Classroom Communication on a Different Blackboard

Classroom Communication ◽

Student Needs ◽

Common Goal ◽

Adjunct Instructors ◽

Technological Community

Employing technology that students find enticing and will prepare them well for the future, may be easier than preparing the teachers who will integrate this technology into learning activities. Competition among educational institutions for students is increasing exponentially, which requires a greater sensitivity to student needs (Heckman & Guskey, 1998). Course management systems (CMSs) can build a framework for using technology as a technique of providing this responsiveness to students, predominantly in the form of communication. The aim is to ultimately create an environment conducive to teaching and learning via a technological community where students, faculty, adjunct instructors, staff, and administration can work together to achieve a common goal—produce quality graduates.

International Journal of Information Communication Technologies and Human Development ◽

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

10.4018/ijicthd.2015070103 ◽

2015 ◽

Vol 7 (3) ◽

pp. 27-35 ◽

Cited By ~ 2

Author(s):

Rakibul Hoque ◽

Mahfuz Ashraf ◽

Mohammad Afshar Ali ◽

Rashadul Hasan

Keyword(s):

Developing Countries ◽

Learning Activities ◽

Course Management System ◽

Educational Technologies ◽

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.

Future Directions of Course Management Systems

Course Management Systems for Learning ◽

10.4018/978-1-59140-512-2.ch019 ◽

2011 ◽

pp. 307-330

Author(s):

David Mills

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Data Exchange ◽

Evolutionary Process ◽

Management Systems ◽

Course Management ◽

Future Directions ◽

The Core ◽

Core Mission

Course management systems will unquestionably become one of the most critical enterprise systems in higher education. This is because these systems are more closely aligned with the core mission of teaching and learning than any others. Although these systems have already undergone extraordinary transformation in just a few short years, we are at only the very beginning of the evolutionary process. It is critical that CMS vendors look to the students, educators, and administrators that interact with these systems to identify what new tools and features they need. Consequently, the next stage of innovation in course management systems should therefore focus more on features specifically related to promoting better and more efficient processes for teaching and learning online. More flexible administration options should make these systems easier to maintain. Emerging standards will continue to simplify communications and data exchange with other systems. Finally, the infusion of sound principles of instructional design and learning theory into the tools themselves promises to transform today’s course management systems into tomorrow’s expert systems for teaching and learning.

Frameworks for CMS Design and Evaluation

Course Management Systems for Learning ◽

10.4018/978-1-59140-512-2.ch005 ◽

2011 ◽

pp. 69-89

Author(s):

Marwin Britto

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

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.

Course Management Systems Integration into Course Instruction

International Journal of Information and Communication Technology Education ◽

10.4018/jicte.2012040106 ◽

2012 ◽

Vol 8 (2) ◽

pp. 72-80

Author(s):

Jared Keengwe ◽

Joachim Jack Agamba

Keyword(s):

Student Teaching ◽

Teaching And Learning ◽

Management Systems ◽

Course Management ◽

Learning Tools ◽

Course Content ◽

Face To Face ◽

Digital Learners ◽

E Learning

The emergence of e-learning tools such as Course Management Systems (CMS) offer instructors a practical means to transition from face-to-face to blended delivery modalities that could better serve the needs of digital learners. However, instructors fail to take advantage of such existing modern classroom technologies to provide better learning experiences for their learners. Part of this is due to the lack of a system to determine the underuse of technological tools in a CMS. This project focused on examining the degree of Moodle technology integration into course instruction to support effective student teaching and learning by three instructors. This article stimulates reflections on pedagogical experiences with regard to course content material and instructor practices. The study illustrates that instructors and learners can believe technology is being used well in a CMS course site when the opposite is true.

Towards an integral pedagogy in the age of ‘digital Gestell’: Moving between embodied co-presence and telepresence in learning and teaching practices

Management Learning ◽

10.1177/13505076211053871 ◽

2021 ◽

pp. 135050762110538

Author(s):

Jeremy Aroles ◽

Wendelin Küpers

Keyword(s):

Teaching Practices ◽

Teaching And Learning ◽

Business Schools ◽

Learning Activities ◽

Learning And Teaching

Digitalisation offers a wide array of opportunities, but also challenges, for universities and business schools alike, regarding the provision and delivery of their teaching and learning activities. The COVID-19 pandemic has highlighted some of these challenges, as it forced educational institutions to move their pedagogic activities online in line with new governmental regulations. In this article, we identify and discuss critically the following three interconnected challenges: (1) shifting from direct embodied co-presence to technologically mediated telepresence, (2) re-embodying teaching and learning activities and (3) rethinking the purpose and relevance of teachings in business schools. We explore these challenges through a phenomenological lens, informed by the Heideggerian concepts of enframing ( Gestell) and releasement ( Gelassenheit), with a focus on (re-)embodiment. Finally, we discuss the need, for teachers and learners, to be able to reflectively move between embodied and digital(ised) forms of learning and teaching and outline some implications and perspectives regarding the development of an integral pedagogy.

