Copyright

Author(s):  
Diane M. Fulkerson

Copyright plays an important role in not only print materials one finds in a library but also the resources accessed from off-campus through online course management systems and electronic, or e-reserves. This chapter provides an overview of copyright as it pertains to remote access of library resources.

Author(s):  
Daria C. Crawley ◽  
Barbara A. Frey

This research examines the relative impact of students’ in-class behaviors (i.e., attendance and participation) by assessing student perceptions of the value of instructional technologies, such as eCollege course management systems and instructors’ PowerPoint presentations. The results of the study through exploratory factor analyses revealed that 13 items were divided into three factors (electronic presentations, online-course management, and effective classroom behavior) with 53 percent explained variance in instructional technologies’ impact on student learning. ANOVA results indicated significant differences in online-course management and perceived impact of electronic presentations on students’ classroom behavior among respondents who used the online-course management system. Respondents who used multiple online-course management features viewed it more favorably and did not believe that it had a negative impact on classroom behaviors, such as attendance or class participation compared to those who used fewer features. Implications for construct refinement and future research are discussed.


Author(s):  
Diane M. Fulkerson

In addition to electronic reserves, instructors can link database materials through course management systems (CMS). This type of software allows faculty to link articles from databases into their course materials. This chapter provides an overview of different course management software and explains how instructors or librarians can link course materials into these systems.


First Monday ◽  
2005 ◽  
Author(s):  
Punya Mishra

The course Web site is a critical mediator between the instructor and students in online classes. This requires a shift in how instructors think of their presence and influence on the classroom. This essay, based on the author’s personal experience in designing and teaching online, argues that the design of the course Web site needs to carefully reflect the passions and pedagogical philosophy that drive the instructor. It is also an argument against one–size–fits–all approaches to online course design as instantiated in most course management systems.


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