively establishing conceptual and operational frameworks first through reviewing processes and focus-group discussions. QMOOCs were reflected by four dimensions: scientifically provable, technically feasible, economically beneficial and socio-culturally adaptable. Besides, QMOOCs involved six notions (6P: presage, process, product, practicability, prospective and power) and affected knowledge, skills and professionalism (KSP). Quantitatively, QMOOCs, 6P and KSP were the moderating, independent and dependent variables, respectively. Associated data were accumulated through survey by distributing 600 questionnaires randomly to 708 Universitas Terbuka faculty members; 299 of them were completed. Findings Nine hypotheses were scrutinized utilizing structural-equation model and eight were validated by the analysis. It was statistically inferred that product was alluded as the prime notion to QMOOCs followed by process, practicability, presage and power; prospective was excluded. Professionalism, knowledge and skill were influenced by QMOOCs. Importance-performance analysis (IPA) and customer-satisfaction index were emulated (and applied) to quantify respondents opinion and relevance degree of those engaged notions and dimensions. IPA analysis revealed four prominent notions (corresponding, functional, well-defined and learner-focused) and one dimension (technically feasible). Originality/value Qualitative framework was imperfectly confirmed by the quantitative upshot. Further inquiry is crucial searching for plausible validation how this consequence was marginally distinctive in conjunction with authenticating QMOOCs.

scholarly journals Teaching during COVD-19: faculty members’ perceptions during and after an “exceptional” semester

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Laura Zizka ◽  
Gaby Probst
Keyword(s):  
Online Courses ◽  
Faculty Perceptions ◽  
Well Being ◽  
Faculty Members ◽  
Long Term Effects ◽  
Content Type ◽  
Digital Revolution ◽  
Positive Elements ◽  
Perceptions Of Teaching

Purpose With the arrival of the COVID-19 pandemic in Europe in March 2020, higher education institutions (HEIs) worldwide were confronted with creating online courses to complete the semester. While emphasizing positive elements such as flexibility and innovative solutions, the literature focused on numerous faculty problems such as online fatigue, emotional well-being and stress. This paper aims to explore faculty perceptions of teaching during the exceptional circumstances of the COVID-19 pandemic. Design/methodology/approach Two surveys, in the first week and at the end of the semester, were conducted at a business school in Switzerland via the program Lima. A total of 19 faculty members participated in the survey. Of the participants, 56.7% responded in the first survey and 70.9% responded in the second. Findings The findings revealed that the faculty’s impressions of their online courses remained positive. The most significant issue cited was time. According to faculty estimations, more than ten additional hours per week were spent preparing for online courses. Nonetheless, many faculty members reported interest in continuing online practices in their future courses. Practical implications The COVID-19 pandemic pushed HEIs to embrace the digital revolution while teaching in a competence-oriented mode. However, moving forward, HEIs must mitigate the long-term effects by careful planning and evaluating their digital readiness as an institution and offering training for their faculty and students when necessary. Originality/value The study contributes to the existing literature by analyzing one stakeholder group, i.e. faculty members, and their perceptions of teaching during a worldwide pandemic.

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