Visualization of Teaching and Learning Activities in Higher Educational Institutions

Journal of the Visualization Society of Japan ◽

10.3154/jvs.31.25 ◽

2011 ◽

Vol 31 (121) ◽

pp. 25

Author(s):

Shoji Kajita

Keyword(s):

Teaching And Learning ◽

Learning Activities ◽

Higher Educational Institutions ◽

Higher Educational

Over the Rainbow

Course Management Systems for Learning ◽

10.4018/978-1-59140-512-2.ch010 ◽

2011 ◽

pp. 147-170

Author(s):

Patricia McGee ◽

Vicki Suter ◽

Jennifer Gurrie

Keyword(s):

Knowledge Management ◽

Faculty Member ◽

Teaching And Learning ◽

Learning Experience ◽

Instructional Designer ◽

Management Systems ◽

Knowledge Management Systems ◽

Traditional Student ◽

Content Learning

Next generation course management systems must represent a convergence of the needs and perspectives of all of those who are engaged in the teaching and learning experience. To represent these points of view, we imagine one scenario in which four roles are enacted: instructional designer, traditional student, non-traditional student, and faculty member. This chapter draws on research and theory to illustrate the convergence between content-, learning-, and knowledge- management systems as well as processes managed by both learner and instructor.

Enabling Electronic Teaching and Learning Communities with MERLOT

Technology Literacy Applications in Learning Environments ◽

10.4018/978-1-59140-479-8.ch023 ◽

2005 ◽

pp. 328-348

Author(s):

Gerard L. Hanley ◽

Sorel Reisman

Keyword(s):

Distance Learning ◽

Online Teaching ◽

Teaching And Learning ◽

Academic Programs ◽

Learning Programs ◽

Library Resources ◽

Electronic Teaching ◽

Learning With Technology

Educational institutions have made significant progress in enabling student success in distance learning by delivering academic programs utilizing course management systems, accessing electronic library resources, and through a wealth of student services that use help desks and campus portals. Enabling instructor success in researching and designing curricula for teaching in distance learning programs is an area where institutions still face significant challenges. This chapter presents a number of these challenges and describes how MERLOT (Multimedia Educational Resource for Learning and Online Teaching), an international consortium, can facilitate successful teaching and learning with technology.

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

Nordic Journal of Modern Language Methodology ◽

10.46364/njmlm.v2i1.70 ◽

2013 ◽

Vol 2 (1) ◽

Author(s):

Susan Erdmann

Keyword(s):

Social Networks ◽

Social Networking ◽

Social Networking Site ◽

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.

Charity Punishment in Islamic Boarding School to Improving Santri Discipline

Nazhruna Jurnal Pendidikan Islam ◽

10.31538/nzh.v3i3.767 ◽

2020 ◽

Vol 3 (3) ◽

pp. 342-354

Author(s):

Ibnu Habibi ◽

Triyo Supriatno

Keyword(s):

Qualitative Research ◽

Reference Material ◽

Teaching And Learning ◽

Boarding School ◽

Learning Activities ◽

Analytic Approach ◽

Technical Data ◽

Shared Time ◽

Islamic Institutions

The purpose of this article is to analyze and describe the charity punishment in improving the discipline of santri at the Al Amin Bojonegoro, Muhammadiyah Islamic Boarding School (MBS). This article uses a type of qualitative research using a descriptive-analytic approach. To obtain the technical data used were observation, interviews, and documentation. The results of this article indicate that the forms of punishment in Al Amin Bojonegoro Islamic Boarding School are t ta'zir, 'iqab, and charity, all of which aim to improve the discipline of students. The charity punishment is more prioritized in enforcing the sentence of santri in various kinds of activities, namely worship activities, teaching and learning activities in class, and activities in the dormitory in terms of shared time and order. This article's results are expected to become a reference material in enforcing discipline in Islamic institutions or informal educational institutions. Further research can be developed on the effectiveness of charity punishment in the domain of santri, which this paper can be used as reference material.