scholarly journals Cant We All Use An Angel?

2006 ◽  
Vol 3 (9) ◽  
Author(s):  
Leonard Presby
Keyword(s):  
Online Courses ◽  
Focal Point ◽  
Management Systems ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Instructional Designers ◽  
Course Management ◽  
Web Based ◽  
The Face ◽  
Educational Course

Educational institutions are looking for ways to reach students in a better manner, in the face of increased competition, shifting demographics and tighter budgets. Offering online courses is one of the ways this problem has been approached. As the internet has become integral to our everyday lives, web-based educational course management systems have become more common and more sophisticated.  Blackboard, Webct, and ANGEL are three popular ones. The focal point of them is to aid instructors develop important learning experiences and improve learning outcomes They help to promote communication among and between students, support curriculum, assessments and surveys, facilitate team learning and group effort and feedback . This paper will help instructors and instructional designers who are considering course management systems. Results of the study show how one system provides users with superior results.

Frameworks for CMS Design and Evaluation

2011 ◽  
pp. 69-89
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

Understanding the Usability of Course Management Systems (CMS) in Developing Countries

2015 ◽  
Vol 7 (3) ◽  
pp. 27-35 ◽  
Author(s):  
Rakibul Hoque ◽  
Mahfuz Ashraf ◽  
Mohammad Afshar Ali ◽  
Rashadul Hasan
Keyword(s):  
Developing Countries ◽  
Learning Activities ◽  
Course Management System ◽  
Educational Technologies ◽  
Management Systems ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Course Management ◽  
Online Environment ◽  
Office Software

Course Management System (CMS) is now probably the most used educational technologies in higher education, behind only the Internet and common office software. It can facilitate posting content, participating in discussions, maintaining a grade book, tracking participation and managing learning activities in an online environment for instructors and learners. But question arises to what extent these systems are successful in developing countries like Bangladesh. Unfortunately there are very few reports and publication that have tried to focus on above issues. In this study, an evaluation and analysis of CMS in developing countries like Bangladesh was carried out to assess the success of the system by using “ITPOSMO' model. The study found that CMS is partially failing in higher educational institutions in Bangladesh.

The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations

2011 ◽  
Vol 7 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Courses ◽  
Database Management System ◽  
Educational Institutions ◽  
Web Based ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Packaged Software ◽  
Regulated Learning ◽  
Computing Skills ◽  
The Face

Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

Insidious pedagogy: How course management systems affect teaching

First Monday ◽  
2009 ◽  
Author(s):  
Lisa M. Lane
Keyword(s):  
Management Systems ◽  
Course Management Systems ◽  
College Instructors ◽  
Course Management ◽  
Web Based ◽  
Novice Faculty ◽  
Administrative Tasks ◽  
Basic Level ◽  
The Web ◽  
The Way

Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built-in pedagogy. Although these pedagogies are based on instructivist principles, today's large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web-based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web-novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web-novice faculty and allow a choice of CMS.

scholarly journals Facebook Goes to College; Recent Research on Educational Uses of Social Networks

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Susan Erdmann
Keyword(s):  
Social Networks ◽  
Social Networking ◽  
Social Networking Site ◽  
Management Systems ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Course Management ◽  
The Social ◽  
Exchange Information ◽  
Academic Content

The number of courses offered partially or entirely online continues to grow, offering students many different ways to access academic content.  Educational institutions largely use course management systems to deliver academic content, collect assignments and conduct discussions.  Traditional CMS systems, however, are often underutilized and almost always require login protocols tied to students’ institutional email accounts.   The ubiquity of the social networking site Facebook, demonstrates that students are willing to use online environments to exchange information and, naturally, many academics have been eager to use the networking site in their classes.  The following essay examines some of these attempts in order to gain a clearer picture of some of the advantages and pitfalls of using Facebook as a CMS.

Frameworks for CMS Design and Evalution

2011 ◽  
pp. 1281-1291
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

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