Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning

2010 ◽  
pp. 136-151 ◽  
Author(s):  
Daria C. Crawley ◽  
Barbara A. Frey
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Classroom Behavior ◽  
Management Systems ◽  
Course Management Systems ◽  
Online Course ◽  
Classroom Behaviors ◽  
Course Management ◽  
Instructional Technologies ◽  
Exploratory Factor Analyses

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.

Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning

2010 ◽  
pp. 592-606
Author(s):  
Daria C. Crawley ◽  
Barbara A. Frey
Keyword(s):  
Student Perceptions ◽  
Classroom Behavior ◽  
Negative Impact ◽  
Course Management Systems ◽  
Future Research ◽  
Classroom Behaviors ◽  
Course Management ◽  
Instructional Technologies ◽  
Exploratory Factor Analyses ◽  
The Relationship

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 managementsystems and instructors’ PowerPoint presentations. Theresults of the study through exploratory factor analyses revealed that 13 items were divided into three factors (electronic presentations, onlinecourse management, andeffective classroom behavior) with 53 percent explained variance in instructional technologies’ impact on studentlearning. 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-coursemanagement system. Respondents who used multiple onlinecourse 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.

Learner Engagement and Success in CMS Environments

2011 ◽  
pp. 107-113 ◽  
Author(s):  
Bob Bender
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Student Writing ◽  
Course Management ◽  
Learner Engagement ◽  
Use Of Technology

This chapter is a case study in the use of course management systems (CMS) in teaching and learning.  A narrative from a faculty perspective, this study discusses how technology can be used effectively to shift the burden from teaching to student learning by paying attention to pedagogy rather than to the use of technology itself.  “Shakespeare and the New Movies,” a course designed to stimulate student writing about Shakespeare and films based on his plays, is used to illustrate this process.

Electronic courseware in higher education

First Monday ◽  
2005 ◽  
Author(s):  
Maureen Minielli ◽  
S. Ferris
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching Styles ◽  
Cost Effective ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Space And Time

The rising costs of education often lead to the call for a change from the traditional, space–and–time bound institutions to ones that offer increasingly cost–effective, technologically enhanced programs. As institutions of higher education turn to technology, primarily Internet–based, to address these challenges, the use of electronic courseware is dramatically increasing. In order to effectively utilize electronic courseware in the classroom, educators not only need to be aware of terminology, functions, and uses of the most popular types of electronic courseware, but also (and perhaps more importantly) educators need to develop and critique pedagogically based research that can, at the broader level, help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning. In this paper we consider electronic course management systems from a pedagogical perspective, with the goal of aiding educators to effectively utilize electronic courseware in the classroom. By discussing the basics (such as terminology, functions, and uses of the most popular types of electronic courseware) and examining pedagogically based research we hope, at the broader level, to help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning.

Copyright

2012 ◽  
pp. 33-48
Author(s):  
Diane M. Fulkerson
Keyword(s):  
Remote Access ◽  
Management Systems ◽  
Course Management Systems ◽  
Online Course ◽  
Course Management ◽  
Library Resources ◽  
Print Materials

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.

On becoming a Web site

First Monday ◽  
2005 ◽  
Author(s):  
Punya Mishra
Keyword(s):  
Personal Experience ◽  
Web Site ◽  
Course Design ◽  
Management Systems ◽  
Course Management Systems ◽  
Online Course ◽  
Course Management ◽  
Online Classes ◽  
Online Course Design ◽  
Teaching Online

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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